An Roinn Oideachais agus Eolaíochta
Department of Education and Science
REPORT
Virginia, Co
Cavan
Uimhir rolla:15502I
Date of
inspection: 8 March 2007
Date of
issue of report: 17 January 2008
1. Introduction – school context and background
2. Quality of school management
4. Quality of learning and teaching
5. Quality of support for pupils
6. Summary of findings and recommendations for further development
Whole-school evaluation
This report has been written following a whole school
evaluation of
1.
Introduction – school context and background
2. Quality
of school management
2.1 Board of management
The board of management is properly constituted.
Meetings are convened once in every school term, minutes are maintained and a
written account of expenditure is presented at every meeting. Board members are familiar with recent legislation in education and are
involved in discussing and approving policy documents. Current priorities include the
maintenance of enrolment levels at the school and the improvement of school
facilities. Good working relationships have been developed between the school
staff, chairperson and members of the board of management. The chairperson
maintains regular contact with the principal and staff and there is ongoing
communication with parents regarding school developments. An ardent commitment
to maintaining a strong community spirit is clearly evident among board members
and staff. The board should now consider the formulation of an action plan, in
collaboration with the in-school management team, which gives priority to the
advancement of the planning process.
2.2 In-school management
The in-school management team, comprising the
principal, deputy principal and three special duties teachers, serves as a
significant resource to the school. The principal, whose position has reverted
to that of teaching principal, is very familiar with the school community. His
commitment to developing good relationships between all members of the school
community is clearly appreciated by parents and board members. His leadership creates a positive harmonious
working environment for all members of staff. While in an administrative
position the principal prioritised the whole-school planning process. Official documents
including the attendance book, roll books and the register are maintained
accurately and updated regularly. Effective communication between home and school is promoted
by the school leaders. The interest shown by the principal in the exploration
of local history is of particular noteworthiness.
The
principal is ably supported in the organisation of the school by the other
members of the in-school management team. Their responsibilities are clearly
defined and include both curriculum and organisational areas. Duties are
carried out effectively and make a valuable contribution to the smooth
organisation of the school. Very supportive working relationships exist among the team. It is now
timely for the in-school management team to address whole-school issues and
actively progress the school development plan. Staff meetings could be used to
initiate action plans and to monitor the implementation of the whole-school
plan.
2.3 Management of
resources
The teaching staff comprises
six mainstream teachers, including the principal, and two teachers who work in
a support capacity, one of whom is employed part-time. The school secretary
provides valuable administrative support to the school. The board of management
employs cleaners who contribute considerably to the maintenance of a clean and
safe environment for pupils and staff. The teaching staff
has participated in national in-service initiatives and in continuous
professional development in areas such as ICT, special education and in various
Department-approved summer courses. Their sharing of knowledge and expertise
has been formally initiated through team-teaching among teachers. Staff
rotation provides teachers with experience of teaching a variety of classes.
The deployment of teachers requires review, however, to ensure that class
groupings are equitably distributed and that class sizes are within Department
of Education and Science guidelines. A policy on the deployment of staff would
provide for a structured approach to class allocation and composition.
The school building has been renovated and extended
recently to a very high standard. Accommodation consists of six mainstream
classrooms, an education support room, a resource room, a general purpose room,
a staff room and an administration office. A converted electrical store is
currently used as a classroom for pupils with special educational needs. Since
this room is unsuitable as a learning environment, it is advised that the
resource room used for educational resources and for visual art activities, be
also utilised to accommodate these pupils. A hard-surface play area and a grass
area provide suitable recreational facilities for pupils. A range of
educational resources is available and is effectively employed to support the
delivery of the curriculum. In addition, teachers have prepared appropriate
visual materials to support learning. The school has acquired a range of information,
communication and technology (ICT) equipment and in some instances it is used
effectively. The further use of ICT throughout the school will greatly enhance
learning.
2.4 Management of relationships
and communication with the school community
The effective promotion of positive relationships
between school and home is a noteworthy feature of this school. The principal
and staff are to be commended for the thought given to ways of ensuring that
parents are aware of all written correspondences emanating from school. A
booklet is issued to parents providing information on practical and
organisational issues, while also detailing a range of school policies.
Individual written progress reports on pupils are issued annually. Formal
parent-teacher meetings to discuss pupils’ progress are held regularly. The
views of parents are sought when the school develops certain aspects of school
policy. This good practice should be extended to include all key school
planning decisions.
