This report has been written following a whole school evaluation of St Columb’s National School, Moville. 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 and teachers, examined pupils’ work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. 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 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.

1. Introduction – school context and background

St. Columb’s National School is located in Moville, Co. Donegal. The school has two mainstream class teachers and the additional support of two visiting special education teachers. St. Columb’s provides a very satisfactory programme of primary education for pupils of the catchment area. Pupil enrolment at the time of this whole school evaluation was 33. School enrolment has fluctuated somewhat since the last Tuairisc Scoile in 1996. There has been an increase in pupil numbers over the past three years. It appears that pupil enrolment will remain consistent in the future.

2. Quality of school management

2.1 Board of management

St. Columb’s National School is a Church of Ireland School under the patronage of the Bishop of Derry and Raphoe. The board of management is properly constituted in accordance with Section 14 of the Education Act 1998. The board meets at appropriate intervals, agenda are provided, minutes are taken and policies are discussed and ratified. The board supports the work of the school and through the chairperson maintains close contact with the school principal. There is evidence of positive, collaborative working relationships between the board, staff and parents. The chairperson of the board has held this role for 15 years and is to be commended for his dedicated support of the school. He has attended many training conferences in his role and has an excellent understanding of the legal responsibilities of school management. With the exception of the principal, the remainder of the board however have had little of no opportunity to avail of training. It is now recommended that the board seek support for newer members in this regard. The treasurer capably manages the school’s financial accounts and updated accounts are presented to board members at management meetings. An end of year financial statement is presented to the board annually.

The current priorities of the board include the review of the school’s enrolment policy. The board is working closely with the Church of Ireland Education Board in this task. The board adopts an active role in school policy development and is to be commended for the enthusiasm and energetic approach evident in their discussions and deliberations. The board seeks the views of the parent community before plans and polices are finally ratified and this is commendable. There is evidence that the board monitors instances of poor school attendance carefully and complies with the Education and Welfare Board in this regard. This effective board of management reviews its progress and achievements on an annual basis.

During the evaluation it was noted that some pupils are leaving the school some ten-minutes before the official end of the school day to avail of the school bus service. It is now recommended that the board seek to have this situation reviewed to ensure that all pupils are receiving 5 hours and 40 minutes (4 hours and 40 minutes for infant pupils) in-school time as laid out in the Department of Education and Science Time in School Circular 11/95.

2.2 In-school management

The principal teacher and her teaching colleagues have cultivated very good working relationships. Excellent levels of co-operation and ongoing professional discussion are exhibited in particular, between the two permanent school staff. The very warm working relationships that exist between them are mirrored in the very happy and content pupils presenting in both classrooms. The school principal carries out her administrative and organisational duties competently and diligently. Roll books, registrars and all school records are carefully maintained. The principal monitors the work of the school in maintaining custody of the monthly progress records.

Duties are clearly laid out across a range of curricular, administrative and pastoral areas for the post holder. These duties and many other additional duties are currently carried out diligently in a highly conscientious manner. The two staff members meet regularly after school to discuss school business and to plan for upcoming events. It is reported that official staff meetings have not been scheduled for some time. Transport difficulties are cited as the main reason as to why this is the case. Currently time is taken from the allocated in-school planning days for staff meetings. This situation is in need of review. Staff meetings should be held in accordance with the Department Circular 25/03. Support teachers should now be invited to staff meetings whereby the needs of pupils with learning difficulties as well as higher achieving pupils can be planned for and advanced on a whole school basis.

2.3 Management of resources

The school has two mainstream class teachers. One special education teacher visits the school every day, spending seven and a half hours per week in the school supporting pupils with learning difficulties. A second special education teacher supports one child with assessed special needs for two hours, twice a week. Visiting coaches provide training in ball skills to pupils on a regular basis. All pupils partake and do not have to pay for this extra tuition. The board employs a cleaner who cleans the school twice a week. The school currently does not have any secretarial help. The merits of having some secretarial service as a support to the teaching principal, even on a part time basis, was discussed with the board of management at the post evaluation meeting.

