An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Scoil Phádraig, Lurga Breac,
Leitir Ceanainn, Contae Dhún na nGall
Roll number: 16672P
Date of inspection: 24 March 2006
Date of issue of report: 29 June 2006
2. Quality of School Management
2.4 Management of relationships and communication with the school community
3.1 School planning, process and implementation
4. Quality of learning and teaching in curriculum areas
4.3 Social, Environmental and Scientific Education (SESE)
4.6 Social, Personal and Health Education (SPHE)
4.7 Assessment and achievement
5. Quality of support for pupils
5.1 Pupils with special educational needs
6. Summary
of findings and recommendations for further development
This Whole-school evaluation
This report has been written following a whole school evaluation of Scoil Phádraig, Lurgybrack, Letterkenny. 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 engaged with pupils, examined their 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 the opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.
Scoil Phádraig, Lurgybrack is an effective, co-educational mainstream primary school situated on the outskirts of Letterkenny. Originally built in 1927 as a two-teacher school, there are now seventeen teachers on staff. In recent years the school has had developing school status as pupil enrolment rose rapidly, reflecting demographic trends in the locality. There is now a pupil enrolment of 351, and with the population of the wider Letterkenny area continuing to grow, this figure should continue to rise. The school serves the needs of pupils from both rural and urban backgrounds. The school receives some additional funding from the “Giving Children an Even Break through Tackling Disadvantage” (GCAEB) rural scheme. The previous Tuairisc Scoile, issued in 1996, described the then staff of seven teachers as a “dedicated, unified team, anxious to provide a comprehensive, meaningful curriculum for their pupils”.
The school’s mission statement records the aim to “provide a well-ordered, caring happy and secure atmosphere where the intellectual, spiritual, physical, moral and cultural needs of the pupils are identified and addressed”. It is evident from this evaluation that this effective school is fulfilling this aim successfully. The principal and staff provide an attractive, positive and secure school environment for the pupils. The warm school climate is mirrored in the happy pupils that present in all classrooms. Pupil behaviour observed during the course of this evaluation was excellent. Average attendance levels for the months before the evaluation were satisfactory but nevertheless indicated a trend of increasing pupil absenteeism. A policy to encourage pupil attendance is included in the school plan. However, this policy should now be reviewed to include further targeted measures to encourage better attendance by persistently poor attending pupils.
Scoil Phádraig is under the patronage of the Catholic Bishop of Raphoe. It is managed by a very committed and dedicated board of management nominated by the patron and constituted in accordance with section 14 of the Education Act, 1998. The board meets regularly and a satisfactory record is kept of all proceedings. Financial accounts are maintained appropriately. The school functions in accordance with Department of Education and Science (DES) directives on the length of the school day and school year. The board displays a keen interest in, and considerable enthusiasm for all aspects of school life. It is an active board that strives to meet the needs of the pupils and teachers alike. There is evidence of very good communication between the board and the parent community and between the board and the teaching staff. The chairman visits the school and meets with the principal and staff at least twice each week. The principal and teaching staff acknowledge his on-going support. The board play an active role in contributing to, and reviewing school policy and in the ratification of curriculum plans. The board is particularly aware of its health and safety responsibilities and has been very proactive in ensuring safer access to the school from the busy main road for the school community. Whilst this problem has been significantly improved upon, hazards still exist while leaving the school grounds. Further consideration needs to be given to this matter. It is obvious that the board has a commendable sense of pride in the school and that all maintenance grants are used to excellent effect. The school is cleaned regularly and the caretaker contributes significantly to maintaining a very attractive and comfortable school environment. The pupils too, are to be commended for their efforts in keeping the external environment free from litter.
The current priority of the board is the provision of additional permanent classroom accommodation at the school. A major building project is due to commence at the school. This will remove much of the temporary prefabricated accommodation and free up the play space for the pupils’ recreational and sporting use. The surface dressing on some of the playground is quite rough for pupil play. This should now be reviewed as part of the overall construction project at the school.
