This report has been written following a whole school evaluation of Scoil Réalta na Mara. 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 inspectors held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and parents. The evaluation was conducted over a number of days during which inspectors visited classrooms and observed teaching and learning. They interacted with pupils, examined pupils’ work, and interacted with teachers. They reviewed school planning documentation and teachers’ written preparation, and met with the in-school management team. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.

1.Introduction – school context and background

Scoil Réalta na Mara is a suburban, ten-teacher school situated in the parish of Riverchapel/Courtown Harbour, south east of Gorey town. It is a catholic school under the patronage of the Bishop of Ferns. The current school was established in 1975, with a major extension and refurbishment works being completed in 2005. It caters for the educational needs of boys and girls from junior infants to sixth class from the Riverchapel area. Following completion of their schooling in Scoil Réalta na Mara, the majority of pupils transfer to Gorey Community School. The most recent school report was presented in 1994.

The school’s enrolment of 30 September 2005 was 276, with a very significant increase in enrolment figures in evidence from year to year. This trend results from the rapid population expansion in the Gorey region generally and the relocation of families to the Riverchapel area. This recent growth has resulted in the school’s population becoming increasingly more diverse. The school, in tandem with Gorey Community School and a number of other primary schools in the area, participates in the Department of Education and Science’s School Completion Programme. It also receives additional funding under the Department of Education and Science’s Giving Children an Even Break initiative. In general, pupil attendance levels are good and the strategies in place to pursue attendance and punctuality matters are commended.

Scoil Réalta na Mara is characterised by its inclusive approach to its current and prospective pupil population. A praiseworthy emphasis is placed on providing a holistic education for all pupils, while taking due cognisance of differing abilities and needs. The realisation of inclusion is attributable to the shared commitment of the board of management, principal and staff, parents and pupils.

2.Quality of school management

2.1 Board of management

The board of management is properly constituted and meets on a termly basis. The chairperson is a very regular visitor to the school. Minutes of meetings and accounts of expenditure are maintained, with such accounts being externally certified periodically. A review of the minutes of meetings confirms that a range of issues is addressed and that the board makes a positive contribution to the successful operation of the school. In particular, its role in progressing the school extension and the refurbishment of the building and grounds is praised. The board of management plays an active role in the consideration and ratification of a range of organisational policies. Consideration should now be afforded to extending this practice to the range of curriculum plans that have been drafted by the principal and teaching staff.

The board of management fulfils many of its statutory obligations, including the provision of an enrolment policy, a code of behaviour and discipline, an anti-bullying policy and a health and safety statement. Priority should now be afforded to developing a policy on pupil attendance, as well as progressing the initial draft of the child protection policy. It is recommended that the enrolment policy be reviewed and updated to ensure its full compliance with relevant legislation and to reflect the inclusive enrolment practices of the school. Consideration should also be given to the appointment of a safety officer in response to the provisions of health and safety legislation. Department of Education and Science guidelines on the length of the school year, the deployment of teachers and the retention of pupils are duly complied with. In the context of the length of the school day, a review of the duration of recreation periods is suggested. It is further recommended that consideration be given to the department’s guidelines on class size to facilitate a more equitable distribution of pupils. Very positive communication is in evidence between the board of management and the staff, the parents’ association and parents generally.

2.2 In-school management

The principal demonstrates noteworthy commitment to the pupils, staff, board of management and parents of Scoil Réalta na Mara. In managing the school, he is particularly effective in creating a positive school climate, where communication is open and the members of the school community are involved in collaborative decision making. He has successfully advanced a range of organisational policy areas to enhance the successful operation of the school. He contributes significantly to the achievement of positive pupil behaviour and attendance, and his commitment to meeting the welfare needs of pupils is lauded. The centrality of his role in advancing the school extension and refurbishment project is also acknowledged.

He is ably assisted by the other members of the in-school management team, namely the deputy principal and four special duties teachers. These members act as a significant resource and make an important contribution to the smooth and effective operation of the school and ultimately to the range of pupils’ learning experiences. The responsibilities attaching to these promoted posts are clearly defined and include a balance of curricular and organisational responsibilities. All staff members are cognisant of the dedicated duties and are regularly updated regarding developments in the respective areas. The commitment to reviewing duties in response to the evolving needs of the school is acknowledged and consideration could now be afforded to the introduction of such a review process on a formal, periodic basis. The team members have occasional, formal meetings with the principal. Their openness to the further development of their in-school management role is commended. In particular, their increased involvement in leading teaching and learning, in facilitating a review of classroom practice, in monitoring and evaluating learning outcomes and in supporting newly qualified teachers and other members of staff is advocated.