The
parents' association, affiliated to the National Parents’ Council – Primary,
organises an annual general meeting and the committee meets every term. Members
have attended training events to assist them in their role. The association
makes a significant contribution to school life by fundraising for additional
resources for pupils and supporting inter-school competitions and sporting
occasions. It also organises information evenings for parents. Communication
with the board of management is effected through the attendance of the parents’
representatives on the board at the parents' association meetings and through
informal meetings with the principal. Links with the local
community are fostered and developed on an on-going basis. Parents’ representatives reported
that they are satisfied with the educational provision in the school, in
particular, the happy learning atmosphere created for pupils by the teaching
staff.
2.5 Management of pupils
Good relationships exist between pupils
and school staff and pupils respond positively to the
interest that teachers show in their progress and development. Classroom atmospheres are positive
and pupils are co-operative and responsive. A school code of behaviour has been
devised. It requires review, however, to bring it in line with Department
guidelines which recommend that clear sanctions are outlined and that
self-discipline and positive behaviour are promoted. The supervision of pupils
during recreational times requires review in order to ensure that all pupils
are within view of the teachers at all times. Regular assemblies would
inculcate in pupils a sense of belonging to a whole school community and would
further promote pupils’ positive behaviour.
3. Quality
of school planning
3.1 School planning
process and implementation
A school plan has been put in place addressing both
curricular and organisational aspects of the work of the school. Planning for
curriculum areas has followed the national in-service provision for the Primary
School Curriculum (1999). Various members of staff, in collaboration with all
teachers, have taken responsibility for co-ordinating and advancing different
curriculum plans and collaborating with all staff to finalise the plans.
Further focus on pupil attainment in all curriculum plans should be considered.
Planning for organisational areas has responded to legislative requirements. Written procedures have been
formulated to ensure the smooth running of the school. A
strength of this organisational planning is the attention paid to the
perspectives of parents and to how parents can best support these policies.
Teachers have identified a number of areas for development within the school.
To ensure progress in these areas, the school is advised to draw up a
development plan by which it can ensure that action is taken, progress is
monitored and the impact of planning is maximised.
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.
3.2
Classroom planning
All
teachers provide evidence of both short and long-term planning. For some
teachers short-term planning is mainly content driven. There is scope to
broaden the focus of this planning by identifying
appropriate objectives and suitable methodologies that take account of
different pupil ability levels. In some instances, teachers’ long term planning
is a replication of the yearly scheme for their class level as it appears in
the school plan. In these cases, long term planning would be improved by
adapting it to the general class ability level and delineating it into
time-bound units. A common template is utilised as a monthly progress record
and this is completed by all teachers. There is scope for this template to be
further developed in order to inform curriculum implementation and to monitor
continuity and progression.
4. Quality
of learning and teaching
4.1 Overview of learning and teaching
While group
teaching, pair and individual work were observed during the evaluation the
predominant methodology in evidence was whole-class teaching. Lessons are
well-structured and well-managed. Opportunities for
cross-curricular learning are effectively exploited in some aspects of the learning
programme. Many lessons
are based on pupils’ prior learning and good attention is paid to re-enforcing
and consolidating this knowledge. In some classes, however, lesson
content is largely drawn from textbooks and it is not clear that the learning objectives
of the curriculum are being fully realised. Differentiated learning activities
are organised in some classes for pupils of varying abilities. This practice
should be extended to all classes to ensure that
learning tasks are designed to match the levels of ability of all pupils.
Pupils display commitment to their work and undertake tasks with enthusiasm. In general, pupils achieve
satisfactory levels of attainment related to their individual abilities.
Greater breadth in some curriculum areas will enhance the
quality of pupils’ learning. The further use of the local environment as a context and a resource
for learning is also recommended.
4.2 Language
Gaeilge
Leagtar amach plean uile-scoile
don Ghaeilge ina n-áirítear aidhmeanna agus cuspóirí an ábhair maraon le forbairt ar na heiseamláirí
teanga agus cur síos ginearálta ar an gcur chuige
d’fhorbairt na scileanna teanga éagsúla. Tá gá,
áfach, leis an bplean a athbhreithniú sa gcaoi is go ndéantar forbairt chuí ar eiseamláirí
agus ar struchtúir
na teanga atá le múineadh ó rang go rang. I
bpleanáil na n-oidí ní mór an t-ionchur teanga atá le múineadh, na modhanna
teagaisc agus na straitéisí cumarsáide a imlíniú.