The effective, energetic in-school management team comprises the administrative principal, the deputy principal, the assistant principal and five special duty post holders. Each individual team member shows dedication and diligence in carrying out the various responsibilities that are presently assigned. They work very well together to provide efficient leadership and direction to the school. There is a positive spirit of delegation and co-operation among the team and all members display a keen enthusiasm for the development of the school, pupils and staff. Pupils are properly supervised and discipline is very good. A commendable mentoring programme in support of newly qualified teachers is in place in the school. This is a laudable, progressive development and should now be extended in support of the two newly qualified substitute teachers that are employed in the school. The need to support these teachers trained outside this jurisdiction in the teaching of Irish as outlined in Circular 25/00 should also be given priority. The duties attached to the posts of responsibility at present reflect curricular, pastoral and organisational responsibilities. However, it is now recommended that the duties of all post holders be regularly reviewed to ensure that all members of the in-school management team have curricular, organisational and pastoral areas of responsibilities that are linked to the school’s development plan.
Internally the school is managed effectively and efficiently on a day-to-day basis. Very positive, supportive, motivating working relationships have been established in the school and the sense of team is excellent. A warm, inclusive school atmosphere has been created where the all-round development of pupils is nurtured. The committed school leadership displays a deep interest in the welfare of all pupils and in particular those pupils with special educational needs. A long serving, effective and key member of the school management team retired two years ago. His significant contribution to the positive ethos of the school is now acknowledged. The transition of the leadership duties has been very smooth and very well managed. Official documents, including daily attendance books, and the roll books are carefully maintained. There is a need however, to record the annual attendance of all pupils in the registrars at the end of each school year. The work of the school as a whole is monitored through compiling and maintaining custody of teachers’ monthly progress records. Commendable efforts are made to ensure that appropriate communication structures exist within the school to facilitate teachers, parents, the board and the wider school community contribute to the functioning of the school. Staff meetings are held once per term and there is evidence that staff continually engage in curriculum planning and review.
The teaching staff consists of an administrative principal teacher and twelve mainstream class teachers, two special education teachers (SETs), a GCAEB co-ordinator and one shared resource teacher. Three full-time and one part-time special needs assistants (SNAs) have been appointed to cater for the needs of five children in the school. They provide positive support to the school by meeting the care needs of these pupils and in enabling them to participate in school life as fully as possible. Further flexibility with regard to the deployment of the SNAs in support of pupils with SEN should be considered. Furthermore the duties of the SNAs should be formalised and recorded in the school plan. A school secretary is employed on a full-time basis and provides valuable support to school management and to the teaching staff. The full-time caretaker is very effective in his role and has a great sense of pride in his work. The school is cleaned daily and the building, both inside and out, is maintained to a very high standard. Teaching and non-teaching personnel are well managed with evidence of very open, positive staff relations. All staff members contribute to the effective functioning of the school.
Classrooms are bright, comfortable, print-rich and number-rich environments and are well furnished. The corridors are particularly attractively decorated with displays of the pupils’ work. The school is excellently equipped with resources for learning and there is evidence that there is very effective use of the teaching resources by all staff. The excellent practice of teachers producing a wide range of self-made teaching resources is prominent in the school and this is highly commendable. Curricular grants have been wisely spent and there is a plentiful stock of up-to-date materials including science, mathematics, music and PE equipment as well as a wide selection of library and reference books available. All resources are audited and lists of resources for the various curricular areas are outlined in the school plan, making them easily accessible to teachers. Considerable investment has been made in information technology. ICT equipment is available in all classrooms and a dedicated computer room has an excellent stock of networked computers.
The original school was built on this site in 1927 and a major extension was added in 1982. The present accommodation consists of seven permanent classrooms and seven temporary classrooms, a computer room and three support rooms. The availability of a local hall which facilitates indoor games has been very important to the school in assisting with the implementation of the Physical Education Programme. There is no doubt that the school population has outgrown the current facilities available to the school community and the major building programme at the school, which is due to commence, is essential.
It is evident from both the stated school policy and, indeed, from the meeting held with parents’ representatives at the outset of the evaluation, that very effective communication structures exist between the school and the parents and the effectiveness of these structures is one of the school’s strengths. It was reported that the relationship between the board and the parents’ association is excellent. Parental involvement in the children’s education is therefore encouraged and supported by the board, the teaching staff and in particular by the GCAEB programme. A very active, vibrant parents’ association supports the school by managing the schoolbook rental scheme, organising the annual soccer blitz, assisting with the school’s environmental awareness programme and by fundraising for many additional resources and supports for the pupils. This level of parental involvement fosters cooperation and mutual respect between parents, teachers and the board of management.