The school building dates from 1896 and is a very attractive building. It is well maintained and cleaned regularly. New windows have recently been provided and the school heating system upgraded. There are two permanent classrooms, one of which is quite small by modern classroom standards. A small extension was added in the late 1980’s to the rear of the school included a toilet bock and a small general-purpose room. This room is used for pupils in receipt of learning support, for physical education, for administration, for staff lunches and indeed for pupils’ lunches during inclement weather. As the needs of the school community continue to change, particularly with respect to support for pupils with learning difficulties and with the administrative duties of the teaching principal, it is recommended that the board make application to the Department for grant aid under the small schools’ initiative to enhance the current facilities available to the pupils in receipt of supplementary teaching and to the school principal.

Teachers have created colourful and stimulating learning environments in the classrooms through the display of charts and materials that support the pupils’ learning. Samples of the pupils’ work, across many curricular areas are celebrated in the classrooms, in the general-purpose room and in the entrance hallways. The provision of further notice boards in the hallways, in the classrooms and in the general-purpose room will add to the attractiveness of these wonderful displays. The mainstream classrooms are well equipped with resources for learning and there is evidence that there is effective use of the teaching resources by both teachers. There are fewer resources available to support teachers. Securing additional, supplementary reading materials and equipment for the pupils with learning difficulties is now a priority. The school has a satisfactory stock of ICT equipment that is being very effectively used by the pupils and teachers to enhance learning. Classroom libraries have a satisfactory stock of appropriate reading books. A good stock of large format books is available in the junior room. Teachers effectively use the blackboard as a tool for teaching. However, much potential for the consolidation of material learned is lost when subject matter is erased from the chalkboards. To this end, it is now recommended that flip charts and stands be secured for all classroom settings.

2.4 Management of relationships and communication with the school community

There is no official parents’ association attached to St. Columb’s National School. The parents’ representatives on the board of management, however, report that communication between the school and home is satisfactory with parents being kept well informed of happenings in the school via regular letters and the school homework diary. The school’s very attractive web site will soon be another important means for parents to engage with the work of the school. The parents’ representatives report that parents value the work of the school and that they are supportive of the school and of the educational provision made for their children. Parents feel comfortable in approaching board representatives with issues of concern. It is reported that the board deals well with such concerns. There are regular opportunities for the parents to meet informally with the teaching staff to discuss issues of concern. An appointments system is also available to parents. Formal parent-teacher meetings are held annually and the principal reports that there is full attendance by parents. Parents are regularly involved in fund raising activities for the school, supporting book fairs and many other events. The parents are to be commended for the interest they show in their children’s education. The views of parents are sought by the board on most school polices before ratification. Copies of ratified polices however, have not been circulated to the general parent body. It is now recommended that all school policies be circulated to the parent community. The principal regularly reports to parents and the local community on the achievements and happenings in the school through the church magazine. This school is very important in the life of the local church community and the local church leaders visit the pupils regularly for religious instruction.

2.5 Management of pupils

The management of the pupils is very good. The board and the teaching staff have devised a code of behaviour and an anti-bullying policy that are both consistently implemented. Pupil behaviour during the course of this evaluation was excellent. Both junior and senior pupils display a pride and interest in their work. The teachers are to be commended for the very positive, child friendly school climate that exists in the school.

3. Quality of school planning

3.1 School planning process and implementation

The school principal and her colleague have invested significant effort in the provision of a comprehensive range of curriculum plans and organisational policies, which together form the school plan. A long-term plan clearly outlines the resource, organisational and curricular needs of the school. The school plan is highly organised, very well presented and has been developed in accordance with the guidelines from the Department. It facilitates the effective functioning of the school. It is now recommended that all polices are signed and dated on ratification by the chairperson and that review dates are built into all school policies. A draft enrolment policy has recently been devised for the school. It is now recommended that this draft policy be reviewed by staff and by the board to ensure that the policy complies with the Education Act 1998 and the Equal Status Act 2002. In that context, the school authorities are reminded that conditions for enrolment cannot be applied to pupils with special educational needs.