2.3 Management of resources

The teaching staff of the school consists of an administrative principal, ten mainstream class teachers, a resource teacher for pupils with special educational needs, one full-time and two part-time learning support teachers, and a part-time language support teacher. It is suggested that the current policy of allocating classes based on staff seniority be reviewed. This will facilitate increased opportunities for teachers to experience a variety of classes and contexts and the greater sharing of expertise at different class levels. The teaching staff is currently participating in national in-service as provided by the Primary Curriculum Support Programme (PCSP). It has also availed of the PCSP Cuiditheoir service for Science as well as accessing support from the Information and Communication Technology (ICT) advisor attached to the local education centre. Individual staff members have availed of professional development opportunities in ICT, special education and music. The area of ICT has been highlighted as a future priority at a whole-staff level. The school employs two full-time and one part-time special needs assistants (SNAs). As in the case of the teaching staff, the SNAs also avail of continuing professional development opportunities. They perform a broad range of relevant duties under the guidance of the class teacher and make a significant contribution to the full inclusion of their assigned pupils in mainstream classrooms. The school also employs a full-time secretary, a part-time caretaker and two part-time cleaning staff. External tutors in the areas of creative dance and drama are engaged on a year-round basis and the school also participates in the GAA coaching scheme. Consideration should now be afforded to incorporating the programmes of work of external tutors and coaches into overall curriculum planning, while remaining cognisant of maintaining an appropriate balance in curriculum time.

Following the recent completion of a significant extension, the current accommodation consists of ten mainstream classrooms, three support teaching rooms, a general purpose room and a computer room. The computer room also serves as the venue for the school’s homework club. The school building contains a principal’s/secretary’s office and a staff room, as well as indoor and outdoor storage areas. The pupils have access to significant outdoor recreation and physical education spaces, including an all-weather pitch, and tarmacadam and grass areas. A range of material resources, many of which are teacher generated, is available and effectively employed across the curriculum to support pupils’ active involvement in their learning. In particular, positive use is made of a wide range of literacy materials. Resources for Music and Physical Education have been augmented considerably. Positive attention should now be afforded to the extensive development of teaching and learning materials for Mathematics and Science. In so doing, consideration should also be afforded to the manner in which material resources generally are to be organised and accessed at individual classroom and whole-school levels. In recent times, the school has significantly developed its ICT resources. Deliberation is now being engaged in as to the manner in which this technology is to be practically and effectively employed as a learning tool within the computer room and in mainstream classrooms. The teaching staff is to be commended for the stimulating learning environments created in their classrooms and in circulation areas, through the attractive displays of pupils’ work and inspiring interest centres and teaching charts.

2.4 Management of relationships and communication with the school community

Scoil Réalta na Mara has an active parents’ association that is very supportive of the work of the school. Members of the association meet with the principal on an ongoing basis and regular communication is also engaged in with the board of management. These well-structured communication mechanisms facilitate the raising and addressing of issues of importance to the parents’ association and the general parent body. Feedback during the course of the evaluation confirmed that issues raised are dealt with promptly and efficiently. The association plays an involved role in the development of particular organisational polices, for example the healthy lunches’ policy. It occasionally organises talks for the general parent body. Members of the association engage in supervision activities as pupils assemble each morning and it is reported that this initiative is working particularly successfully. They are to be commended for the central role they play in the operation of the school’s book rental scheme, the annual book fair and the sports day. Their ongoing fundraising activities have served to augment considerably the range and quality of resources available to pupils, and in particular their significant contribution to the recent establishment of the computer room is acknowledged.