The school newsletter “The Craic in the Brack” is a wonderful means of keeping the parents abreast of school happenings and pupil achievement. The work invested in the newsletter by pupils and teachers is highly commendable. Parents are involved in reviewing school policies on organisational matters, in particular and they are in regular consultation with the principal teacher. They receive information on their children’s progress in school through the homework diary. Parents are also welcome to discuss their child’s education with the staff of the school at any time. Formal parent-teacher meetings are held annually in November and school reports for all pupils are sent to parents at the end of the school year. Pupils are afforded opportunities to meet with the pupils from neighbouring schools through sporting, musical and other after school activities. Links with the wider community are being established through the Junior Achievement Project
Pupils are properly supervised and discipline is very good. The school’s code of behaviour is being effectively implemented. The pupils demonstrate respect and offer full co-operation to their teachers. The staff’s contribution towards the building of confidence and self-esteem levels of the pupils is commendable. The positive attitude and behaviour of the pupils are indeed praiseworthy.
Considerable and commendable effort has been made to develop various policies in line with relevant legislation. A three-year developmental plan outlines the major organisational, curricular and resources priorities of the school. The planning process in the school is commendable. The board of management effectively oversee the planning process and ensure that all partners have input into the planning process. The board is dutiful in reading and discussing all draft policies prior to formal ratification. It is now recommended that the chairman of the board sign all policies on ratification. A wide range of organisational policies is in place. The most recent polices developed include a substance misuse and a healthy eating policy. Organisational policies are shared with the parent body. The Relationships and Sexuality Education policy is under review at present and meetings with the parent body are being organised. There is evidence that the teaching staff has very effective working structures in place for in-school planning days and the quality of the work produced recently, particularly in Social, Environmental and Scientific Education, is praiseworthy.
Evidence was provided to confirm that the board of management and staff are taking 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, 2004) and Child Protection: Guidelines and Procedures (Department of Education and Science, April 2001). It is now recommended that this work which was scheduled for the school year 2006-2007 be given priority and that the board of management adopt and implement these policies as soon as possible. A designated liaison person and a deputy liaison person have been appointed in line with the requirements of the DES guidelines.
There is evidence that all teachers are successfully implementing many of the methodologies and principles of the Primary School Curriculum 1999. The timetables of all teachers are organised to facilitate the implementation of the curriculum plans and appropriate attention is afforded to linkage and integration within and between subjects. There are many wonderful instances of teachers using thematic approaches to classroom planning thus ensuring a commendably rich, integrated programme of work for the pupils. An induction pack has been made available for newly qualified and substitute teachers to enable them to become familiar with key organisational policies and school routines at an early opportunity. All teachers prepare long and short-term schemes of work in each curricular area. In some sections teachers are planning from curriculum objectives. This practice is laudable and should now be developed further across the school. Consideration should now be given to teachers of similar classes working collaboratively on schemes of work for their common class groupings. This will further enhance the planning process in the school. All teachers maintain monthly progress reports conscientiously. Individual Education Plans (IEPs) are available in teachers’ files for pupils with special educational needs. There is evidence of collaboration between the support teachers and the classroom teachers in respect of pupils with special education needs (SEN).
All teachers deliver a broad and balanced programme to their pupils and there is satisfactory evidence of progression and continuity in the curricular programmes from the junior section to the senior section. Teachers use a variety of active teaching methodologies and this is evident in classroom practice where discovery learning is promoted and where participative methods are fostered to a high degree. Collaborative learning is developed throughout the school with foundations being effectively laid in this active learning approach in the junior section. All teachers engage in excellent project work, which allows for the effective integration of curricular areas. Teachers use a wealth of teaching resources in support of the pupils’ learning. There is evidence that ICT is being well used to support the teaching and learning. Teachers whilst meeting the needs of the majority of the pupils commendably well are now asked to consider further the needs of the more able and the less able pupils in their classroom planning. Outlining differentiated approaches in respect of their special learning needs and the identification of specific learning targets in classroom plans for such pupils will enhance current provision. A whole-school debate on curriculum differentiation is now recommended.