Baintear feidhm éifeachtach as rainn agus as amhráin
chun fuaimeanna agus rithim na Gaeilge a chur ar chluasa na ndaltaí sna
ranganna naíonán agus baineann taitneamh lena bhfoghlaim. Forbraítear scileanna
éisteachta na ndaltaí trí thascanna oiriúnacha a eagrú. Moltar scéalaíocht a
chur chun cinn sa scoil mar straitéis do mhúineadh agus d’fhoghlaim na
scileanna teanga ar fad. B’fhiú, freisin, an Ghaeilge a úsáid go
neamhfhoirimiúil ar bhonn rialta sa scoil chun scileanna teanga na ndaltaí a
fheabhsú. Baintear feidhm as puipéid, as pictiúir agus as cairteacha chun
ionchur teanga a thabhairt do na daltaí. B’fhiú straitéisí breise, ar nós
drámaíochta agus cluichí teanga, a úsáid chun cur ar chumas na ndaltaí a bheith
níos gníomhaí ina gcuid foghlama agus cumarsáid a dhéanamh trí mheán na teanga.
Ní mór bunús maith a bheith faoi chumas cainte na ndaltaí sula dtugtar faoi
ghramadach fhoirmiúil a mhúineadh.
Tá sé ar chumas formhór na ndaltaí léitheoireacht a
dhéanamh trí mheán na Gaeilge le luas áirithe. Tá gá, áfach, go mbeadh sé ar a
gcumas focail a fhuaimniú go cruinn agus a thuiscint i gceart. B’fhiú a
chinntiú go bhfuil an téacs léitheoireachta feiliúnach dá gcumas teanga agus dá
leibhéil suime agus go bhfuil scileanna na léitheoireachta á bhforbairt go
céimniúil. Chuige sin ní mór plean cinnte a leanúint don litearthacht luath,
d’fhogharluach na litreach, d’aithint focal agus do scileanna éagsúla
léitheoireachta. Moltar téacsanna éagsúla a sholáthar do na daltaí chun na
scileanna seo a chleachtadh go rialta agus a saibhreas teanga a fhorbairt.
Déanann na daltaí cleachtaí éagsúla scríbhneoireachta
bunaithe cuid mhaith ar leabhair saothar agus scríobhann siad sleachta áirithe
go neamhspleách chomh maith. Ta gá áfach le breis oibre a dhéanamh ar
struchtúir na teanga le cur ar a gcumas abairtí a scríobh go cruinn. Ní mór
próiseas na scríbhneoireachta a chleachtadh faoi stiúir, sa gcaoi is go
dtiocfaidh forás ar scileanna na ndaltaí le go mbeidh sé ar a gcumas téacsanna
éagsúla a scríobh. B’fhiú deiseanna breise a thabhairt do na daltaí bheith ag
obair i mbeirteanna agus i ngrúpaí chun smaointe a ghiniúint sna cleachtaí
réamhscríbhneoireachta. Moltar plean cuimsitheach
uile-scoile a leagan amach agus a chur
i bhfeidhm do phróiseas na
scríbhneoireachta agus monatóireacht oiriúnach a dhéanamh air.
Irish
Aims and broad objectives are outlined in the
whole-school plan for Irish. Development of language exemplars and approaches
for the teaching of the different language skills are also delineated. The plan
requires review, however, in order to develop exemplars and structures of
language systematically through the school. Individual teachers’ planning
should list the language input of the lessons to be taught and methodologies
and strategies to progress pupils’ communicative skills in the language.
In the infant classes songs and rhymes are used
to good effect to familiarise pupils with the sounds of the language and pupils
enjoy their learning. Formal tasks are designed to develop pupils’ listening
skills. Story could be used to enhance the teaching and learning of all
language skills. Incidental Irish should be used more regularly and extensively
throughout the school to improve pupils’ language skills. Resources such as
puppets, charts and pictures are used effectively to teach language to the
pupils. Further use of strategies, such as drama and language games, would
ensure that pupils are active in their learning and communicating through the
language. Formal grammar need not be introduced until pupils have a good
proficiency in the spoken language.
Most pupils read with certain fluency in Irish.
Their enunciation and understanding needs to be improved, however. To this end
it is necessary to develop reading skills systematically and to procure reading
texts appropriate to pupils’ abilities and interests. A whole-school plan
should be devised and implemented for the teaching of reading to include the
development of early literacy skills, phonological and phonemic awareness, word
identification and various reading skills. A variety of books and reading texts
will enable pupils to regularly practise these reading skills and will enhance
their language acquisition.
