An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Scoil Náisiúnta na gCluainte

Clonmany, County Donegal

Uimhir rolla: 17180W

 

Date of inspection:  27 September 2007

  Date of issue of report:  12 March 2008

 

 

Whole-school evaluation

1. Introduction – school context and background

2. Quality of school management

3. Quality of school planning

4. Quality of learning and teaching

5. Quality of support for pupils

6. Summary of findings and recommendations for further development

7. School Response to the Report

 

 

 

Whole-school evaluation

 

This report has been written following a whole school evaluation of Scoil Náisiúnta na gCluainte. 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 inspector 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 the inspector visited classrooms and observed teaching and learning. She interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. She reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspector 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, and the response of the board will be found in the appendix of this report.

 

 

 

1. Introduction – school context and background

 

Scoil Náisiúnta na gCluainte is a mainstream primary school situated near the village of Clonmany in the Inishowen Penninsula of County Donegal. The school is a Catholic school under the patronage of the Bishop of Derry. There are 110 pupils from junior infants to sixth class enrolled in the school. The pupils are mainly drawn from the local area. Pupil numbers have been steadily increasing over the past four years and projected enrolments indicate that this school should have an additional classroom teacher in 2009. The school participates in the School Support Programme of the Delivering Equality of Opportunity in Schools (DEIS) initiative, the action plan of Department of Education and Science to promote educational inclusion. School attendance is generally satisfactory; however, the attendance of some pupils in the final months of the school year could be improved.

 

 

2. Quality of school management

 

2.1 Board of management

 

The board of management is properly constituted and is functioning in an effective manner. It meets at regular intervals and members are generous with their time in attending additional meetings as required. The board members display enthusiasm for and commitment to the school and its pupils. Tasks are regularly delegated and a suitable record is maintained of all board proceedings. The board’s accounts are audited on an annual basis. Board members report that the school is running well. The principal’s report, furnished at each meeting, confirms this. Board members identify the collaborative, supportive relationships that exist between the community, board and teaching staff as a significant strength of this school. The board is committed to ensuring compliance with Department regulations and seeks to fulfil its statutory obligations in accordance with the Education Act 1998. The board takes an active role in school planning and policy development. The most recent policy addressed by the board is Relationship and Sexuality Education (RSE), which the school is implementing in the current year. Since the last school inspection in 1996 the board has undertaken a major refurbishment of and an extension to the school. The main priority of the board at present is the development of a school car park. This will be a welcome addition to the school as the current space available to the parent community is inadequate. The board is also planning for the construction of an additional classroom which will be required in September 2009. The board reports its concern about the large class sizes in the school at present, particularly at the junior end of the school. To this end, the board has employed a classroom assistant for fifteen hours per week to assist with the thirty pupils in the infant section. At the time of this evaluation the long serving chairperson of the board had just retired. The commitment of the former chairperson and his significant support of the pupils, parents and staff of Scoil Náisiúnta na gCluainte is acknowledged.

 

2.2 In-school management

 

The in-school management team consists of the teaching principal, deputy principal and one special duties teacher. The principal is a committed and highly effective leader. She communicates very well with the board of management and discharges the duties of the post of principal in a professional manner. The principal adopts a collaborative approach to her leadership role. Openness and commitment to team work are features of the positive working atmosphere she promotes. She competently performs daily administrative and organisational tasks and is committed to ensuring a quality educational experience for the pupils. To this end, the principal is an effective curriculum leader, successfully co-ordinating the whole-school planning process in which the contributions of all staff members are acknowledged and valued.

 

All staff members work very well together to ensure that the pupils have a good quality educational experience in a positive, child-friendly learning environment. Roles have been defined for the deputy principal and for the special duties post holder and these are included in the school plan. Duties undertaken relate mainly to organisational and administrational issues. These duties are currently carried out in a conscientious manner. Both post holders are very supportive of the teaching principal and all delegated tasks are effectively undertaken. Duties are at present informally reviewed by the teaching staff. It is now recommended that a formal review of the posts of responsibility be undertaken periodically by the board. It is also recommended that responsibility for review of subject areas be assigned to post holders to further develop curriculum leadership roles among the post holders.