Gaeilge
Tá plean scoile don Ghaeilge ullmhaithe ag an bhfoireann teagaisc chun na prionsabail atá rianaithe sa churaclam Gaeilge a chur i gcrích ionas go mbeidh leanúnachas ó rang go rang. Tá pleanáil shásúil déanta ag na hoidí féin bunaithe ar an bplean scoile agus tá gach iarracht a déanamh acu timpeallacht Ghaelach a chruthú tré thaispeántais Ghaeilge agus lipéidí cuí a chur suas ar na ballaí sna seomraí ranga. Baintear usáid éifeachtach as raon leathan d’acmhainní léirithe chun an curaclam Gaeilge a chur i bhfeidhm i bhfórmhór na ranganna agus moltar an sár-chleachtas seo chun tuiscint na ndaltaí a fhorbairt i bhfoghlaim na teanga. B’fhiú, afách, níos mó pictiúir mhóra a úsáid don teagasc leis na daltaí shóisearacha chun na nathanna cainte nua a chur in iúl do na daltaí óga. Déanann na hoidí iarracht gníomhachtaí bríomhara a chur os comhair na ndaltaí agus tugtar go rialta faoi na snáitheanna uilig. Tá modh na cumarsáide in úsáid tríd an scoil agus tá caighdeán reasúnta sásúil bainte amach ag na daltaí sa teanga labhartha. Tá tuiscint teanga shásúil acu agus eiríonn leo cur síos a dhéanamh ar ábhair atá pléite ag na hoidí ranga roimhré. Tá na daltaí abálta ceisteanna a fhreagairt ach tá deacracht fheiceálach acu ceisteanna a chumadh. B’fhiú breis béime a chur ar scileanna ceistiúcháin a fhorbairt idir na daltaí san ardroinn. B’fhiú, freisin, forbairt a dhéanamh ar bhreis usáide a bhaint as obair phéire, as drámaíocht agus as díospóireacht chun an fhíorchumarsáid a chothú níos faide. Baineann cuid de na hoidí leas an-tairbheach as an nGaeilge mar theanga bhainistíochta ranga, ach moltar go mbeadh an Ghaeilge in úsáid níos mó agus níos bríomhaire i dtimpeallacht na scoile.
Léann na daltaí go cruinn as na téacsleabhair sna méanranganna agus sna hard-ranganna agus tugtar faoi deara go bhfuil tuiscint acu ar a bhfuil á léamh acu. B’fhiú, afách, stór níos leithne de leabhair léitheoireachta agus chomhléitheoireachta a chur ar fáil chun píosaí éagsúla léitheoireachta a chur os a gcomhair chun an fhíorléitheoireacht a chothú. Bhí taispeantais d’ abairtí iomlána i roinnt ranganna agus moltar an cleachtas seo. B’fhiú go mbeadh forbairt ar seo ar fud na scoile chun tacaíocht bhreise a thabhairt d’ fhorbairt scileanna léitheoireachta na ndaltaí. Tá múineadh na filíochta le moladh i mórchuid de na seomraí ranga. Aithrisíonn na páistí dánta, rannta agus amhráin, rud a fhorbraíonn dea-fhoghraíocht, blas, luas agus rithim na teanga. Tugtar faoi theagasc na scríbhneoireachta agus déantar an obair scríofa go slachtmhar néata. B’fhiú an scríbhneoireacht fheidhmiúil agus chruthaitheach a fhorbairt ar bhonn struchúrtha scoile uile ionas go mbeidh na daltaí sna hard-ranganna abálta scríobh go neamhspleách. Déanann na hoidí measúnú ar dhul chun cinn na ndaltaí sa Ghaeilge. B’fhiú córas measúnaithe a fhorbairt a thuilleadh sna snáitheanna éisteacht, labhairt, léamh agus scríobh ó na naíonáin go rang a sé sa scoil agus an córas seo a chlárú sa phlean scoile.
English
The teaching staff has developed collaboratively a detailed school plan in English, based upon the strands and strand units as set out in the curriculum. Accordingly, teachers plan a satisfactory programme of activities for pupils addressing the three strands of the curriculum. English is taught very well across the school and standards are satisfactory. In some classrooms there is evidence of excellent practice with regard to comprehensive planning for oral language activities, for differentiated reading activities and for group work within the classrooms. Consideration should now be given to sharing this effective practice on a whole school basis.