Evidence was provided to confirm that the board of management and staff have taken initial 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). It is noted that this is a priority on the current planning menu in the current year. It is reported that a designated liaison person has been appointed in line with the requirements of the Departmental guidelines. It is now strongly recommended that the board complete the school policy as a matter of urgency and that the name of the designated liaison person is recorded formally in the school policy statement. A copy of this policy should be sent to every home.

3.2 Classroom planning

The quality of the classroom planning provided is excellent. Both teachers conscientiously prepare long-term plans and short terms schemes of work that are very focused and very detailed. They are satisfactorily based on the school plan and on the stands and strand units of the curriculum. All teachers complete comprehensive monthly progress reports. Teachers are conscious of individual differences and suitable materials and activities are chosen for all pupils and in particular for pupils with learning difficulties. Individualised planning for pupils with special educational needs was available in both classrooms.

4. Quality of learning and teaching

4.1 Overview of learning and teaching

The quality of learning and teaching in the curriculum was evaluated on the basis of classroom observation and a review of samples of work in both mainstream classrooms and in the learning support settings. The quality of teaching in this school is very good. Teachers conscientiously and diligently deliver a broad programme to their pupils. The multi-grade class settings are managed very effectively and an assortment of teaching resources is used purposefully to facilitate pupils’ learning. A range of teaching methodologies including whole class teaching, group work, circle time and pair work is used effectively in both sections. Conscientious efforts are made to integrate curricular areas through the effective use of a thematic approach to learning. There is evidence of continuity and progression from stage to stage. The individual needs of pupils are well catered for. Particularly effective attention is paid to pupils with learning difficulties within the classrooms. A number of exceptionally able pupils present in both sections. Whilst it is noted that some supports for these pupils are in place, consideration should now be given to further enriching the educational experiences of these pupils.

Pupils in general are highly stimulated by well-constructed lessons and interesting programmes of work. They are actively engaged in learning and interested in all curricular areas. Pupils are progressing well and standards of literacy and numeracy are very satisfactory. Excellent focus is placed upon learning through project work. Pupils engage in cross-curricular work and speak knowledgeably about what they have learned during these activities. Information and communication technology (ICT) is effectively used to support and enhance the learning experience for all pupils in many areas of the curriculum through the use of specific software programmes and in particular through the use of the research possibilities on the internet. Excellent emphasis is placed on the environment as a resource and as a starting point for learning. A range of co-curricular and extra-curricular activities is available to pupils. They engage in school sports competitions, quizzes, many church activities, school tours, baking, green schools’ activities, visits to the local library as well as enjoying many educational visitors to the school. Linking up electronically with other schools of similar size will offer potential for further learning for pupils.

4.2 Language

Gaeilge

Tá modheolaíocht spreagúil, éifeachtach in úsáid ag na múinteoirí i dtaca le múineadh agus le foghlaim na Gaeilge.

Baintear úsáid as an nGaeilge mar theanga chaidrimh i ngnáthchaint an lae sna ranganna. Tá modh na cumarsáide á úsáid go héifeachtach. Baintear úsáid as púipéid, drámaíocht, amhránaíocht, aithris agus cluichí teanga chun an Ghaeilge a chur i gcrích. Leagtar béim chóir ar fhorbairt scileanna éisteachta agus labhartha na ndaltaí sna ranganna uile. Tá na daltaí an-dearfach ó thaobh na Gaeilge de. Tá foclóir leathan ar eolas acu agus tá caighdeán sásúil Gaeilge labhartha bainte amach ag mórchuid de na daltaí.

Tá múineadh na filíochta le moladh. Tá réimse sásúil rannta agus dánta gearra ar eolas ag na daltaí agus déanann said iad a aithris go líofa.