 

2.3 Management of resources

 

The teaching staff consist of the principal, three mainstream class teachers, one learning-support teacher and one DEIS co-ordinator. The learning support teacher who is based in the school is shared with another parish school. This teacher spends 8.5 hours in her base school. The school has access to the services of a second learning-support teacher for 12.5 hours per week. This teacher is based in Scoil Phádraig, Drumfries. The DEIS co-ordinator is shared with three other schools. The school has the service of a school secretary for eight hours per week, a cleaner for fifteen hours per week and a caretaker for four hours per week. The secretary is a wonderful support to the teaching principal. Her contribution to the co-ordination of school fundraising efforts and her general support of the pupils, parents and staff are acknowledged. The work of the teaching staff, together with that of all the ancillary staff, contributes to the smooth running of the school.

 

The general level of dedication, industriousness and diligence among the teaching staff is to be commended. There has been a limited history of staff rotation and many teachers have been teaching the same classes for a number of years. It is reported that teachers have, however, engaged in some shared teaching practices, whereby the individual talents of teachers are shared for the maximum benefit of the pupils. This is praiseworthy practice and should continue to be developed. A number of external tutors provide co-curricular activities for pupils under the supervision of classroom teachers. These activities are in the main funded through the School Completion Programme (SCP).

 

The board is to be highly commended for the provision of a wide range of resources available centrally and in individual classrooms to support the teaching in all curricular areas. Curricular grants have been judiciously used and there is a wide selection of concrete mathematical equipment available together with a satisfactory selection of library and reference books. Additional large-format books (and their corresponding small-format versions for pupils’ use) are required in the junior section to ensure that a wide stock of emergent reading materials is available to pupils. While there is generally an adequate supply of supplementary reading books in the English language in all classrooms, a range of supplementary reading books in the Irish language needs to be secured for pupils in the middle and senior sections. Print-rich environments are developed, designated curricular areas generally well presented and pupils’ work is on display throughout the school. The parent community has recently invested significantly in computer hardware and have equipped a small computer room with eight computers and peripheral devices. There is evidence of information and communication technology (ICT) equipment in some classrooms. Consideration should be now be given to equipping individual classrooms with screens and ICT equipment, including data projectors, as resources permit to allow ICT to be more effectively integrated into the teaching and learning in all classrooms.

 

Following major renovations at the school in 2001, there are four spacious, modern classrooms together with an attractive learning support room, a general-purpose room, a computer room, an office and a staff room. The classrooms are bright and comfortable and are well furnished. The corridors are brightly decorated with samples of the pupils’ creative work. Appropriate toilet facilities are available to pupils and staff. Playground and recreational space is satisfactory. The school is cleaned to a high standard and the caretaker on a regular basis meticulously completes maintenance work. The grounds are well maintained and the pupils, teaching staff, cleaner and caretaker are commended for keeping the external environment attractive and free from litter.

 

2.4 Management of relationships and communication with the school community

 

Scoil Náisiúnta na gCluainte is at the heart of the local community and parents report that there is a great sense of pride in the school and its achievements. The parents’ association plays a very active role in the life of the school. The board is currently encouraging more parents to become involved in the parents’ association and to seek to broaden the function of the association. This is praiseworthy. Parents’ representatives on the board report that communication systems put in place by the principal are very effective. There are regular letters and newsletters issued to parents and they cite the homework diary as a particularly effective communication tool. Inishowen Community Radio in the past year invited the pupils to contribute to the local news programme and this proved to be a novel, bi-lingual link with the wider school community. An appointments system is available to parents to enable them discuss their child’s education with the staff of the school at any time. Formal parent-teacher meetings are held annually in February and it is reported that there is 100% attendance. This is commendable and shows the commitment of the parents to the education of their children. Written progress reports for all pupils are sent to parents at the end of the school year.