Oral language is dealt with comprehensively in some sections and specific oral language lessons are planned and taught. Pupils generally display satisfactory oral competency. However, it is now recommended that all teachers plan and timetable discrete oral language lessons to address all curriculum strand units. Particular emphasis is placed on the development of pupils’ emergent reading skills in the junior classes and a good programme of reading is organised throughout the school. Classrooms are wonderfully print-rich and encourage the reading habit from the earliest stages. Very good use is made of the large format books in the junior section, which allows for an integrated language experience for the pupils. There is further opportunity however, for stretching and developing the pupils’ vocabulary at this stage. The pupils’ phonological skills are being developed in a structured way in some sections and generally the pupils’ phonological skills are sound. A whole school approach to the development of phonics is planned for the next school year. This will strengthen the current provision.
Across the school pupils are encouraged to read for pleasure and there are comprehensive libraries with a range of reading materials in all classrooms. Some class libraries have coded library books, so organised to cater for the range of reading abilities presenting in the classroom. This is excellent practice and should now be extended to all classrooms. Pupils read fluently and confidently in the senior section and here class novels are used in the final term to support the school’s reading scheme. Consideration should now be given to the earlier and ongoing use of sets of novels in the reading programme in the middle and senior classes. Excellent practice was noted in the senior section in the use of newspaper articles as a means of developing the pupils’ higher order thinking skills and as a stimulus for discussion, analysis and for writing activities. Pupils across the school display a commendable enthusiasm for poetry. They confidently and competently recite a commendable range of poetry and explore links to music in the study of beat and rhythm. Poems are used as a stimulus for discussion in many classes and pupils are encouraged to compose their own poems.
The pupils’ writing skills are being developed to a satisfactory standard across the school. Considerable effort is invested in developing the pupils’ cursive handwriting skills from the infant classes upwards. The standard of the pupils’ handwriting is commendable. The commendable work invested in the development of the pupils’ spelling skills, their knowledge of grammar and punctuation across the school is evident in the pupils’ writing. Dictation is used to excellent effect in some classrooms to scaffold the pupils’ writing skills and this commendable practice should be extended. A good balance is achieved between functional and creative writing and ICT is used effectively to support the pupils’ work. The pupils have engaged in writing in different genres and process writing is undertaken to a high standard in many classes. Pupils are stimulated to think and to develop plots and characters in an effective manner. The children enjoy sharing their work at class level. Consideration should now be given to the publication of the pupils’ work in the form of class anthologies or a school year book, which would celebrate further the pupils’ commendable creativity. Teachers employ a range of assessment modes and the pupils’ copybooks in particular, are well monitored across the school. Spelling tests are a feature of all classrooms, with evidence that teachers have differentiated spelling in respect of pupils of differing abilities. Standardised reading tests administered across the school indicate satisfactory pupil performance. Many teachers effectively use checklists to monitor the pupils’ progress across the curriculum strands and strand units. This practice should be further developed in some sections.
In Mathematics, a school plan has been prepared where teachers have considered whole school approaches to significant curricular themes including, among others, the development of problem-solving skills, the development and use of maths language, the use of calculators and assessment and record keeping. Consideration however, should also be given to whole school approaches to the development of the pupils’ estimation skills. All class teachers have long-term and short-term planning available for Mathematics; however in many instances the long-term plans referred only to subject content derived from a single textbook. In other cases where planning was closely linked to curriculum objectives, a greater breath, balance and linkage to the whole school plan was in evidence. This practice should now be developed across the school. Teachers plan whole class learning programmes. There is a priority need however, for teachers to differentiate programmes of work in respect of ability groups within the classrooms and to plan and record teaching targets based on the differing needs and abilities of the pupils, particularly those higher achieving and lower achieving pupils.
All classrooms have stimulating mathematical displays and illustrations with ICT being used effectively to enhance the quality of display. Emphasis in the school plan is placed on practical experiences using hands-on, exploratory approaches, with the children having access to structured and concrete materials. This approach is facilitated throughout the school through the provision of an educationally valuable and carefully selected supply of structured and concrete mathematical materials at each level. Teachers use a range of concrete materials effectively to enhance the teaching and learning in the classrooms. Some active methodologies are in evidence across the school and pupils have opportunity to engage in pair work or group activities. All pupils engage in similar activities and there is need for the development of differentiated tasks to be given to higher achieving and lower achieving pupils. Pupils, however, display an enthusiasm for Mathematics and enjoy collaborative learning opportunities. Pupils display a satisfactory knowledge of number facts and have little difficulty with the basic number operations. However, in some sections pupils have difficulty with mathematical language in particular, in determining which operations to use in problem solving activities. Developing and displaying mathematical word banks, combined with further practice in problem solving from the junior classes to the senior end of the school, will strengthen the current provision.
