This report has been written following a whole school evaluation of St. Joseph’s NS. 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’ representatives. 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 was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.

1. Introduction – school context and background

St. Joseph’s NS is a Catholic mainstream mixed primary school situated in Hacketstown Co. Carlow. It serves the needs of the parish of Hacketstown and its surrounds. At the time of the evaluation enrolment at the school was 123. Enrolment has remained relatively steady over the last number of years but is expected to increase in the next few years with new housing development planned for the area. The last school inspection took place in 1995.

The school was built in 1937. Currently St. Joseph’s NS has six mainstream class teachers including the principal, one learning support/resource teacher (LS/RT), one part-time special education teacher and one special needs assistant. The school shares a home school community liaison coordinator with Bishop Foley NS in Co. Carlow.

The school’s Catholic ethos is manifested through the school’s links with the local church and the parish curate’s close involvement in the school’s activities. The ethos of the school recognises the importance of equity, fairness and justice for all. This is evidenced through the provision of a wide range of co-curricular and extra curricular activities catering for all pupils. The school aims to develop pupils’ pride in themselves, their school and their community. The school has close links with the local credit union and participates in Healthy Village, a community-based initiative to promote healthy living.

Attendance levels at the school are generally good but a small number of children are absent for more than 20 days. Strategies are in place to address the poor attendance of this small number of children and a reward system is in place to encourage good attendance.

2. Quality of School Management

2.1 Board of management

The board of management of the school is properly constituted. The board meets once a term or more often if required. Correct procedures are followed, minutes are kept and the accounts are properly audited. Each member of the board has a clearly defined role. The board is operating in compliance with the regulations of the Department of Education and Science (DES). The pupil teacher ratio, the length of the school day and school holiday times are in line with DES guidelines. Members of the board are generally aware of their statutory obligations. They have attended training for boards of management and have familiarised themselves with sections of the Catholic Primary School Management Association’s (CPSMA) handbook. It is recommended that the board examine the practice of children supervising other children on wet days. The board is generally not involved in curricular planning but both organisational and curricular policies have been ratified. The chairperson reports that members of the community while supportive of the school generally, do not have a great interest in participating on the board.

The board has applied to the DES for funding for a new school building and has recently received sanction for a new building. The board has deferred purchasing resources for the school pending the completion of the new school building. The board should proceed to purchase essential resources to support the implementation of the Primary School Curriculum 1999.

2.2 In-school management

The in-school management team comprises the principal, deputy principal and three special duties teachers. Members of the in-school management team are experienced teachers and are long serving staff members of the school. The school is well organised and reflects the commitment and managerial skills of its leadership. Effective delegation of responsibilities ensures that individual talents of teachers are well utilised. Structures have been put in place that facilitate the effective and efficient functioning of the school. The principal reports that he has difficulty taking the release days allowed by the Department of Education and Science to carry out his administrative duties due to a shortage of trained substitute teachers in the Carlow area. Commendable secretarial support is given to the school. The duties for those with posts of responsibility are assigned primarily in the administrative and organisational areas of school management. The special duties teachers are supportive of the work of the principal and the school and assigned duties are carried out conscientiously. A number of posts have been in place for a considerable time. It is recommended that a review of the duties attached to each post takes place in order to meet the current needs and priorities of the school and to ensure a balance of duties within each post. These posts should be reviewed with reference to Circular 07/03. Responsibility for managing specific curriculum areas within posts is required. In particular, it is important that curriculum leadership be provided to review, develop and monitor current areas that have been identified as priorities for the school. It is advised that post holders meet formally as a team. This would enable them to develop their leadership capacity as a middle-management team and would ensure continuity and progression in curriculum provision throughout the school.

Formal staff meetings are held twice a year or when the need arises. The agenda is drawn up by the staff. Informal meetings occur at lunch and morning breaks. The principal reports that all curricular areas and areas of policy and school organisation are discussed. Minutes of the formal meetings are recorded and points for future action are noted. More frequent staff meetings should be held to promote the new knowledge and skills acquired at inservice and to inculcate a culture of collaborative planning among staff.