 

Parents work hard to secure additional funding for the school and the school building is used by the wider community for a range of activities including card playing in the winter months.  Parents attend a variety of support courses for parents run by the DEIS co-ordinator. The parents are very proud of the fact that the school has won All-Ireland soccer titles four times in the last ten years and have been runners up on several occasions. This is a remarkable achievement for such a small school. Parents play a significant role in supporting after-school activities including book fairs, athletics, draughts, soccer and gaelic training for pupils. This level of positive parental support is praiseworthy

 

2.5 Management of pupils

 

Positive behaviour management strategies are effectively employed and the relationships between the pupils and the teaching staff are very good. The pupils demonstrate respect and offer full co-operation to their teachers, visitors and support staff. The school’s code of behaviour is being effectively implemented. Pupils are properly supervised and the overall discipline is excellent in all of the classrooms. Pupils are eager to engage in discussion and display a pride and interest in their work.

 

 

3. Quality of school planning

 

3.1 School planning process and implementation

 

The school plan is effectively devised through the collaborative activity of the principal and the other members of the teaching staff. The views of parents are sought on a range of organisational areas through the use of questionnaires. It is reported that pupils have had input into the review of the discipline and anti-bullying policy and this is commendable practice. The board of management also plays a role in the consideration of school policies before their formal ratification. Much progress is evident in curriculum planning and a range of curriculum plans has been developed in line with the introduction of the revised Primary School Curriculum.

 

A long-term plan indicates the priority curricular, organisational and resource areas for attention in the current year. A comprehensive range of organisational policies has been put in place to ensure implementation of statutory polices and the effective running of the school. The development of a DEIS plan is the current priority of the school community. The school enrolment policy indicates that “the enrolment of pupils with special educational needs may be deferred pending resources.” It is now recommended that this be reviewed and updated as a matter of priority to ensure that the policy complies with the statutory requirements of the Education Act 1998 and the Equal Status Act 2002. A school attendance policy should be developed in consultation with the partners. This policy should include a statement of strategies to encourage pupil attendance including targeted measures to encourage better attendance by pupils with poor attendance records in the final months of the school year.

 

Confirmation was provided that, in compliance with Department of Education and Science Primary Circular 0061/2006, the board of management has formally adopted the Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2001). Confirmation was also provided that these child protection procedures have been brought to the attention of management, school staff and parents; that a copy of the procedures has been provided to all staff (including all new staff); and that management has ensured that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) has been appointed in line with the requirements of the guidelines. A deputy DLP is to be appointed by the board.

 

3.2 Classroom planning

 

All teachers engage in long-term and short-term planning and maintain monthly progress records. The quality of classroom planning in the middle and senior sections of the school is particularly praiseworthy. Clear detailed programmes of work are in evidence, indicating broad provision that is closely linked to curriculum objectives. There is evidence of effective classroom planning for the differing abilities of pupils in one section. This needs to be developed further on a whole school basis. The majority of teachers complete their monthly progress reports in a comprehensive manner. Agreement should be reached at a whole school level regarding the manner in which the monthly progress reports are compiled to allow these valuable documents be effectively used as a tool for curriculum review.

 

 

4. Quality of learning and teaching

 

4.1 Overview of learning and teaching

 

Teachers adopt an enthusiastic, energetic approach to their duties and overall the quality of teaching in this school is very good with some instances of excellent teaching observed in the middle and senior sections. Where teaching was deemed to be at the optimal level of practice, pupils were highly motivated by well structured, challenging lessons and their progress was being carefully monitored. All teachers effectively use a wide range of active teaching methodologies to engage pupils in their learning. They display effective communication skills and are very affirming and encouraging of the pupils. Many lessons are integrated with other areas of the curriculum and commendable focus is placed upon learning through project work in the senior section. A satisfactory range of teaching resources is used to support pupils’ learning. There is room, however, for the increased use of ICT by teachers to support, motivate and enhance pupils’ learning across the curriculum. Whole class teaching is generally the main approach adopted and teachers are advised to differentiate further in respect of pupils with differing abilities in their classrooms. Engaging further in differentiated group teaching, with the dual aims of challenging the academically advanced pupils and further supporting the pupils with additional learning needs, will raise standards further.