Cuirtear béim chuí ar na snáithanna Léitheoireacht agus Scríbhneoireacht sna meánranganna agus sna hardranganna. Baintear úsáid sciliúil as teamaí an chomhrá don léitheoireacht. Léann na daltaí go cruinn agus is léir go bhfuil tuiscint bhreá acu ar a bhfuil á léamh. Múintear gramadach fhoirmiúil go rialta sna ranganna sinsearacha. Tá caighdeán sásúil á bhaint amach ag na daltaí sa scríbhneoireacht. Leagtar béim ar chomhtháthú na scríbhneoireachta go díreach leis an léitheoireacht agus leis an ábhar comhrá. Moltar anois banc foclóra a chur ar taispeáint go rialta sna seomraí ranga mar thacaíocht d’fhorbairt scileanna teanga na ndaltaí

Irish

Teachers use inspiring, effective teaching methodologies with regard to the teaching and learning in Irish. Irish is used as the operational language of the classrooms. The communicative approach is effectively used. Puppets, drama, song singing, repetition and language games are used to implement the Irish programme. Proper emphasis is placed on developing the pupils’ listening and speaking skills in all classes. The pupils have a very positive attitude towards Irish. They have a wide vocabulary and the majority of pupils have reached a satisfactory standard of spoken Irish. The teaching of poetry is praiseworthy. Pupils recite a range of rhymes and short poems fluently. Proper emphasis is placed on the strands of reading and writing in the middle and senior classes. Skilful use is made of the themes from conversation sessions for reading lessons. The pupils read accurately and it is obvious that they have a good understanding of the reading material. Formal grammar is taught regularly in the senior classes. Pupils achieve a satisfactory standard in writing. Emphasis is placed on the direct integration of writing activities with the subject of the reading and conversation lessons. It is now recommended that word banks be regularly displayed to support the development of the pupils’ language skills.

English

Teachers pay commendable attention to the development of the pupils’ language skills and discrete oral language lessons are regularly taught in both sections. All pupils are capable of expressing themselves clearly using age appropriate registrars of language. Poetry recitation is effectively used to develop the pupils’ expression and confidence. The emergent reading skills of the junior pupils are very carefully nurtured and monitored. Excellent emphasis is placed on the language experience approach and the pupils particularly benefit from the excellent work carried out in the collaborative reading of large format books. The pupils’ phonological awareness is carefully developed in a structured way. The pupils have a good sight vocabulary in the infant classes and can undertake word-building exercises competently. Teachers are to be commended for the excellent work undertaken by them in bringing the pupils regularly to the local library. They are also to be commended for instilling in their pupils a love of books and a love of reading. Reading standards across the school are very satisfactory. Pupils in the senior section have access to a wide range of reference books, which they utilise regularly for project work across the curriculum. Media studies are a particularly strong feature of practice in the senior section and this work is commendable. Functional and creative writing is undertaken at all class levels. Children write for a variety of reasons and in different genres. Excellent emphasis is placed on the pupils developing their own little books in the junior section. Pupils have compiled stories and poetry in book form using ICT and discuss their efforts with confidence. Formal grammar lessons are taught in the senior section. Dictation is effectively used to develop the pupils’ accuracy in written activities. The use of ICT to support the pupils’ writing across the curriculum in the senior section is praiseworthy. Visiting poets and writers come to the school to further enhance the pupils’ appreciation of literature and poetry. The teachers are affirmed for their enthusiastic approach to the teaching of English and are commended for their implementation of the curriculum.

4.3 Mathematics

The teaching of Mathematics is undertaken conscientiously at all class levels. Teaching is very well focused with clear learning objectives outlined. Differentiated tasks are provided for pupils with learning difficulties. Clear visual examples are used to explain concepts and comprehensive oral activity is used effectively to develop pupils’ understanding. A wide range of concrete materials is used in a systematic way with the junior pupils to embed key mathematical concepts. Group work is effectively managed. Significant emphasis is placed upon tables and number facts in the senior section and the pupils display accuracy in computational skills. Pupils are generally performing well in Mathematics. The majority of pupils display commendable knowledge of mathematical terms and concepts across a range of strands and strand units. The pupils record their work neatly and their work is comprehensively monitored.