A range of assessment modes is used by teachers to assess pupil progress. The pupils’ copybooks are very well monitored and there is evidence that some teachers give regular tests in Mathematics. This is commendable practice and should be adopted across the school. Standardised testing in Mathematics is undertaken on an annual basis. Pupil performance indicates that the proportion of pupils experiencing difficulties in Mathematics is greater that those experiencing difficulties in literacy. Further analysis of the standardised tests results to identify strengths and common areas of weakness in pupils’ learning in Mathematics should be undertaken by all teachers. This analysis should then be used to plan and direct the teaching programmes in all classrooms.
Geography
Teachers plan an excellent 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. A wide range of resources is available to teachers to support pupils’ learning and there is evidence that teachers research topics and provide a range of self made resources to support their interesting lessons. Emphasis is placed on developing the pupils’ skills and concepts and, through exploration of the local environment, helping pupils develop a sense of place. Some excellent displays of project work undertaken were viewed during the inspection, with projects on space, volcanoes, hurricanes and tornadoes being particularly noteworthy. Commendable use of the Internet to research topics of interest was noted in one classroom. Weather is studied and recorded carefully in some classes. Pupils mapping skills are developed and samples of the children’s maps were observed. A significant amount of work is carried out in the Environmental Awareness and Care strand of the Geography curriculum. The separation of waste is carried out religiously in all classrooms with the school overall making tremendous efforts towards reducing the amount of waste generated by recycling. Pupils are taken on field trips to study significant geographical features of the local area. Children speak knowledgeably and enthusiastically about the aspects of geography which they have studied.
History
The standard of planning and preparation undertaken by all teachers for the teaching of History is most commendable. Working from the curriculum objectives, the teachers display imagination and creativity in the lessons they deliver to their pupils. In all classes the teaching is stimulating and challenging and is supported by the use and display of documents, artefacts and primary historical sources. There is evidence that the teaching staff, with the support of the board, have researched local history. The themes explored are integrated effectively with other curricular areas. Timelines are used effectively in many classes and emphasis is placed on the development of the sense of time and chronology. Commendable emphasis is placed on the pupils acting as historians, working in pairs, looking for evidence about life in the past. Teacher questioning is used effectively to fire the interest of the pupils. A number of worthwhile projects, with an appropriate focus on local history and on photographic records, have been researched and the pupils discuss their work and presentations with confidence from a secure knowledge base. The standard of the project work undertaken by the pupils is highly laudable. The pupils respond positively and are enthusiastic about the topics they have studied.
Science
Teachers plan a suitably broad programme of scientific activity for the pupils and time is allocated on the weekly timetable for science teaching. The programme of scientific work is linked to other SESE subjects as well as being successfully integrated with other areas of the curriculum. The provision of a wide range of resources to support the teaching of Science enables the setting up of simple investigations in which the pupils are actively and enjoyably engaged. Collaborative investigative work is organised regularly for the pupils and their scientific skills are being nurtured and developed. A broad range of work is undertaken across the four strands of the Science curriculum. Investigation tables, which display the pupils’ simple investigations, are available in some classrooms and enhance the Science programme. Pupils can confidently discuss the outcomes of their investigations. They use an appropriate vocabulary and appeared very enthusiastic about their work. All classrooms have attractive nature tables and beautiful seasonal displays. Teachers use the pupils’ ideas as a starting point for learning. During the evaluation some excellent teaching was observed. Pupils worked collaboratively in groups on practical investigations while the teachers capably challenged their ideas. Pupils appeared very enthusiastic and highly motivated.