 

Pupils receive a broad and balanced curricular programme and are actively engaged in learning and interested in all curricular areas. They are progressing well and their knowledge and understanding of subject matter is appropriate to their age and class level. Standardised tests results in English and Mathematics indicate that standards of literacy and numeracy are very satisfactory in some sections of the school. The quality of the pupils’ handwriting in the middle and senior sections is highly commendable. A range of co-curricular and extra-curricular activities is available to pupils. They engage in football, soccer, athletics, draughts, dancing, quizzes, many church activities and school tours, as well as enjoying the educational contribution made by external personnel when visiting the school.

 

4.2 Language

 

Gaeilge

Tá plean scoile don Ghaeilge ina bhfuil aidhmenna na scoile maidir le dul chun chinn na Gaeilge leagtha amach. Tá ullmhúchán sásúil don Ghaeilge, bunaithe ar theamaí an churaclaim á dhéanamh ag cuid mhaith de na hoidí. Úsáidtear an Ghaeilge go héifeachtúil mar theanga bhainistíochta ranga sna meánranganna agus sna hard ranganna ach go háirithe. B’fhiú, afách, tuilleadh béime a chur ar úsáid na Gaeilge go neamhfhoirimiúil sna bunranganna chun go mbeadh scileanna éisteachta na ndaltaí á gcothú.

 

Sonraítear teagasc ar ardchaighdeán i gcuid mhaith ranganna sa scoil. Baintear feidhm as straitéisí teagaisc a mhúsclaíonn suim na ndaltaí agus a chothaíonn rannpháirtíocht san ábhar go héifeachtúil. Sna ranganna sóisearacha baintear feidhm as straitéisí éagsúla ar nós rann, amhrán agus cluichí teanga chun fuaimeanna na teanga a chur ar chluasa na ndaltaí. Múintear foclóir leathan do na daltaí, ach b’fhíu anois níos mó aire a thabhairt do strúchtúir theanga a mhúineadh agus an chaint léanúnach a mhealladh ó na ndaltaí. Forbraítear scileanna teanga na ndaltaí go céimniúil sna meánranganna agus sna hardranganna. Leagtar béim ar an bhfíorchumarsáid agus ar an gcumarsáid insamhailte mar mheán teagaisc agus foghlama. Léirítear go bhfuil tusicint bhreá ag na daltaí agus go bhfuil suim mhór acu sa Ghaeilge. Tugtar faoi deara go bhfuil caighdeán breá Gaeilge labhartha bainte amach ag céadatán suntasach de dhaltaí na scoile. Múintear an fhilíocht ar bhonn rialta i gcuid mhaith de na ranganna. Dirítear aird inmholta le linn na haithrise ar dhea-fhoghraíocht, agus ar bhlas, luas agus rithim na teanga.

 

Déantar scileanna léitheoireachta na ndaltaí a bhunú go héifeachtúil. Cruthaítear timpeallacht shaibhir litearthachta sna seomraí ranga agus san halla chun na daltaí a ullmhú don léitheoireacht. Múintear an léitheoireacht ar bhonn fhoirimiúil leis na daltaí sinsearacha agus is ar théascleabhair a bhunaítear an chuid is mó de na ceachtanna. Tá cumas maith léitheoireachta bainte amach ag cuid mhaith de na daltaí. B’fhiú don scoil eispéiris sa léitheoireacht a shaibhriú anois trí acmhainní fiúntacha ar nós fíorleabhair agus leabhair mhóra as Gaeilge a chur ar fáil do na rangléibhéil dhifriúla. Cuirfidh sé seo go mór le saibhreas teanga na ndaltaí. B’fhiú, freisin, scéim chórasach d’fhogharluach na litreach a chur i bhfeidhm sa scoil. Múintear an scríbhneoireacht go céimniúil agus bhí réimse éagsúla téacsanna á scríobh go sásúil ag formhór na ndaltaí. Déantar scafláil éifeachtach ar  scríbhneoireacht fheidhmiúil na ndaltaí sna ranganna sinsearacha.