4.4 Social, Environmental and Scientific Education

History

The school’s teaching of History provides a satisfactory learning experience for pupils. They engage actively in discussion and answer questions about stories and topics they have studied. Timelines are used effectively in both sections and emphasis is placed on the development of the sense of time and chronology. Teaching is focused on the pupils’ personal history in the junior section. In the senior section attention is paid to local, national and international themes. Active learning approaches are employed. History is suitably integrated with other areas of the curriculum. Excellent use is made of a range of primary and secondary sources in promoting the pupils’ interest in History. They regularly engage in project work, researching topics and preparing power point presentations for their peers. This material is to be shared with the wider community on the school web site and this will be progressive practice.

Geography

Teachers plan a satisfactory programme of geographical activities to allow pupils explore their own immediate environment as well as the world around them. They successfully plan themes to link the SESE subject areas. The geography of the local community is emphasised in the junior section. Excellent use is made of a range of materials and visual aids in the presentation of lessons. In the senior section the pupils study the weather and record weather patterns. They also study the physical geography of the local landscape and of Ireland. They also learn about people and places beyond their immediate environment. They regularly engage in project work, researching a range of geographical phenomena. Children speak enthusiastically about the aspects of Geography they have studied.

Science

A satisfactory Science programme is implemented in the school. The teachers link Science with other SESE subjects as well as integrating the subject effectively across the curriculum. Due emphasis is place on the development of the pupils’ scientific skills. Pupils in both sections engage in practical experimentation as part of the Energy and Forces curriculum strand. The local environment and the school grounds in particular are used frequently as a key resource in teaching pupils about simple scientific phenomena. A significant amount of work is carried out in the Environmental Awareness and Care curriculum strand. The separation of waste is carried out religiously in both classrooms with the school overall making tremendous efforts towards reducing the amount of waste generated by recycling and composting rubbish. The school is actively engaged in the Green Schools’ programme and the pupils are to be commended for their environmental endeavours.

4.5 Arts Education

Visual Arts

Teachers have embraced the principles of the Visual Arts curriculum in a comprehensive manner. There is great expertise evident in the teaching of this subject. In Visual Arts lessons pupils are guided carefully through the creative process. The language of art is carefully fostered and drawing skills are explicitly taught. Pupils explore and discuss the creative work of many artists. A range of reference books is used effectively to this end. The screen savers on classroom computers are used effectively to display the work of major artists. Pupils also look and respond to their own work and that of their peers. Portfolios of the pupils’ creative work are maintained. It is evident that the pupils are exposed to a broad range of techniques across the curriculum and that they experiment with different media. The pupils speak confidently and knowledgeably about work in progress. The quality of the pupils’ work is of a good standard.

Music

Teachers engage in shared teaching practices in delivering the Music curriculum and this is commendable. Music lessons are well constructed with evidence of the teaching of literacy, rhythm and pulse. Singing is addressed effectively and the pupils enthusiastically sing a repertoire of songs in Irish and English. A selection of tape material is made available for the purposes of listening and responding to music. The recorder has been recently introduced to the school’s music programme. Pupils in the senior section are learning how to play the instrument and demonstrate an enthusiasm for performance. Introducing this instrument or another instrument to pupils in the junior section will further develop this aspect of the Music programme. Further engagement with the composition strand of the curriculum in both sections will also enhance the current provision.

Drama

Discrete Drama lessons are enthusiastically taught in both sections. Teachers engage in shared teaching practices in delivering a comprehensive Drama programme. The elements of Drama explored by teachers foster the pupils’ imaginative, intellectual and emotional development. Pupils engage in many useful story telling and acting out drama experiences. The pupils’ collaborative skills are being nurtured as they co-operate and communicate in the making of drama. Excellent opportunities are exploited in Drama lessons to boost the pupils’ self esteem and oral language skills. The use of Drama to promote the learning of Irish is particularly commendable.