Visual Arts
Teachers have embraced the principles of the Visual Arts curriculum in a comprehensive manner. Planning is based on the structure and content of the curriculum and ensures a broad and balanced programme. Appropriate time is allocated to Visual Arts. The classroom environment supports pupil learning and a wide range of materials and resources are used effectively in the delivery of the programme. Pupil engagement with the activities is effectively organised. The samples of pupils’ work that are displayed in all classrooms and along the corridors, combined with evidence from the school plan and teachers’ long and short-term planning, indicate that pupils have explored a wide range of themes, topics and media from all six strands of the visual arts curriculum. Many of these are suitably linked with other areas of the curriculum. Pupils are generally active in exploring, experimenting and enjoying art activities. In some of the junior classes, however, there is a tendency to engage in “template” art. This approach should now be reviewed. Teachers should encourage the pupils’ creativity further and allow the pupils use their imaginations and to make their own decisions in their creative work. There is evidence that pupils, as well as making art, are encouraged to look and respond to their own work, the work of their peers and the work of artists. Talk and discussion is a feature of these classes and pupils develop a visual language and a visual awareness of the elements of art. Teacher observation is used to assess the pupils’ work and portfolios of children’s work are maintained.
Music
Teachers plan a broad programme of musical activities, which includes listening and responding, performing and composing. There are obvious links to other curricular areas. This curriculum area is very well resourced and the children are exposed to a broad range of musical forms from traditional through to classical and modern music. Children listen and respond to a wide variety of musical forms. Some teachers on the staff are very proficient in Music and some excellent active learning experiences are organised for the pupils. Staff members, as a team, therefore should co-operate through a system of team teaching to ensure that all classes benefit from this expertise and that all pupils receive a broad musical education. Songs are taught carefully in a structured manner. Pupils in all classes sweetly sing a wide repertoire of songs in Irish and English. Tin whistle tuition is available in some sections and could be developed further. The school choir performs an impressive repertoire of songs. They clearly enjoy performing a wide repertoire of musical styles. A school band celebrates the musical proficiency of many pupils on a range of musical instruments. Much work is carried out on rhythm and pulse and percussion instruments are used to good effect to this end.
Drama
Discrete drama lessons are a feature of most classroom timetables and the monthly progress reports indicate that elements of the three strands units are being delivered in some classes. Dramatic techniques such as role-play, hot seating and mime are used effectively by teachers to enhance other curricular areas, including Irish, SPHE and oral language. The elements of drama explored by teachers foster the pupils’ imaginative, intellectual and emotional development. The pupils’ collaborative skills are being nurtured as they co-operate and communicate in the making of drama. An excellent tradition exists in the school in respect of annual school concerts which are held in the local theatre “An Grianán” to which the parent community is invited.
Planning and preparation for physical education is based on the curriculum structure and content objectives. A range of resources is in place to support the physical education programme. The pupils have opportunity to engage in games, dance, gymnastics, outdoor and adventure activities and athletics. Aquatics, with the exception of water safety lessons carried out in the classrooms, is not currently part of the school programme. This position should be reviewed by staff and management in collaboration with the parents. As the school has no indoor PE facility at present and has restricted outdoor play surfaces, the school currently uses a local sports hall for Physical Education lessons for all classes. A well-organised PE lesson was observed here during the evaluation. This lesson promoted the development of specific skills and ensured the participation and enjoyment of all the pupils. Excellent use was made of Irish in delivering instructions to the pupils. The senior pupils engage in training in Gaelic football, rugby and soccer with coaches who visit the school at regular intervals. After-school sporting activities are supported by teachers and parents on a regular basis. This commitment to the children is praiseworthy.
The school plan includes a policy for SPHE and all teachers plan individually for the teaching of this subject. It is noted however, that a programme in Relationships and Sexuality Education is not yet being delivered in the school. Evidence from the meeting with the board indicates that this is a current priority of the board and it is hoped that the programme will be delivered in the near future. It is now recommended that a policy be formulated as soon as possible in consultation with parents to allow pupils access this important element of the SPHE curriculum. All classrooms have discrete timetabled SPHE lessons and much learning is also achieved through cross-curricular work and discussion. A range of methodologies including circle time and pair work is employed to allow pupils explore topics including drug awareness, healthy living, hygiene, healthy eating, school and classroom rules. The positive school atmosphere and ethos reflect a firm commitment to the development and extension of the pupils’ skills in this subject. The entire school community visibly demonstrate a very caring and supportive approach towards pupils with special educational needs.