Pupils’ written work is based primarily on
workbooks with some lessons providing for the development of independent
writing skills. Language structures need to be taught methodically to enable
pupils to write independently. Process writing should be developed
systematically to develop pupils’ abilities to write in different genres. Group
and pair work would further enhance pupils’ abilities to generate ideas during
the writing process. It is recommended that a whole-school comprehensive
plan for the process of writing be devised, implemented and monitored.
English
The
whole-school plan for English details aims, broad objectives and appropriate
activities for the various strands. Whole-school approaches to the development
of oral language, early literacy, reading and writing should also be identified
in the plan. Significant emphasis is placed on developing pupils’ oral language skills in
English during a variety of appropriate activities, supported in some instances
by commercial resources. In general, topics are targeted
at the pupils’ range of interests and abilities. Pupils express their views in a fluent, confident
manner. Higher order thinking skills are being actively developed during class
discussions throughout the school especially in the middle and senior classes.
A more structured whole-school incremental programme, identifying and
developing appropriate topics and themes based on curriculum objectives, would
co-ordinate all those worthwhile activities.
The
print-rich environment and the abundant supply of large books contribute
positively to fostering an early interest in reading. In the infant classes the
development of word identification skills, a phonological and phonemic
awareness programme and the acquisition of a sight vocabulary create a firm
foundation for literacy skills. The maintenance of a running record for each
pupil’s mastery of the different early reading and writing skills is
commendable.
The teacher, through modelling writing for pupils,
acts as a stimulus for promoting and developing early writing in the infant
classes. In other classes a range of methods is used to promote talk and
discussion, develop ideas and help pupils to organise their thinking before
writing. Pupils in some
classes are provided with regular opportunities to develop their creative
writing skills in a variety of genres. In most classes pupils demonstrate considerable
confidence in writing in the narrative genre. Review of the implementation of
the whole-school plan for writing is recommended in order to ensure that the
pupils’ potential for creative writing is fully exploited at each class level.
Pupils require
regular experience of drafting, editing and redrafting their writing. Most pupils are enabled to explore syntax
and sentence structure and conscientiously observe the conventions of grammar,
punctuation and spellings.
4.3 Mathematics
Teaching and learning in Mathematics is good. All
strands and strand units within the Mathematics curriculum are being addressed
on a systematic and structured basis. The use of concrete materials to support
activity-based learning was in evidence during the evaluation. Attention to
effectively consolidating pupil learning through discussion and questioning and
to establishing links between different aspects of the Mathematics curriculum
was observed in some lessons. While some pupils display an ability to apply
their conceptual understanding to solving problems a whole-school approach to
the development of problem-solving skills would assist pupils who have
difficulty in this aspect of the curriculum. The allocation of specific time to
the development of mathematical concepts in some classes is commendable. This
practice should be extended to all classes. While a mathematics-rich
environment was observed in some classes, scope remains to use the immediate
local environment as a context for learning. The use of mathematical trails,
for instance, would further consolidate mathematical concepts. The
recently-introduced practice of team-teaching for Mathematics in a junior and
middle class has proven effective in seeking to address varying pupil
abilities. The fact that this practice is based on a very comprehensive
diagnosis of pupil learning needs adds to its effectiveness. In general there
is a need to better match lesson content to pupil ability both in terms of the
class level as a whole and in terms of the different levels of ability within
class groupings in Mathematics.
4.4 Social, Environmental
and Scientific Education
History
A comprehensive whole-school plan has been developed
for the teaching and learning of History. In infant classes a broad and
balanced programme of History is explored with suitable emphasis placed on
significant events in the pupils’ own past and that of their families.
Sequencing is strategically used to enhance pupils’ sense of the chronology of
events. Historical time lines are used to good effect in most classrooms. Pupils enjoy a wide range of myths
and legends. In the middle classes local history projects enable pupils to have a keenly
developed sense of the local continuum of events in temporal, political and
social contexts. At senior level activities provide for the development of a
growing range of concepts and skills as the children explore the lives and
circumstances of people and key events in selected periods of
history. The work in
classrooms is supported through the careful use of textbooks and reference
materials. Themes from history are successfully linked with other areas of the
curriculum. Teacher-led discussion and questioning, written tasks, evidence
handling and project activities are used as the main forms of assessing pupils’
progress in History.