 

Irish

A whole school plan for Irish has been devised which clearly states the aims of the school with regard to the promotion of the language. The majority of teachers undertake satisfactory preparation for the teaching of Irish based on the themes of the curriculum. The Irish language is used effectively as the operational language of the classroom, particularly in the middle and senior sections. Further emphasis should be placed on the informal use of Irish in the junior classes to develop the pupils’ listening skills further.

 

It is noted that the teaching of Irish is of a high standard in some classrooms in the school. Teaching strategies that stimulate the pupils’ interest and participation in the subject are effectively used. In the junior classes poetry, song and language games are among the many strategies used to introduce pupils to the sounds of the language. A wide vocabulary is taught to the pupils, but more attention should be paid to teaching language structures and encouraging fluency of speech from the children. The pupils’ language skills are developed in a structured way in the middle and senior classes. Emphasis is placed on real and simulated communication as teaching and learning approaches. It is evident that the pupils have a good understanding and interest in the Irish language. It was noted that a commendable percentage of pupils had a good standard of spoken Irish. Poetry is taught regularly in most classrooms. Praiseworthy attention is paid to proper pronunciation, accent, speed and the rhythm of the language.

 

The pupils’ reading skills are established effectively. A print-rich environment has been developed in the classrooms and along the hallway to prepare pupils for reading. Reading is formally taught to the senior pupils and lessons are, for the most part, based on textbooks. A good number of pupils display satisfactory reading skills. The school should, however, enrich the reading programme through the sourcing of valuable resources including real books, and large format Irish books for the different class levels. This will assist the enrichment of the pupils’ spoken language. A structured phonological scheme should also be put in place. Writing is taught in a structured way and the majority of pupils satisfactorily undertake a range of written tasks. There is effective scaffolding of the senior pupils’ functional writing.

 

English

A whole school plan has been developed which takes due cognisance of the strands and strands units of the English curriculum. This policy is soon to be reviewed. It is now recommended that this review should focus on developing the emergent reading and writing programmes in the infant section. Overall, the teaching of English in the school is generally very good and teachers work hard to provide a comprehensive programme for their pupils. All teachers pay commendable attention to the development of the pupils’ language skills and discrete oral language lessons are regularly taught. A range of appropriate themes is addressed and teachers skilfully question pupils to develop their registrars of language and their confidence and competence in the use of English. Poetry recitation is also effectively used to develop the pupils’ expression and confidence. Pupils enjoy and experience a wide repertoire of poetry that in turn stimulates their own poetic compositions. The pupils’ phonological awareness is carefully developed in a structured way in the infant, junior and middle classes. While the infant pupils generally have a satisfactory sight vocabulary, there is room for the further development of the emergent reading programme. Pupils will benefit from seeing key sight words in a variety of contexts, including large format books, language experience charts, on-set and rhyme word lists and whole sentence displays on the classrooms walls. A structured reading scheme is used in all classrooms. There is little evidence, however, of the classroom teachers differentiating the reading scheme in respect of the pupils’ ability levels. This practice should now be embraced in all classrooms to ensure pupils with reading difficulties have reading materials appropriate to their reading abilities. Teachers supplement the class reader with novels and stories in the middle and senior classes, which the pupils clearly enjoy. Reading standards are very satisfactory in some classes and teachers are commended for encouraging their pupils’ reading habits. Pupils in the middle and senior section classes have access to a wide range of reference books, which they utilise regularly for project work across the curriculum.

 

Functional and creative writing is undertaken at all class levels. Children write for a variety of reasons and in different genres. There is evidence of pupils effectively engaging in writing activities across the curriculum. Some fine samples of the pupils’ work are on display on the classroom walls. A yearly account of individual pupils’ writing activities is maintained in scrapbooks in the middle classes. This is praiseworthy. There is some use of ICT to support the pupils’ process writing in the senior classes. This could still be further developed. Opportunity to have pupils involved in projects such as the Write a Book Project or the Pushkin Prizes would give pupils a greater audience for their writing. While the penmanship of the pupils in the middle and senior classes is laudable, the writing skills of the junior pupils could be developed further. A structured approach to letter formation and to the emergent writing programme will improve on current practice.