4.6 Physical Education

The Physical Education programme provides a range of developmentally appropriate physical experiences for pupils. A range of skills is developed through the use of minor games and activities, major games, dance, athletics and outdoor exploration. The physical education lesson observed during the inspection focused on the participation of all pupils and on the development of skills through games. Appropriate resources are available to the teachers and the schoolyard is used extensively, weather permitting. The participation of boys and girls in sporting activities is promoted. It is evident that all pupils thoroughly enjoy physical education. Good links have been adopted with Moville Community College whereby a second level teacher visits the school and undertakes Physical Education lessons with the pupils. This is a commendable, co-operative arrangement between the two schools and it also assists in easing the transition of pupils from a small primary two-teacher school setting to the larger post-primary school for pupils at the senior section of the school. Visiting coaches from the local GAA and soccer clubs offer training to the pupils in ball skills. Aquatics had been a feature if the Physical Education programme in the past and it is recommended that it be reintroduced.

4.7 Social, Personal and Health Education

The general atmosphere of the school reflects a firm commitment to the development and extension of the pupils’ skills in this subject. Both teachers implement the Social Personal and Health Education curriculum. Much cross-curricular work and discussion are also in evidence. A range of topics including healthy eating, safety, bullying, and school and classroom rules are undertaken in both sections. During these lessons the opportunity to debate issues enhances pupils’ understanding of the topics and promotes the development of oracy skills. The teachers are to be commended for the excellent work undertaken with regard to boosting the self-esteem and confidence of the pupils. The Stay Safe and Walk Tall programmes are being delivered to the pupils. A draft Relationships and Sexuality Education (RSE) policy is in place. Some aspects of the RSE programme are being delivered. It is now recommended that the board, in consultation with the parents, address the area of sexuality education in the school policy to allow for the full delivery of this element of the programme.

4.8 Assessment

The pupils’ progress in a broad range of curricular areas is monitored and recorded on a regular basis. Both teachers are to be commended for the excellent practice observed with regard to the range of assessment tools in use including teacher observation, teacher designed tasks and tests, standardised and diagnostic testing, homework assignments and project work. Very comprehensive profiles are maintained on each pupil which facilitate the careful monitoring of the pupil’s progress as he/she moves up through the school. Early screening tests are used to identify younger pupils presenting with learning difficulties. Appropriate emphasis is placed upon tracking the progress of all pupils. Standardised tests of English reading and Mathematics are administered yearly and the results are carefully analysed. These are used to identify pupils for supplementary support. Pupils with learning difficulties are being adequately supported. The pupils are generally progressing very well. Overall the standards of literacy and numeracy are very satisfactory across the school.

5. Quality of support for pupils

5.1 Pupils with special educational needs

Very good work has been undertaken by the special educational needs teachers, in collaboration with the class teachers, in the development of structured individual plans which outline targets, resources and learning outcomes in the development of pupils’ literacy and numeracy skills. Systems are in place for meeting with parents. The pupils’ progress is tested regularly and teaching is based upon the outcomes of the assessments. Both support teachers have high expectations of the pupils and this is commendable. It is evident that the supplementary teaching boosts the self-confidence of the pupils. There is evidence of very good use of existing resources to support pupils with learning difficulties. However, there is a need for the utilisation of a wider range of supplementary reading materials to help boost the interests of the pupils attending support teaching further. Samples of the pupils’ work are on display in the shared space that is used for supplementary teaching. A withdrawal system operates at present whereby pupils are taken from the classroom for supplementary teaching. It is now recommended that this system be reviewed. It is not expected that pupils scoring above the 12% would be withdrawn from class for supplementary teaching. Support of such pupils should be facilitated within the classrooms. The possibilities for team teaching should now be explored.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

A positive, child-friendly atmosphere exists in the school.
A committed teaching staff, under sound leadership and in-school management, is catering effectively for the educational needs of the pupils.
The quality of the classroom planning provided is excellent. The standards of teaching and learning are very good overall. High standards are reached in the teaching of Irish, English, Maths and the Visual Arts.
The school has a very effective and supportive board of management.
The parent body are very supportive of the school and value the work of the staff in the interests of their children.
There is very effective and very progressive use of ICT across the curriculum.

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

The board of management should pursue its policy priority of ensuring that a Child Protection Policy is developed and implemented without delay, in consultation with the parent body.
The teachers, on a whole school basis, should plan for the use of alternative approaches and resources in the support of pupils with special educational needs. In particular, further supports should be planned for higher achieving pupils.

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.