2.3 Management of resources

The school staff comprises one teaching principal, five class teachers, one LS/RT teacher, one part-time special education teacher, one special needs assistant and a part-time secretary. At the time of the inspection the teaching staff was deployed as follows: junior and senior infants combined, senior infants and first class combined, second, third and fourth classes combined, fourth and fifth classes combined and sixth class. Three outside tutors are employed. A Music teacher funded by the parents visits the school for two hours a week and pupils from second to sixth class attend Music classes. An information and communication technology (ICT) tutor is employed by the board to visit the school one day a week. All children from first class to sixth receive instruction in ICT. Pupils from second to sixth classes participate in line dancing lessons which are funded by the Healthy Village initiative for two hours each week. The principal allocates classes from year to year and there is some movement from class to class but there is no formal policy for the allocation of classes. A formal policy for the allocation of classes should be devised. The principal and teachers have participated in inservice provided by the School Development Planning (SDP) initiative and the Primary Curriculum Support Programme (PCSP). Teachers have prioritised the areas of Physical Education and Geography for future staff development.

The school has endeavoured to build up a range of resources to support the implementation of the Primary School Curriculum 1999. These include books and materials for languages, equipment for Mathematics, Science and Physical Education, percussion instruments for Music, and various other charts and visual aids. The school also has a photocopier, CD players, a television and a video player. A very good level of resources for ICT is available. The school has a small computer room with seven computers, each with a printer and all networked. There are additional computers in some of the classrooms. An outside tutor, paid for by the board, takes small groups of children from first class upwards for half an hour each week. Commendable structured programmes are in place, which ensure the ongoing development of computer skills among the pupils. Each classroom has its own small class library. These would benefit from more attractive presentation and a regular supply of new and more recently published titles. The staff should conduct an audit of current resources, identify areas of urgent need and purchase resources accordingly.

The original school building dating back to 1937 is in a bad state of repair. There are six permanent classrooms and three temporary classrooms, a small computer room, a staffroom, a small secretary’s office and toilet facilities. The school has been granted approval for the construction of a new building.

2.4 Management of relationships and communication with the school community

The principal and chairperson report that there is a good level of support for the school from parents generally, and parents are called upon by the chairperson of the board as the need arises. There is no formal parents association. A comprehensive whole-school policy outlining home/school/community involvement is in place. This policy aims to build an active, cooperative, school community that draws on the skills and participation of parents and community members. The services of a shared Home School Community Liaison (HSCL) coordinator provide valuable support to pupils and parents. Active cooperation between home and school is promoted through the provision of a variety of courses for parents, home visits and the school’s participation in the Healthy Village initiative. To encourage the active involvement of parents in the school, the school should institute a formal parents’ association.

2.5 Management of pupils

In general, teachers display respectful attitudes towards the children. They endeavour to develop positive relations with them and children are affirmed and rewarded for good behaviour. Children are generally respectful and well behaved and participate in lessons with enthusiasm but a small number of children exhibit disruptive behaviour. The behavioural needs of these children should be addressed through the devising of positive behaviour programmes based on individualised behaviour targets. Respect for others and positive behaviours could be further enhanced through the organisation of school assemblies, a positive approach to discipline and through regular participation in circle time. Consideration should be given to the involvement of pupils in the decision making of the school through the establishment of a students’ council, the provision of more opportunities to work collaboratively and to develop turn taking and social responsibility. The school’s code of behaviour is in accordance with the Equal Status Act.

3. Quality of school planning

3.1 School planning process and implementation

A number of curricular and organisational policies have been developed by the teaching staff and it is evident that these have been influenced by the School Development Planning (SDP) initiative and the Primary Curriculum Support Programme (PCSP). There is evidence of whole school review and teachers have prioritised the areas of Geography and Physical Education for development. The board is generally not involved in curricular planning but the board has ratified some policies, both organisational and curricular. Parents have been involved in the development of the Relationships and Sexuality education policy but are generally not involved in planning. It is recommended that the school give consideration to the involvement of parents in the school development planning process in the future. 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, 2004) and Child Protection: Guidelines and Procedures (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

The school plan is in an easily accessible format with one folder for organisational policies and a separate file for each curricular policy. Clear, practical organisational policies have been devised, including health and safety, enrolment, homework, home school liaison, gender equity, behaviour and bullying. The curriculum policies devised to date include Gaeilge, English, Mathematics, Visual Arts, Science, and Social, Personal and Health Education. These policies are in line with the strands, strand units and principles underpinning the Primary School Curriculum 1999 and a number of policies have dates set for review. When reviewing the curricular plans, the focus should be on ensuring that the plans are more specific and relevant to the context of the school.