 

4.3 Mathematics

 

A plan for Mathematics has been put in place and is being effectively implemented. Appropriate emphasis is paid in all sections to the development of accurate mathematical language. This was a noted strength in lessons observed. The teaching of Mathematics is undertaken conscientiously at all class levels. Clear visual examples are used to explain concepts and comprehensive oral activity is used effectively to develop pupils’ understanding. An appropriate number-rich environment is in evidence in the senior section. However, further consideration needs to be given to the development of number-rich environments to scaffold the pupils’ mathematical learning in some classrooms. A very satisfactory range of manipulative materials is employed in all classes to ensure pupils have hands-on approach to their mathematical learning. Significant emphasis is placed upon tables and number facts in the middle and senior sections and the pupils display accuracy in computational skills. Teachers devote a significant amount of time to oral maths and to the revision and consolidation of previously learned concepts through the use of regular mathematical challenges. Pupils are therefore generally performing well in Mathematics. They record their work neatly and their work is comprehensively monitored. 

 

4.4 Social, Environmental and Scientific Education

 

History

A review of monthly progress reports indicates that a range of suitable topics across curriculum strands are examined in history lessons. The children engage actively in discussion and answer questions competently about stories and topics in History. Teaching in the infant section is focused on the pupils’ personal history and developing a sense of sequence and chronology through the use of story. In the middle section these themes are further developed and pupils also explore change and continuity in their local environment and in the lives of their parents and grandparents. Photographic evidence is effectively employed in considering aspects of change and continuity. Pupils in the senior end of the school explore a broad programme of local, national and international historical themes. Good use of a range of primary and secondary sources is promoting a tangible sense of interest in history lessons. The teaching of History is successfully linked with other subjects, particularly Social, Personal and Health Education (SPHE), Geography, Drama and English.

 

Geography

Teachers deliver a satisfactory programme of geographical activities to allow pupils explore their own immediate environment as well as the world around them. In the junior section there is an emphasis on the concept of place and space in the teaching of Geography this term. The local environment is used effectively. The pupils develop a sound knowledge of the geography of Ireland in the middle classes. Pupils across the school study the weather and record weather patterns. Teachers in all classes develop the pupils’ environmental awareness and foster a care and respect for the environment. In the senior section pupils explore the geography of the European Union. Maps and globes are effectively used to facilitate the pupils activity based learning. Pupils are enthusiastic in their learning and display commendable knowledge of topics covered. Project work is undertaken. The use of the internet is recommended to allow pupils research the countries they study to give them a greater insight into life in such environments.

 

Science

Science lessons are well structured and provide opportunities for the development of the pupils’ knowledge and skills through working scientifically. A review of the monthly progress reports indicates that the majority of teachers deliver a broad programme across the four curriculum strands. Teaching is effective, a range of resources used and opportunities are exploited to regularly engage pupils in active, experimental work. The pupils work very well in groups in the infant section and pupils’ questions are used to generate further discussion. Very constructive use is made of the school’s comprehensive store of science materials.

 

 

4.5 Arts Education

 

Visual Arts

The pupils receive an appropriate visual arts education. They are exposed to a range of activities and pleasant examples of their work are displayed with care in the classrooms and along the corridor. Emphasis is placed on the pupils’ enjoyment of the creative process. A review of monthly progress reports indicates that all strands of the curriculum receive adequate attention. It is now recommended that pupils have regular opportunities to see and make a personal response to visual art forms of different styles, periods and cultures. To this end, the screen savers on school computers could be used to display the work of major artists and the internet could be used to allow pupils access art galleries on-line.