Geography
A
whole-school plan has been developed to facilitate teachers in the delivery of
the Geography programme. The plan provides for the development of a range of
skills and concepts in all strands of the curriculum. In the junior classes
there is evidence of the exploration of the internal school environment, thus
facilitating pupils’ development of a sense of space and place. In the lesson
observed pupils were enabled to investigate a variety of natural materials in
the school environment. This good practice should be extended to all classes to
include the exploration of the local environment and to
familiarise pupils with the main topographical features of their locality. In
all classes the exploration and recording of weather patterns contribute to
pupils’ understanding of its influence on the environment. In some classes the
maintenance of pupils’ diaries to regularly record climate and changes in the
environment is commendable. In middle and senior classes pupils gain knowledge
of the natural features from regional, national, European and global contexts. Much of the work in classrooms is
based on the content of textbooks. Increased use of the local environment,
where possible, should be given further consideration, along with wider
application of active learning methodologies to further develop pupils’
geographical concepts and skills. Pupils’ progress in Geography is monitored
through teacher observation and questioning, teacher-designed tests and the
completion of tasks by pupils.
Science
A
comprehensive whole-school plan informs teaching and learning in Science. A
range of materials is available to enable pupils to engage in simple scientific
investigations and to actively explore the properties and characteristics of
materials. Pupils study a range of suitably identified topics to assist them in
developing their knowledge and understanding of scientific concepts drawn from
the natural and human environments. A blend of textbook-based
activities and practical experiment work is employed to stimulate pupils’
scientific awareness. Pupils participate enthusiastically in their experimental
work. They prove knowledgeable about topics in aspects of human life, animal
life and plant life that have been taught. While all strands and strand units
are addressed, the designing and making section of the curriculum and
the environmental care strand could be further developed at various
class levels. Pupils are afforded some opportunities to work
scientifically in the school grounds. It is recommended that the
immediate environment be further developed as a resource for the teaching of
science. This might include planting of various seeds, creating wildlife
habitats and erecting bird tables. It is also recommended that a broad and balanced programme in
each of the other strands be implemented at each class level.
4.5 Arts Education
Visual
Arts
The curriculum in Visual Arts is being implemented in
a balanced and systematic fashion. Pupils are exposed to a variety of stimulating
art activities using a range of media. Pupils’ work is wide-ranging in the area
of Visual Arts indicating an appropriate level of skill development. Pupils
display an appropriate understanding of style and concept. Provision is made
for pupils to look at and respond to the work of a variety of artists and their
engagement is of a good standard. Classroom environments support the pupils’ creativity and
celebrate their work through bright, attractive displays. Pupils
enjoy participating in all activities and are enthusiastic in discussing their
work. Art activities
are successfully integrated with a variety of other curricular areas.
Music
All aspects of the curriculum in Music are being
addressed. Pupils enjoy participating in various musical activities. They sing
a range of songs in both Irish and English tunefully and they are developing a
sense of rhythm in accordance with their ages and class levels. Work undertaken by the pupils in the area of listening and
responding needs to be more structured and more challenging. There
is scope for this element of music to be developed on a whole-school basis. An
external tutor, employed on a part-time basis, enhances pupils’ performances in
instrumental music. Team teaching between class teachers and this tutor would
augment this provision. It is reported that pupils participate in seasonal
liturgical ceremonies.
Drama
Activities
in Drama are undertaken in the school. Many teachers adopt an integrated
approach to Drama and use make-believe play, role-play and mime to enhance
learning in other curricular areas. Pupils are enabled to explore feelings and
ideas and to develop their communication skills during discrete drama lessons. These
activities contribute positively to pupils’ self -esteem and to their oral abilities.
As the school develops
and implements a whole-school plan for Drama, teaching and learning should
become more aligned with the curriculum objectives for this area.
4.6 Physical Education
A detailed whole-school policy, addressing all strands of
the curriculum has been drawn up in Physical Education (PE). The school has
access to outdoor facilities and a school hall for PE lessons. The provision of
a wide range of carefully maintained resources enhances the delivery of the
programme. The PE lesson observed during the evaluation was well
organised and provided pupils with a variety of structured activities and games
that promoted the participation and enjoyment of all pupils. Clear directions
were given and the pupils were enabled to use space and equipment in an
appropriate manner. The
school also participates in local sporting events and competitions. Swimming
lessons are organised in the local pool giving pupils opportunities to enjoy
and acquire specific techniques in aquatics. It would be beneficial for the
monitoring of the whole-school plan if the related outcomes of the specific objectives of the
aquatic’s programme be recorded in teachers’ monthly progress
records. Visiting
coaches supplement the games strand of the curriculum on a whole-year basis. In
order to provide a broad and balanced PE programme for pupils, the teaching
staff should ensure that there is not an over-emphasis placed on the games
strand of the curriculum.