While very effective implementation of aspects of the curriculum was observed a whole school approach to the implementation of the school plan is not apparent. Formal monitoring and review of implementation of policies is recommended to ensure that whole school planning is successful in achieving the school’s aims and improving the learning and attainment levels of all children.

3.2 Classroom planning

Individual teachers prepare plans of work for their classes. These include both short-term and long-term plans, as well as monthly progress records. The quality of teachers’ individual planning varies. Some teachers engage in objectives-based planning for their classes while others make statements regarding the content of the programme. The aim now should be to agree a common framework so that clear linkage between the objectives stated in the curriculum documentation and the school plan, and those stated in individual long and short-term plans is established. Individual programmes are in place for pupils attending the special education teachers. Monthly progress records are compiled by all teachers and are maintained centrally by the principal.

4. Quality of learning and teaching

4.1 Language

Gaeilge

Bunaíonn na hoidí teagasc na Gaeilge ar théamaí ón gcuraclam agus bunaíonn siad na ceachtanna ar thopacaí a oireann d’aois, do shaol agus do shuim na bpáistí. Baineann cinnteacht le cuspóirí na gceachtanna; ceistíonn siad na páistí go tuiscineach; agus freagraíonn siad le líofacht i bhfórmhór na ranganna. I gcuid ranganna baintear úsáid cuí as cluichí éisteachta agus soláthraítear cairteacha agus acmhainní chun spéis agus tuiscint a chothú agus chun feabhas a chur ar scileanna éisteachta. Ar an iomlán úsáideann na hoidí an Ghaeilge mar theanga caidhrimh le linn an teagaisc agus tá feabhas ag teacht ar thuiscint agus ar fhoclóir na bpáistí. I bhfórmhór na ranganna tugtar deiseanna do pháistí páirt ghníomhach a ghlacadh i bhfoghlaim na teanga. Tá cúlstór mór focail agus rainn á bhforbairt i ngach rang ach b’fhiú modh an aistriúchán a sheachaint. Sna hardranganna, déantar comhtháthú oiriúnach idir an Ghaeilge agus na hábhair eile. Freagraíonn na páistí go muiníneach agus leagtar béim chuí ar chothú leanúnachas cainte. Cuirtear an bhéim cheart ar an léitheoireacht agus an scríbhneoireacht freisin. Ar an iomlán, léann na páistí le cruinneas creidiúnach agus léiríonn siad tuiscint mhaith ar a bhfuil á léamh acu. Déantar cúram breá den obair scríofa idir fheidhmiúil agus chruthaitheach agus tá samplaí breátha de scríbhneoireacht phearsanta le sonrú sna ranganna sinsearacha. Ba chóir anois aire a dhíriú ar chumas cumarsáide na bpáistí i ngach rang a fhorbairt trí dheiseanna a cur ar fáil obair i ngrúpaí nó i mbeirteanna agus úsáid a bhaint as an ndrámaíocht go rialta.

Irish

Lessons in Irish are based on the themes from the 1999 curriculum and topics appropriate to the ages, lives and interests of the children are chosen by the teachers. Clear objectives are set for the lessons and teachers use effective questioning techniques to develop understanding. Pupils in most of the classes can answer questions fluently. In some classes correct use is made of listening games, and various teaching resources are used to stimulate interest, to develop understanding and to improve listening skills. Generally, Irish is used to communicate throughout lessons and children’s vocabulary and understanding are improving. In most classes children are active participants in their own learning. A good vocabulary is being developed and rhymes are taught as part of the programme but the use of translation directly from English to Irish should be avoided. In the senior classes Irish is suitably integrated with the other subjects. Pupils answer questions with confidence and fluency. Appropriate emphasis is placed on the development of reading and writing skills. Generally, pupils read with accuracy and demonstrate a good understanding of what they have read. Functional and creative writing are taught effectively and samples of pupils’ writing are displayed in the senior classes. It is recommended that attention be paid to further developing the pupils communicative skills in every class through the further use of group and pair work and regular exposure to drama activities.