 

Music

Pupils engage in a range of musical activities including performing, listening and responding to music across the school. They sing a wide repertoire of songs and clearly enjoy performing. A selection of taped material is made available for the purposes of listening and responding to music. Pupils in the infant classes engage in percussion activities, exploring the concepts of rhythm and pulse and music making. A visiting teacher attends the schools and focuses on song-singing with the pupils. A review of some monthly progress reports, however, indicates an over-emphasis on the performance strand, particularly on unison song-singing. Consideration should now be given to further engagement with the composition strand and to introducing pupils to a musical instrument such as tin whistle or recorder. This will enhance current provision.

 

Drama

Discrete drama lessons are timetabled and enthusiastically taught in most sections. The elements of Drama explored by teachers foster the pupils’ imaginative, intellectual and emotional development. Infant pupils engage in acting out make-believe drama experiences. Commendable attention is paid to the development of role and character and the use of action and tension in activities. The hall is effectively used to facilitate pupils’ movement and their creative use of space. Excellent opportunities are exploited to boost the junior pupils’ self esteem and oral language skills. Pupils display an appropriate level of confidence and enthusiasm for drama activities.

4.6 Physical Education

 

Pupils are exposed to a variety of physical activities to enable them develop their skills and co-ordination. Physical education activity is conducted in the school hall and in the schoolyard. A commendable dance lesson observed involved boys and girls and indicated that pupils enjoy lessons and have a very positive attitude towards this subject. An appropriate range of warm up and cool down activities is employed. There is effective use of incidental Irish during lessons. This is commendable and should be further developed. Visiting coaches from the GAA and from the FAI support the school’s physical education programme. Monthly progress reports indicate that commendable attention is given to the development of skills in football and soccer, yard games, outdoor adventure activities and aquatics.

 

4.7 Social, Personal and Health Education

 

The general atmosphere of this school reflects a commitment to the development and extension of the pupils’ skills in this subject. Monthly progress reports indicate that a comprehensive programme of work is conscientiously delivered in most classrooms. Excellent provision is noted in one section, whereby pupils experience lessons across all three curriculum strands regularly. Much cross-curricular work and discussion are also in evidence. Lesson are organised to ensure active learning experiences for pupils. Talk and discussion sessions are effectively managed to ensure that the contributions of all pupils are valued. The quality of classroom interactions is very good and pupils are encouraged to engage in discussion. Pupil safety is competently addressed in all sections. Citizenship and an understanding the democratic process is well attended to in the senior section. The RSE programme is being delivered in the current school year. It is recommended that this important aspect of the SPHE curriculum be fully implemented across the school. All teachers are to be commended for the very good work undertaken to ensure pupils enjoy a healthy diet in school. Overall, the school is committed to the welfare of the pupils and the commendable work carried out in the school transfer programme, both from pre-school to primary and from primary to post-primary, bears testimony to this.

 

4.8 Assessment

 

Teachers are aware of the importance of assessment in organising meaningful teaching and learning experiences for their pupils. Hence, pupils’ progress is regularly monitored through the use of a range of assessment tools including teacher observation, checklists, teacher-designed tasks and tests, standardised and diagnostics tests and other commercially produced tests such as Brain Teasers, homework assignments and project work. Systematic correction of written work is a feature of classroom practice in all sections and very positive affirming comments are in evidence in the pupils’ textbooks. Checklists are used with regard to assessment of the pupils’ sight vocabulary in the junior section and termly mathematics assessments, based on the mathematics programme, are administered. Samples of the pupils’ work across the curriculum are maintained in scrapbooks in the middle section. The pupils have great pride in the work collated. This practice should be extended to all classrooms. The Drumcondra Pre-Reading Test is effectively used with junior infants to test for pupils’ readiness for reading. The Middle Infant Screening Test is effectively used to identify pupils presenting with learning difficulties in senior infants. Standardised tests in English and Mathematics are administered to all pupils from senior infants upwards. The results are carefully analysed and pupils’ results are tracked from year to year. These screening tests are used to identify pupils for supplementary teaching. Overall, teachers are very aware of their pupils’ achievement and progress. This impacts positively on pupil outcomes in literacy and numeracy.