Positive relationships and communication are also strongly in evidence between the school and the general parent body. A meeting of parents of incoming junior infants is held annually in June. A diverse range of issues of interest to parents is addressed. This is complemented by the issuing of a booklet for parents, which deals with a range of practical issues to support pupils’ transition to school, as well as outlining a variety of organisational policy areas. Formal parent/teacher meetings to discuss pupils’ progress are held annually, with additional informal meetings being facilitated as necessitated. Individual written progress reports are issued at the end of each school year. The principal hosts a general meeting of parents at the commencement of each school year at which plans for the year are outlined and parental queries are addressed. General information is also communicated to parents throughout the school year through a series of written communications. In the course of the evaluation, the regularity of communications and the approachability of the principal and teaching staff were commented favourably on by the parents’ representatives.

2.5 Management of pupils

In Scoil Réalta na Mara, very positive relations are in evidence between school staff and pupils. These relations are characterised by a strong sense of care and openness and are underpinned by a commitment to their development. Throughout the course of the evaluation, this was evidenced by the respectful behaviour and warm exchanges observed between pupils and peers, school staff and inspectors. Also praiseworthy are the formal practices in operation in some classrooms to acknowledge and reward positive pupil behaviour and engagement. Consideration might now be afforded to a review of such practices, their extension on a school-wide basis and their incorporation into the existing code of behaviour and discipline. In so doing, attention should also be given to the additional supports that may need to be provided for pupils who may display more challenging behaviour. The scheduling of regular assemblies to acknowledge and reinforce positive behaviour and engagement might also be considered. Significant emphasis on the development of self-esteem is also in evidence in in-class activities and through formal lessons in this area.

3.Quality of school planning

3.1School planning process and implementation

In the main, the school plan is devised through the collaborative activity of the principal and the teaching staff. Staff meetings and school-based planning days are employed to advance a range of curricular and organisational priorities. The board of management plays a role in the consideration and ratification of a range of organisational policies, with the parents’ association also contributing to the drafting of certain organisational policies. School staff and parents have ongoing access to the school plan. As a formal vision statement for the school has not been compiled to date, it is advocated that positive consideration be given to its collaborative development by the education partners, with assistance being accessed from School Development Planning Support (SDPS). A range of curriculum plans has been developed to date: Gaeilge, English, Mathematics, Science, Visual Arts, Music, Physical Education, and Social, Personal and Health Education. Progress has also been made in preparing whole-school plans for History and Geography. In the main, such plans consist of a series of statements regarding the curriculum content to be addressed across the range of class levels. It is recommended that such plans be reviewed on a cyclical basis to assess their impact on teaching and learning outcomes for pupils. It is advocated that they be further developed to reflect the methodologies and approaches, and specific organisational matters relevant to each particular curricular area. Usage of the curriculum planning guidelines jointly devised by PCSP/SDPS is recommended in this regard. An enhanced curriculum co-ordinating role is advocated for members of the in-school management team as is the utilisation of an action planning approach in the addressing of identified priorities for development. A wide range of organisational policies has been put in place in response to relevant educational legislation and the evolving needs of the school.

3.2 Classroom planning

Each class teacher prepares a long-term and a short-term plan of work to guide teaching and learning at individual class level. Some variation in the nature of classroom planning is in evidence across class settings. In some instances, such planning is learning-outcome based and reflective of the strand and strand units of the primary curriculum and the school plan. In such cases, significant attention is also regularly afforded to the importance of providing a diverse range of learning experiences, as well as planning for differentiation, resource provision and assessment of pupils’ learning. In other contexts, classroom planning is less developed and focuses more particularly on the content to be addressed and the textbooks to be employed. Class teachers prepare monthly records of the progress of learning generally, which also vary in nature across class settings. Appropriate planning and recording of progress are engaged in, across learning support and resource teaching contexts. No formally-recorded planning is currently being engaged in, in the language support teaching context and this matter should be addressed as a matter of priority. To aid in the progression of classroom planning and recording practices at a school-wide level and to strengthen the link between planning, curricular provision and learning outcomes, consideration should be afforded to a review and development of existing approaches. The evolving practice of the central storage of monthly progress records is noted and ought to be extended to all mainstream and support teaching settings. Such records should be retained for at least one complete school year after the end of the year to which they apply.