English

Good efforts have been made to implement the elements of the 1999 curriculum for English and in a number of classes a variety of strategies and methodologies are used very effectively. It is important that a broad range of methodologies is used in all classes to fully implement the English curriculum. A print-rich environment has been successfully developed in a number of classrooms but this practice should be extended to every class. Each classroom has its own library but in general these are relatively small. To further foster an interest and love of reading pupils would benefit from further access to books and a regular supply of new and recently published titles.

There are many examples of successful oral language development and it is evident that many pupils have developed positive listening and speaking habits. This is supported by the extensive use of pair work in some classrooms. Whole-school planning activities should provide an opportunity to ensure that effective oral skills are developed in all classrooms. A language-experience approach is used effectively in the junior classes to develop early reading skills and to promote oral language development. There is effective use of a variety of strategies to develop pupils’ phonological awareness. The novel is used well in a number of classes; this practice should now be extended to all classes. Children in many classes are fluent and confident readers. They demonstrate a good understanding of what they have read and discuss their reading critically. Poetry is taught well and pupils are exposed to a variety of types of poems as well as being afforded opportunities to compose their own poetry. Pupils’ writing is on display in a number of classrooms and pupils are provided with regular opportunities to write in different genres. Personal dictionaries, diaries and newspaper articles are used to good effect in the middle classes and pupils in the senior classes are provided with opportunities to write their own poems and stories. A small number of pupils participate in the Write a Book project. Copybooks are neatly kept and they are corrected on a regular basis. There is a good standard of penmanship overall.

4.2 Mathematics

There is evidence of effective practice in the teaching of Mathematics. A range of teaching approaches is used effectively to address the various learning needs of the pupils and there is good emphasis on collaborative group tasks in a small number of classes. The programme presented to children in a number of classes has a number bias, but, in general, there is an appropriate balance between strands. In most classes number is successfully linked to the other strands of the curriculum particularly shape and space and data. It is recommended that attention be given to achieving balance across all strands in the planning and delivery of the Mathematics curriculum to all classes. Lessons are well-structured and include clear demonstration and explanation of concepts. Appropriate emphasis is placed on the development of mathematical language. Regular opportunities are provided for practice and consolidation of concepts. The use of concrete materials to support learning is evident, particularly in the junior classes, and practical learning opportunities are generally provided but the further use of manipulatives in every class in the school is recommended.

The overall quality of pupils’ understanding of mathematical concepts is generally good. Pupils, when questioned displayed an understanding of number and place value and an ability to recall number facts with accuracy. Many children in the middle and senior classes demonstrate an ability to discuss and analyse mathematical problems and to apply concepts and skills in practical situations. Written work is accurately recorded in copies and workbooks and is regularly monitored. Children’s work is regularly assessed through the administration of class tests and standardised tests. Oral questioning and observation are also used. It is important that the outcomes of these various forms of assessment are used to inform classroom practice at all levels so that various individual learning needs are adequately met. The active involvement of all children in exploring and learning new concepts through the use of guided discovery and activity methods and the relating of Mathematics to real life contexts throughout the school is recommended.

4.3 Social, Environmental and Scientific Education

History

The range of topics explored in History is closely aligned to the textbooks in use. While work in History is generally textbook based story, mime and role play are used effectively in the junior and middle classes to stimulate interest in the past. There is evidence of the examination of artefacts and the use of photographic evidence. Pupils display a good knowledge of the topics covered and discuss aspects of the lessons with ease and enthusiasm. Project work is used to good effect in teaching various aspects of History in the senior classes and ICT is used effectively for research and project presentation. As an aid to developing an understanding of the concept of time, time lines should be displayed in all classrooms. When engaging in whole school planning for History, key considerations for the staff should be, the teaching of local history; the development of skills to enable children to work as historians; and continuity and progression across all strands and strand units throughout the school.

Geography

The teaching of Geography is effective at a number of class levels. Talk and discussion and story are used effectively to stimulate interest and to develop knowledge. Interesting topics are introduced and aspects of human, social and natural geography of Ireland, Europe and other parts of the world are covered in the programme. Maps and other relevant illustrations are generally used to good effect. Pupils in the junior classes are familiar with the roles of people in their community and their locality generally. Pupils in the middle and senior classes demonstrate a good knowledge of natural phenomena and the physical geography of Ireland and of Europe. Commendable project work is undertaken in the senior classes and effective use is made of ICT to enhance project presentation and to enable pupils engage in research. When engaging in whole school planning for the implementation of the Geography curriculum the issue of continuity and progression should be addressed.