 

 

5. Quality of support for pupils

 

5.1 Pupils with special educational needs

 

Provision for pupils with special needs and for pupils with additional learning needs in literacy and numeracy in this school is very good. Teachers have access to the services of a psychologist within the National Educational and Psychological Service (NEPS) and a commendable in-school resource library to support them in their work. The support room available to pupils is wonderfully resourced and is a bright and attractive learning environment. Individual education plans for children with special needs are developed arising from diagnostic tests and appropriate input from parents and class teachers. Appropriate short-term records are retained of material and activities covered with the children during supplementary teaching. Laudable emphasis is placed on the identification of clear learning targets for all priority areas identified. Supportive and positive teacher-pupil interactions are in evidence in withdrawal contexts and a range of suitable approaches, using both visual and concrete materials is used effectively during teaching and learning sessions.

 

A number of children are being given support in small group contexts in both literacy and Mathematics. Individual Profile and Learning Programmes (IPLPs) are available in respect of all pupils. Appropriate short-term records are retained of material and activities covered with the children during supplementary teaching. It was apparent during this evaluation, however, that pupils with scores above the cut-off point recommended by the Learning Support Guidelines were being withdrawn from their classrooms for support teaching. This practice should be reviewed. Further in-class support of pupils through team-teaching practices should be established. The staged approach to supporting pupils with learning difficulties needs to be outlined in a review of the school’s learning support policy. Levels of assessment are very good, with the support teachers using varied and holistic assessment tools to assess children’s abilities, interests and capacities. These assessment results are being used enthusiastically to plan prospective learning. Weekly lesson programmes are formulated and focus on consolidation, teaching priorities, reading, writing and numeracy tasks.

 

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

 

Scoil Náisiúnta na gCluainte is a participant school in the School Support Programme of DEIS. The extra financial assistance provided to the school under this scheme is used to facilitate the curriculum enrichment for pupils at risk of early school leaving and to ensure that all targeted pupils participate fully in the life of the school. Funding is also used for the purchase of resources across a range of curricular areas, the funding of curricular courses for parents and the transportation of pupils to extra-curricular activities. The DEIS co-ordinator is based in this school and is shared with three other schools in the parish. Five days per month are spent in this school. Commendable, collaborative relationships have been established with the principal and the class teachers. Preparing senior pupils for transfer to post-primary education is a major focus of the co-ordinator’s work. She also support pupils with Mathematics and undertakes self-esteem programmes with a selected class grouping. While the co-ordinator has an annual plan that has been drawn up in consultation with the principal, the school has yet to formulate an overall DEIS programme. This will further direct the work of the co-ordinator within the overarching aims of the national DEIS programme. A report should be provided to the staff and the board outlining the activities, successes and challenges of the DEIS programme on an annual basis.

 

A commendable range of activities is undertaken with the parent community. Supportive home visits are undertaken regularly to the homes of infant pupils and to the homes of new pupils. Very fruitful links have been established with parents of senior infant pupils in undertaking the “Forward on Together Programme”. The co-ordinator plans to provide courses for parents in literacy, numeracy and Science over a three year period. Maths for Fun will be the focus of the support for parents in the current year. Parents are invited into the school during the school day for support sessions. The general-purpose room is effectively used for such work. Other courses to be organised for parents include Basic Irish, Literacy and Nutrition. Consideration should be given to developing structures for further involvement of parents in school, particularly in-class parental support for the emergent reading programme in the infant classroom through a paired/shared reading approach. Close links have been established with the co-ordinator for the School Completion Programme at the local post-primary school, with the local pre-school organiser and with local voluntary and statutory agencies in support of pupils at risk of early school leaving.

 

 

6. Summary of findings and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

·         There is effective implementation of whole school planning at individual classroom level and a broad curriculum is provided to the pupils.

 

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.

 

 

 

 

 

 

 

Appendix

 

7.   School Response to the Report

 

Submitted by the Board of Management

 

 

 

 

Area 1:  Observations on the content of the inspection report

 

 

Area 2:   Follow-up actions planned or undertaken since the completion of the   inspection activity to implement the findings and recommendations of the inspection