4.Quality of learning and teaching

4.1 Language

An Ghaeilge

Tá iarracht mhaith á déanamh ag na hoidí dearcadh dearfach i leith na Gaeilge a chothú tríd an scoil. Baintear feidhm ar bhonn scoile as modhanna múinte spreagúla. Úsáidtear raon leathan straitéisí chun na cuspóirí teagaisc a bhaint amach agus tugtar faoi deara go bhfuil comhrá beirte, drámaíocht, cluichí teanga agus filíocht in úsáid mar ghné thábhachtach den teagasc. Úsáidtear flúirse fearas go cumasach chun na daltaí a spreagadh chun cumarsáide agus tá an timpeallacht focal ar na ballaí le moladh. Comhtháthaítear an obair sa Ghaeilge freisin le hachair eile an churaclaim agus déantar iarracht mhacánta feasacht cultúir a chothú san obair seo.

Leagtar béim ar leathnú foclóra agus ar struchtúr na teanga. Glacann na daltaí páirt ghníomhach san ábhar agus tá dul chun cinn le feiceáil ina gcumas cumarsáide. Tá stór dánta agus amhrán foghlamtha acu agus aithrisíonn siad iad go taitneamhach. Tá tús maith déanta le múineadh na léitheoireachta. Léann roinnt mhaith de na daltaí le líofacht agus tá cuid acu in ann ábhar na léitheoireachta a phlé ar bhealach sásúil. Beidh sé tairbheach raon níos leithne d’ábhar léitheoireachta a chur ar fáil. Tugann na daltaí faoi na tascanna scríbhneoireachta go toilteanach agus sonraítear forbairt i múineadh na scríbhneoireachta tríd an scoil.

Irish

A significant effort is made to cultivate a positive attitude to the Irish language throughout the school, with a wide variety of engaging methodologies being utilised. A breadth of teaching and learning approaches is usefully employed to enable the realisation of lesson objectives, including partner dialogue, drama, language games and poetry. A range of resources is competently used to encourage pupils’ communication skills, and the level of environmental print is praised. Learning in Irish is successfully integrated with other areas of the curriculum and an honest effort is made to promote cultural awareness and appreciation.

An emphasis is placed on vocabulary enrichment and on the acquisition of language structures. All pupils participate actively in lessons and progress is in evidence in their capacity to communicate. They have learned a wide range of poems and songs, which they pleasantly recite. The teaching of reading is introduced in a commendable manner. Many pupils read with fluency, with some being able to engage in discussion on the content of their reading in a satisfactory manner. The provision of a greater range of reading genres would be beneficial. Pupils willingly engage in a range of writing activities and a development in writing capacities is in evidence throughout the school.

English

A distinct emphasis is placed on the development of pupils’ oral language skills on a school-wide basis. The practices of affording discrete time for oral language development in English and the positive exploitation of language development opportunities in other curricular areas are praised. Oral language lessons are well structured and serve to develop pupils’ receptive and expressive language competencies. A wide variety of topics is purposefully addressed and is clearly linked to pupils’ interests and experiences. Teachers regularly employ a range of language development strategies and approaches, while also being cognisant of the need for differentiation in response to differing abilities and needs. As a result, the majority of pupils in all classes demonstrate well-developed capacities to express themselves confidently and competently across a wide range of themes. They are also exposed in many classes to a broad range of poetry and rhyme and they demonstrate clear enjoyment in engaging in reciting and composing activities.

School-wide approaches to reading are praiseworthy. In infant classes, the development of pupils’ phonological and phonemic awareness in tandem with a range of other reading strategies, serves to generate a keen interest and competence in reading. Story is effectively employed to develop pupils’ understanding of reading conventions and to provide opportunities for individual and collaborative reading. It also serves to extend pupils’ vocabulary and enrich comprehension skills. Novels are purposefully employed in middle and senior classes, with a breadth of commendable activities being engaged in, including synopses, character analyses and script writing. The level of pupil engagement in personal reading is noteworthy as are the attractive library areas in evidence throughout the school. Pupils demonstrate a positive ability to discuss and critique their chosen texts. The quality of the print-rich environment throughout the school is also a noteworthy feature of provision.