Science

A broad programme of topics is planned for the teaching of Science including living things, energy and forces and exploration of materials. Some excellent practice was observed during the evaluation in relation to the teaching of energy and forces. In a number of classes the language of Science is being advanced and pupils are afforded opportunities to engage in simple experiments and practical investigation. The scientific skills of observation, recording, and predicting are effectively being fostered. This good practice should be built upon and expanded to all classes.

Pupils generally display a good knowledge of the topics covered and an enthusiasm for their work in this area of the curriculum. A scientific environment is being promoted in a small number of classes. To promote the skills of inquiry and observation and investigation there should be an investigation table in every room. To promote a climate of environmental awareness and care throughout the school and school community the school should consider participation in the Green School Initiative.

4.4 Arts Education

Visual Arts

Visual Arts activities are integrated successfully with other areas of the curriculum. Purposeful talk and discussion are regular features of visual arts activities during lessons. Commendable teaching of the Visual Arts was seen in a small number of classes where the children experience a rich visual arts curriculum in which all strands, including looking and responding to Art, are represented and pupils are offered opportunities to complete collaborative tasks. In a small number of classes art portfolios are used effectively to record the children’s progress. In other classes the children experience a narrower Visual Arts curriculum. Review of the school plan for the Visual Arts is recommended in order to ensure that all children at each class level experience a broad and balanced curriculum in this area.

Music

The overall standard of Music education in the school is very good. A broad programme in Music is implemented. In relation to performing, pupils enjoy singing and delight in performing an interesting repertoire of songs in most classes. Singing at the correct pitch and singing with actions are notable features of practice. The standard of tin whistle playing is very high and music literacy is developed through the teaching of this instrument. Children participate in various performances throughout the year, including school concerts and religious ceremonies. An outside Music tutor visits the school and teaches Music to children from second to sixth class. Further efforts should be made to include all children in the performance aspects of Music. Music appreciation and composition could be further developed.

Drama

Pupils are afforded opportunities to partake in Drama for the annual school concert and through activities related to festivals during the year. Some engagement in role play occurs as teachers use drama as a methodology to stimulate interest and enhance learning. Teachers should begin to explore the strands of the curriculum and ensure that discrete time for Drama is provided to enable children to develop drama skills. Planning for this area of the curriculum should be undertaken when inservice is provided in the coming school year.

4.5 Physical Education

The school uses a local community hall adjacent to the school for Physical Education. Pupils are offered opportunities to develop skills in relation to athletics, games such as football and hurling, gymnastics, line dancing and swimming. Lessons seen during the evaluation were well organised and efficient use was made of the very limited resources available. The school also has an extensive range of after-school sporting activities including football, hurling and soccer available to all pupils. A range of resources should be purchased to support the physical education programme in the school.

4.6 Social, Personal and Health Education

The programme for Social Personal and Health Education is effectively integrated with various other curriculum areas such as English, Social Environmental and Scientific Education and the Visual Arts. A relationships and sexuality education policy has been developed for the school in consultation with parents and the Stay Safe and Walk Tall programmes are also used. The programme includes lessons on a variety of topics including, personal care and hygiene, water, farm and fire-safety, and environmental issues. Awareness of the importance of living a healthy lifestyle is further raised through the school’s participation in the Healthy Village initiative. In some classes children are afforded opportunities to engage in circle time, to explore feelings and to work cooperatively. This practice needs to be extended to all classes. There should be closer links between classroom practice and the school plan to ensure continuity and progression.

4.7 Assessment and Achievement

All teachers engage in formal and informal assessment in their classes and the school has a policy in relation to the administration of standardised tests. Standardised tests in English and Mathematics are administered annually to all pupils from first class upwards. The results of these tests are analysed and the special education teachers collaborate with class teachers to ensure that suitable support is provided. The school is to be commended for its use of the Middle Infant Screening Test (MIST) at infant level to determine pupil progress and to ensure that early intervention occurs when necessary. Formal records are maintained.