4.7 Social, Personal and
Health Education
A variety of strands and strand units is being
addressed in the school’s provision for Social, Personal and Health Education
(SPHE). While a two-year programme has been put in place on a whole-school
basis, this is not being implemented by all teachers. Clear objectives are
outlined in individual teachers’ planning. Some long-term planning is
time-bound. This practice should be adopted throughout the school. A variety of
resources is used to provide a basis for specific lessons in SPHE. There is
evidence in some progress records of activity-based learning underpinning work
in this area. However, in lessons observed, teachers needed to clarify learning
objectives and use these to provide greater direction to their teaching
activities. A relationship and sexuality education policy has been put in
place. The content to be covered in the senior classes is clearly delineated
and is communicated to parents. This good practice should be replicated for all
classes.
4.8 Assessment
A variety of assessment modes is utilised in the
school. This includes teacher observation, teacher designed tests and tasks,
checklists and the use of standardised tests. The school is to be commended for
the practice initiated in the current school year of analysing results from one
class in the area of Mathematics and matching them to curriculum objectives.
This has led to very focused teaching. While the results of the standardised
tests are maintained appropriately, representing these results graphically
would assist in identifying areas of the curriculum that require further
development. Copy-books are generally well presented and monitored, with
comments by teachers being particularly effective.
5. Quality of support for pupils
5.1 Pupils with special
educational needs
Special education support is provided by one full-time
teacher and one part-time teacher. Some very effective practices in the
provision for pupils with special educational needs were observed during the
evaluation. These include the development of very specifically focused
individual profile and learning programmes (IPLPs)
and the delivery of well-structured, challenging lessons in line with pupils’
needs. Pupils are encouraged to monitor their own progress and feel a sense of
achievement in so doing. This good practice needs to characterise all special
education provision. A model of team-teaching has been employed during the
present school year in the area of Mathematics. This work is well-planned
between the support teacher and the class teachers and contributes to focused teaching that addresses the varying needs of pupils.
There is scope for greater collaboration between support teachers, class
teachers and parents in the development of IPLPs for
some pupils.
5.2 Other supports for
pupils: disadvantaged, minority and other groups
While there are currently no newcomer pupils or pupils
from minority groups attending the school, the enrolment policy articulates
clearly the right of access for all pupils to the school. All pupils have access
to the full range of activities in the school and its inclusive environment
ensures appropriate provision is made for all pupils.
6. Summary
of findings and recommendations for further development
The following are the main strengths identified in the evaluation:
- The school purposefully creates positive working relationships and a
strong sense of community between all partners in the
pupils’ education.
- The team teaching initiated between support and mainstream teachers
is very effective and is proving beneficial for all pupils concerned.
- A bright attractive learning environment has been created for
pupils and high standards of cleanliness and maintenance are evident
throughout the school.
- The learning atmosphere in classrooms is positive. Pupils enjoy
learning and respond in a confident way to tasks that are set for them.
- Teachers provide pupils with rich learning experiences in aspects
of Mathematics, Visual Arts and History.
- Parents’ support for the work of the school is reflected in the
provision of a range of resources and in the close working relationship
with all school partners.
As a means
of building on these strengths and to address areas for development, the
following key recommendations are made:
- It is recommended that the
in-school management team takes a more active role in progressing
an action plan for the school that will guide the
staff in the full implementation and monitoring of the whole-school plan.
- Building on the emphasis placed
on local history, further use of the immediate school and local
environment would add to the relevance and effectiveness of pupils’
learning.
- Participative methodologies,
providing opportunities for pupils to be active agents in their own
learning, should be adopted by all teachers.
- Ní mór athbhreithniú a dhéanamh
ar an bplean scoile don Ghaeilge le cinntiú go dtagann forbairt leanúnach ar scileanna teanga na ndaltaí ó rang go rang. (A
review of the whole-school plan for Gaeilge is
required to ensure that pupils’ language skills are developed
systematically throughout the school).
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.