Due attention is afforded to the development of pupils’ handwriting and presentation skills in junior classes. The effectiveness of the implementation of the school’s handwriting scheme is worthy of review in middle and senior classes. The early introduction of opportunities for pupils’ engagement in personal writing is praised, as is the quality of scaffolded support provided by teachers. In the independent writing area, significant emphasis is placed on developing emotional and imaginative competencies. The attractive displays of pupils’ personal and collaborative writing across a range of genres and for a variety of purposes and audiences are highly praised. Regular opportunities are provided for them to edit and redraft their emerging works, as well as to formally publish them using ICT. The use of a range of writing genres is also purposefully integrated with other areas of the curriculum, for example history and science.

4.2 Mathematics

Oral activity, in the form of structured talk and discussion is effectively employed in all classes. Pupils’ existing knowledge is purposefully explored and built upon and links to pupils’ home and school environments are positively explored. The discussions engaged in regarding the computational and problem-solving processes employed by pupils are praiseworthy. Specific mathematical language is well taught and pupils are provided with regular opportunities to use such newly-acquired terminology. Mathematical language is also reinforced through the stimulating mathematics-rich environments in individual classrooms.

A range of manipulatives, many of which are teacher generated, is usefully employed to support pupils’ learning through the utilisation of guided-discovery approaches. However, the breadth of available resources needs to be expanded significantly. The emphasis on developing pupils’ mental mathematics competencies through the employment of a range of engaging games is a noteworthy feature of provision and the pupils demonstrate keen enjoyment of such activities. A broad and balanced mathematics programme is being implemented. In the main, pupils display positive understanding of number, algebra, shape and space, measures and data and an ability to use this understanding in a variety of computational and problem-solving scenarios. Additional attention could now be afforded to the regular incorporation of aspects of the metric system in to everyday school life and approaches employed by older pupils to subtraction involving renaming is worthy of review. An assessment of pupils’ written work confirms their engagement in a broad range of mathematical activities, including regular teacher monitoring.

4.3 Social, Environmental and Scientific Education

History

Issues of change and continuity are effectively explored in many classes. Learning is strongly related to pupils’ own experiences, with a positive emphasis on their acquisition of appropriate historical language. Timelines are purposefully employed to enhance understanding, as is a wide range of photographic evidence and artefacts. Pupils engage in well-structured opportunities to work collaboratively and a commendable level of skill development is in evidence. A praiseworthy emphasis is also placed on the development of pupils’ understanding and appreciation of issues of local historical significance. Opportunities for pupils’ engagement in project activity, including the use of ICT for research and presentation purposes, are usefully employed in middle and senior classes. The quality of pupils’ work across a broad range of historical themes is praised. The continued development of the whole-school plan for history will facilitate enhanced continuity and progression in pupils’ learning as they progress from class to class.

Geography

Opportunities for pupils’ engagement in well-structured talk and discussion are profitably engaged in, in Geography lessons. A broad range of topics and themes is addressed on a school-wide basis and positive pupil understanding is demonstrated. The local natural and human environment is very purposefully explored across the range of classes. The organisation of well-designed field trips and pupils’ engagement in associated project and research activities is praised. Photographic evidence and a range of teacher-generated resources are also utilised to stimulate pupil interest and to encourage active participation. Graphicacy skills are keenly developed throughout the school, with the pupils displaying commendable understanding of the range of issues addressed. The attractive displays of their work are praiseworthy. As in the case of History, the continued development of the whole-school plan for Geography will assist in the development of pupils’ abilities to work as geographers on a school-wide basis.

Science

Stimulating displays and investigation areas are a commendable feature of Science provision, due to the central role played by pupils in their establishment. Their interest in a range of scientific matters is keenly fostered through the challenging nature of the activities provided. Teachers are commended for the quality of the preparatory work engaged in, as well as their provision of motivating resources. Regular opportunities are provided for pupils’ study of living things and materials and their investigation skills are keenly fostered. They demonstrate well-developed questioning abilities, as well as capacities to predict, test and substantiate their findings. Pupils’ engagement in project activity is praised as is their capacity to present their completed work to their peers. To further enhance their skills of working scientifically, consideration should now be afforded to the significant development of the range of Science equipment and resources available.