Teachers observe pupils’ work regularly and written work in copies is carefully monitored. Workbook and textbook exercises, and teacher devised tasks and tests are a regular feature of classroom practice and teachers are generally aware and supportive of pupils’ needs. Diagnostic tests are used by the special education team to further determine pupils’ needs. It is recommended that a review of assessment across all curriculum areas be undertaken as part of the school’s ongoing evaluation and monitoring of curriculum implementation. Oral progress reports are given to parents twice a year. It is recommended that the school issue a written progress report to parents at least once a year.

5. Quality of support for pupils

5.1 Pupils with special educational needs

A detailed school policy has been developed for pupils with special educational needs, which takes account of Department of Education and Science policies and guidelines. The school has one full time special education teacher and ten hours part time resource teaching. It was not possible at the time of the evaluation to inspect the work of the part time teacher. One special needs assistant is employed. Clear procedures for the selection of pupils for supplementary teaching are in place. Results of standardised testing, along with teachers’ observation and monitoring of class work are used to identify pupils in need of support. The focus is on the lowest achieving children. A commendable early intervention programme in literacy and numeracy has recently been put in place for children who scored lowest on the MIST in the current school year. Individual plans are in place for all pupils attending the special education teachers. These set out clear learning targets for each pupil and list individual strengths and weaknesses for each pupil. Provision is made for regular review of pupil progress and parents are consulted about the content of the individual plans. Some good collaborative practice was observed among the teaching staff and the special needs assistant is appropriately deployed.

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

St. Joseph’s NS has a variety of initiatives in place which provide a range of supports to pupils. A comprehensive whole-school policy outlining home/school/community involvement is in place. This policy aims to build an active, cooperative, school community that draws on the skills and participation of parents and community members. The school has the services of a shared Home/School/Community/Liaison (HSCL) facility which provides valuable support to pupils and parents. Classes and courses based on the needs of parents are organised to promote their education. Active cooperation between home, school and a wide range of relevant community agencies and services is promoted in the educational interests of the pupils. Through home visits the participation of parents in their children’s education is encouraged. A number of successful initiatives are in place. These include a homework club, the promotion of healthy lunches and the provision of ongoing supports and services that aid the full inclusion of the diversity of pupils. A parents’ room is provided on the grounds of the school. This is particularly successful in enabling parents to attend courses and avail of opportunities to develop home-school links for the benefit of their children.

The school operates a book grant scheme and has recently devised an early intervention literacy programme for senior infant pupils. The school participates in a local initiative called The Healthy Village, aimed at forging strong community links. This scheme provides an opportunity for the school to liaise with various agencies and local schools who aim to raise awareness of health issues and promote positive lifestyle choices. Through this initiative and other local and national grants, extra-curricular subjects are provided to all pupils. These include swimming and choral tuition.

6. Summary of findings and recommendations for further development

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

The school has a diligent and hard working staff.
Very good teaching was observed during the evaluation.
The school has a very good ICT programme in place.
There are good supports in place to support the learning of children with special education needs.
Ongoing development of initiatives and policies promote positive parental relations in the school.
A conscientious board of management supports the school.
The school plan is clear and in an easily accessible format.
The school has limited resources to support the implementation of the Primary School Curriculum 1999.
Curriculum leadership needs to be developed.
The duties attached to posts of responsibilities are not in line with the terms of Circular 07/03.
The behaviour of a small number of children impinges on the overall positive atmosphere evident in the school.
There are insufficient links between individual teachers’ planning and the whole school plan.
The school does not have a formal parents’ association.

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

Formal monitoring and review of implementation of policies is recommended to ensure that whole-school planning is successful in achieving the school’s aims and improving the learning and attainment levels of all children.
It is recommended that specific content relevant to the context of the school be included in curriculum plans. To ensure continuity and progression direct links should be forged between teacher’s individual planning, and the whole school plan and the curriculum.
It is recommended that a review of the duties attached to each post of responsibility in keeping with Circular 07/03 takes place in order to meet the current needs and priorities of the school
An audit of current teaching resources available in the school should be carried out and additional resources purchased based on identified areas of need.
The development of whole school approaches to managing pupil behaviour and the further promotion of positive behaviours among all pupils are recommended.
The range of teaching methodologies should be extended to include more activity based methodologies and differentiated learning in line with the Primary School Curriculum 1999.
To encourage the active involvement of parents in the school, the board should institute a formal parents’ association.

Post-evaluation meetings

Post evaluation meetings were held with the staff and board of management where the draft findings and recommendations were presented and discussed.