A school policy on assessment and achievement has been devised and a range of assessment modes is employed which include standardised assessments, teacher observation and teacher-designed tests. In some classes there is very effective use of checklists to monitor the pupils’ progress. These should be utilised further, especially in the junior section to monitor the pupils’ progress across all the strands of the English curriculum. There is evidence of testing at the end of each term in mathematics and tests of tables are a feature of all classrooms. Pupils’ work is regularly corrected and comments made by teachers on pupils’ copies are positive and affirming and point the way towards improvement. In Mathematics and English, levels of attainment are assessed on an annual basis by means of standardised tests. Results of standardised tests are kept on file and are used to identify children with learning difficulties. There is scope for the further analysis of the standardised tests results to identify strengths and common areas of weakness in pupils’ learning in Mathematics. The Quest test is used to identify infant pupils presenting with learning difficulties and this system of early screening is commendable.
A whole school plan for learning support and for pupils with special needs in receipt of resource teaching has been devised and is being implemented. The range of resources and support equipment available to pupils with special educational needs is very satisfactory. The support classrooms present as stimulating, print-rich number-rich learning environments. Two special education teachers provide support to pupils experiencing difficulties in English and Mathematics. Pupils are selected on the basis of their performance at and around the 12th percentile in standardised norm-referenced tests in English and at the 10th percentile in Mathematics and DES Learning Support Guidelines are being implemented. Further diagnostic testing is then undertaken to determine the pupils’ specific learning difficulties. Individualised planning in respect of pupils attending support teaching is then undertaken. However, there is a need to ensure consistency in the general presentation format of the pupils’ Individual Education Plans and the process whereby they are designed and reviewed at a whole-school level. Further opportunities for the support teachers to meet with the class teachers to plan and share information with regard to pupils’ progress should be planned. The information from the class teachers’ assessment records should be further used in drawing up the individual plans. The system of support currently operates on a withdrawal basis whereby pupils are taken, either individually or in small groups, from classes for focused tuition. It is recommended that the school should explore alternative methods of delivering this support, including having support teachers engage in team teaching, working in support of targeted pupils in the classrooms. Pupils currently receiving support teaching in literacy and numeracy are making satisfactory progress. Evidence of on-going assessment and records of pupil progress are maintained. Parents are also encouraged to support the pupils’ learning programmes and evidence of regular contact with parents is noted. The interactions observed with the pupils receiving support teaching were very positive and affirming and encouraging of the pupils.
Four pupils with assessed special needs have individual tuition. A total of 17 hours per week has been granted to the school in respect of resource tuition for these pupils. An individual profile learning programme (IPLP) is devised for each pupil in conjunction with the class teachers and the children’s parents. The learning targets identified in the individual plans are based on the pupils’ priority learning needs. The IPLPs are reviewed every six weeks. There is evidence of the support and co-operation of parents in the implementation and review of the IPLPs. Records of children’s progress are maintained. The support room for children with special educational needs is currently located in a prefabricated classroom. Some of the pupils have mobility problems and are in wheelchairs. This means that children must go outside in wet weather in order to access this room. Further in-class support of these children is recommended to avoid such hardship and to promote further inclusion of the pupils with special educational needs in mainstream classroom activities.
The GCAEB programme in the school is a particularly effective support for pupils from disadvantaged backgrounds. Based in the school, the co-ordinator is shared with four other local schools. A comprehensive policy for the programme is in place, which includes a commendable range of activities undertaken with pupils, parents and teachers. It is clear that support is conscientiously provided for those pupils at risk of educational disadvantage and early school leaving. Very close working links have been established with the principal and the class teachers. Excellent in-school support of the pupils’ literacy and numeracy skills is undertaken as well as activities to develop the pupils’ self esteem. Supportive home visits are undertaken regularly and there is evidence that the programme is successfully bringing the parent community closer to the school. A commendable record has been kept of all activities organised for the parent community. Parenting courses aimed at both fathers and mothers have been successfully facilitated with the play session for the parents of the new Infant classes in September being particularly noteworthy. Consideration should now be given to developing a course for parents in support of the pupils’ mathematical development. Very close links have been established with local voluntary and statutory agencies in support of disadvantaged pupils and with the County Donegal Vocational Education Committee in particular, and parents seeking further educational courses are regularly directed there.
Although no policy is available in the school plan in relation to pupils from minority groups, there is a wonderful spirit of intercultural education in many classrooms in the school. Pupils are exploring the festivals and special events in the calendars of a diversity of cultures thus promoting a supportive, inclusive classroom climate for the international pupils enrolled in the school. Consideration should now be given to planning a whole-school policy on intercultural education.
The following are the main strengths and areas for development identified in the evaluation:
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
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.