4.4 Arts Education

Visual Arts

All strands of the Visual Arts curriculum are addressed and art activities are regularly and skilfully integrated with other areas of the curriculum. Praiseworthy displays of pupils’ work are in evidence in classrooms and in circulation areas, including the effective linkage of Visual Arts’ strands in some instances. The creativity and individuality of pupils’ activity are noteworthy, as is the use of thematic approaches in many contexts. Also noteworthy are the use of portfolios and the maintenance of photographic records of pupil progress in some classes. Well-structured discussion and stimuli are usefully employed in many classes to stimulate pupils’ activity. Due attention is given to enhancing their understanding of a range of visual elements and in applying this learning in the context of their personal works. Regular opportunities are also provided for their engagement with a wide variety of media. Pupils engage very enthusiastically in the range of activities and a positive development of their skills and techniques is in evidence. They demonstrate a commendable ability to discuss and critique their emerging and completed works.

Music

A wide-ranging Music programme is being implemented, with purposeful use being made of a range of recently-published resources to support pupils’ learning. A breadth of song singing in Irish and English is engaged in on a school-wide basis and the quality of pupils’ singing is commended. Composing activities are effectively introduced in infant classes with pupils engaging very enthusiastically in the activities organised. Their understanding of the range of musical elements is keenly fostered. Listening and responding activities are very well structured and facilitate the development of pupils’ responsiveness. A wide variety of percussion instruments is usefully employed and a positive development of pupils’ musical skills and talents is in evidence.

Drama

The school currently employs an external Drama tutor, with Drama also being formally taught by some class teachers. It is regularly employed by many teachers as a methodology in other curricular areas, for example Gaeilge. In such instances, pupils are provided with well-structured opportunities to work with their peers in exploring, creating and performing Drama, including occasions to engage in role play and story dramatisation.

4.5 Physical Education

An extensive Physical Education programme is being implemented and is appropriately based on the developmental needs of pupils. The recent provision of a general purpose room and the purchasing of a range of Physical Education resources have significantly enhanced teaching and learning opportunities. Lessons are well structured and implemented, with very positive levels of pupil participation and enjoyment in evidence. A praiseworthy emphasis is placed on the development of skills, with well-designed opportunities being provided for their use in the context of games. The school employs an external creative dance tutor on a year-round basis and pupils are provided with regular access to swimming instruction. GAA coaching is provided on a frequent basis and purposeful use is made of the school’s newly-developed outdoor facilities through the organisation of a variety of team-based sports. A whole-school sports day is held annually, with the parents’ association playing a key role in its organisation.

4.6 Social, Personal and Health Education

The principles of Social, Personal and Health Education (SPHE) are strongly promoted through the positive school and classroom climate. A sense of caring for pupils and a commitment to the development of their individual potential is strongly in evidence. Pupils’ respect for themselves and others is also constructively promoted through the range of classroom activities. Their personal development, health and well-being are competently catered for in the SPHE programme, with lessons being highly participative. The employment of a range of active methodologies, including circle-time approaches, structured discussion and role play is praised. A supportive environment is provided, which facilitates the appropriate teasing out of issues. Pupils in turn play a central role in contributing to lessons and an ability to relate the issues being addressed to their own life experiences is demonstrated. The matters considered are of significant relevance to pupils’ development, for example decision making and personal safety.

4.7 Assessment and Achievement

All teachers engage in ongoing assessment of pupils’ work. Careful observation and regular monitoring of written work ensure that they are aware of individual pupils’ needs and the utilisation of teacher-designed tasks and tests enhance their knowledge of individual pupils’ progress. In some classes such approaches are complemented by the use of checklists, profiles and portfolios of pupils’ work. The level of record keeping and analysis of assessment results in such contexts is highly praised and is worthy of further consideration at a school-wide level. In the main, standardised assessment in English and Mathematics is administered on an annual basis, with the results of such assessment being used for the selection of pupils for supplementary teaching. Deliberation might now be afforded to the conducting of a more in-depth analysis of such results to further inform teaching and learning practices at a school-wide level. The structured sharing of information on pupil progress with teachers and parents is commended, as is the central storage of progress records. Positive standards of pupil engagement are in evidence across the curriculum, with achievement levels being reflective of differing pupil ability levels.

5.Quality of support for pupils

5.1 Pupils with special educational needs

A detailed special educational needs (SEN) policy has recently been completed and the role of the SEN co-ordinator in its collation is commended. Significant development in SEN provision has taken place over the course of the current school year and the school is well positioned to continue such progress. In particular, the provision of supplementary support in Mathematics as well as literacy is praised. Similarly, the proposed reintroduction of the Middle Infant Screening Test and the commencement of the Forward Together Programme are noteworthy early intervention measures. In the main, support teaching is provided on a withdrawal basis. In order to realise the school’s commitment to providing for pupils with SEN in a socially integrated, inclusive environment, it is advised that the manner in which support teaching is currently being organised be reviewed. In particular, it is recommended that an enhanced team-oriented approach be adopted and that a greater balance be achieved between the provision of support teaching on an in-class and a withdrawal basis, in response to pupils’ differing learning needs. It is further advocated that additional consideration be afforded to school-wide measures to prevent literacy and numeracy difficulties and to the full implementation of the school’s commitment to a staged approach to intervention.

Appropriate screening mechanisms are in place for the identification of pupils requiring supplementary support. A range of diagnostic tools is currently available to isolate the particular difficulties being experienced by individual pupils. Consideration should now be given to the further expansion of such tools and to their employment across the range of support teaching settings. Detailed individual education plans (IEPs) and individual profile and learning programmes (IPLPs) have been devised for all pupils in receipt of supplementary support. Regular and purposeful contact is reported between the support teaching team and mainstream class teachers, special needs assistants and pupils’ parents in the development, implementation and review of IEPs and IPLPs. Lessons across the range of support teaching contexts are well designed and implemented. They contain an appropriate range of elements, employ a variety of suitable methodologies and are structured to realise pupils’ individualised and shared learning targets. Lessons are characterised by confident levels of pupil engagement and purposeful teacher support and encouragement. A variety of resources is effectively employed to support learning. Consideration should now be given to the further development of existing resources, including the provision of an increased range of appropriate ICT software. Pupils’ progress is monitored and assessed at appropriate intervals and positive pupil progress is in evidence.

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

A small number of pupils of Irish and international ethnic minorities attend Scoil Réalta na Mara. Language support tuition for pupils for whom English is not their first language was introduced at the commencement of the current school year. To further facilitate the development of this provision, it is advocated that the materials devised by Integrate Ireland Language and Training be accessed to assist in the assessment of pupil needs, programme planning and implementation, and the provision of appropriate resources. Consideration should also be afforded to the enhanced inclusion of language support teaching within the existing support teaching provision for pupils with SEN. In the context of an increasingly diverse Irish society, additional thought could also be given to the provision of intercultural education opportunities when reviewing elements of the school plan.

The school demonstrates a keen awareness of and commitment to pupils from less advantaged socio-economic backgrounds. A range of whole-school and targeted initiatives is supported through the school’s participation in the Department of Education and Science’s School Completion Programme and Giving Children an Even Break by Tackling Disadvantage initiative. Whole-school activities include lessons in creative dance and drama. Targeted initiatives include the operation of a homework club, as well as a transfer to post-primary school programme and a summer camp for senior pupils. Consideration is presently being given to the operation of a parenting programme.

6.Summary of findings and recommendations for further development

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

The school is strongly characterised by its inclusive environment.
A very positive level of communication and co-operation is in evidence between all the education partners.
The principal and staff demonstrate praiseworthy commitment and are ably supported by the board of management, the parents’ association and parents generally.
The quality of teaching and learning and the level of pupil engagement across the curriculum are highly commended.
The role of the in-school management team in leading teaching and learning is worthy of further development.
The implementation and impact of curriculum plans should be reviewed.
Additional developments need to be implemented to respond to the learning needs of pupils with special educational needs.
Teaching and learning resources for Mathematics, Science and for pupils with special educational needs require expansion.

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

In further developing the role of the in-school management team in leading teaching and learning, consideration should be given to the facilitation of reviews of classroom practice, the monitoring and evaluation of learning outcomes and the supporting of newly-qualified teachers.
Curriculum plans should be reviewed to assess their implementation and impact and they should be further developed to address methodologies and organisational issues.
In further developing provision for pupils with special educational needs, consideration should be afforded to the implementation of greater in-class support, school-wide prevention measures and an enhanced range of diagnostic assessment.
The range of resource materials for Mathematics and Science should be significantly augmented in line with curriculum guidelines, as should the range of general and ICT resources available for pupils with special educational needs.

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.