An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Scoil Náisiúnta Roisín
Dungloe, County Donegal
Roll number: 17328F
Date of inspection: 18 April 2007
Date of issue of report: 12 March 2008
1. Introduction – school context and background
2. Quality of school management
4. Quality of learning and teaching
5. Quality of support for pupils
6. Summary of findings and recommendations for further
development
Whole-school evaluation
This report has been written following a whole school evaluation of Scoil Náisiúnta Roisín, Dungloe. 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 an inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teachers, examined students’ work, and interacted with the class teachers. The inspector 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 of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.
1. Introduction – school context and background
SN Roisín is a co-educational mainstream primary school situated on the outskirts of Dungloe. This school was a two-teacher school until September 2006 when staffing increased to three teachers. In recent years the school has a steady rise in enrolments reflecting demographic trends in the locality. There is now a pupil enrolment of fifty seven and future projected enrolments indicate that this will increase to sixty by 2009. The school participates in the DEIS (Delivering Equality of Opportunity in our Schools) rural scheme for schools in disadvantaged areas. The current principal took up position in September 2005.
The school’s mission statement records the aims of SN Roisín to be ‘a place where children will be safe, content and happy; the school wants the children to grow in an educationally rich environment; provision will be made for each and every pupil to reach their full potential; we nurture and develop a healthy respect for each other and for the environment; we realise the importance of inclusion and equality in the day to day running of the school and in all aspects of planning and in all our dealings with all individuals and groups’. It is evident from the evaluation that this effective school is successfully fulfilling these aims. The principal and other staff members provide an attractive, positive and secure school environment for the pupils. The warm school climate is mirrored in the happy pupils who are present in all classrooms. Pupil behaviour during the course of this evaluation was excellent. Average attendance levels for the months before the evaluation were satisfactory.
2. Quality of school management
2.1 Board of management
SN Roisín is under the patronage of the Catholic Bishop of Raphoe. It is managed by a very effective, committed and dedicated board of management nominated by the patron and constituted in accordance with section 14 of the Education Act, 1998. The commitment of the chairperson of the board is particularly acknowledged. The board members have experience in management and this is clearly evident in the efficiency and effectiveness of the school. The board meets regularly and a satisfactory record is kept of all proceedings. Financial accounts are maintained appropriately. The school functions in accordance with Departmental directives on the length of the school day and school year. The board displays a deep interest in and considerable enthusiasm for all aspects of school life. This board actively strives to meet the needs of the pupils and teachers alike. There is evidence of excellent communication between the board and the parent community and between the board and the teaching staff. The chairperson visits the school and meets with the principal and staff regularly. The principal, teaching staff and parents acknowledge his on-going support. The board plays an active role in contributing to and reviewing school policies and in the ratification of curriculum plans and school policies. The board has a meeting once every year to discuss curriculum policies and plans. It is obvious that the board has a commendable sense of pride in the school. All maintenance grants are used to very good effect.
A major building project was completed at the school in 2003 under the first Devolved Pilot Scheme with the upgrading of existing classrooms and the provision of additional classrooms and storage space. There was further upgrading of the school in 2005 under the Summer Works Scheme and a new roof was provided for the original building. The school population has outgrown the current facilities available to the school community and plans should now be put in place to extend classroom space in one section of the school. There is satisfactory space for the pupils’ recreational and sporting use. It is now planned that the new local community centre will be used on occasions for Physical Education and other school activities.
2.2 In-school management
The in-school management team comprises the teaching principal and the deputy principal. They show dedication and diligence in carrying out their responsibilities. They work very well together to provide efficient leadership and direction to the school. The principal has completed many professional development courses provided, for example, by the Irish Primary Principals’ Network. There is a positive spirit of delegation and co-operation among all members of staff, with those based in the school as well as support teachers based elsewhere displaying a keen enthusiasm for the development of the school, pupils and staff. The principal has also attended the training provided for the newly qualified teachers on the staff over the past two years and he has mentored and supported these teachers very well by his guidance and direction of planning and preparation. He has been particularly effective in promoting effective teaching methodologies. The duties attached, at present, to the deputy principal’s post of responsibility reflect curricular, pastoral and organisational responsibilities. It is now recommended that the duties of the deputy principal be reviewed to ensure that they are linked to the school’s development plan for the DEIS programme.
The school is managed efficiently on a day-to-day basis by a principal who has strong leadership skills and who organises every aspect of school administration effectively. He ensures that curriculum teaching and learning is carried out to a high standard in the school. The school staff has high expectations of all the pupils in their care. 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 school leadership displays a deep interest in and commitment to the welfare of all pupils. A long serving, key member of the school management team retired two years ago. Her significant contribution to the positive ethos of the school is now acknowledged. The transition of the leadership duties has been smooth and very well managed. Official documents, including daily attendance books and the roll books are carefully maintained. The work of the school as a whole is monitored through compiling and maintaining custody of teachers’ monthly progress records. The development and use of information and communication technology (ICT) in the school is exemplary. The fashion in which the monthly templates have been developed and recorded using ICT to record progress across the curriculum is highly commended. Laudable efforts are made to ensure that appropriate communication structures exist within the school to facilitate teachers, parents, the board and the wider school community to contribute to the functioning of the school. Staff meetings are held once per term and there is evidence that staff members continually engage in curriculum planning and review in a structured and reflective manner.
2.3 Management of resources
The teaching staff consists of a teaching principal and two mainstream class teachers, one special education teacher (SET) based in another school and a DEIS co-ordinator. A part-time special needs assistant (SNA) has been appointed to cater for the needs of one child in the school. She provides positive support to the school by meeting the care needs of the pupil and by enabling the pupil to participate in school life as fully as possible. The duties of the SNA are formalised and recorded in the school plan. A school secretary is employed on a part-time basis and provides valuable professional support to school management and to the teaching staff. A language assistant-cúntóir teanga comes into the school for one day per week and this provision is managed effectively. 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, and 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 very effective use is made of these by all staff. The good 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 physical education 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. ICT equipment is available in all classrooms and a dedicated computer room has a range of networked computers.
The school is cleaned regularly and the caretaker contributes significantly to maintaining a very attractive and comfortable school environment. The parents are involved in extensive cleaning of the school once a term. The pupils too are to be commended for their efforts in keeping the external environment free from litter.
2.4 Management of relationships and communication with the school community.
It is evident from both the stated school policy and 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. Clearly, the effectiveness of these structures is one of the school’s strengths. A very active, vibrant parents’ association supports the school by managing and organising various events and 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. Parents value the work of the school and the representatives of the parents association reported that they were very satisfied with the provision in the school. They receive information on their children’s progress in school through the homework diary. Parents are also welcome to discuss their children’s education with the staff of the school at any time. Formal parent-teacher meetings are held annually in February 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. Pupils are also encouraged to participate in local festivals and parental involvement is particularly praiseworthy in that they assist in costume making and in organising events. .
2.5 Management of pupils
The board of management and the teaching staff have devised a code of behaviour and anti-bullying policies that are implemented across the school. Pupils are appropriately supervised and their overall general behaviour is very good. They display pride and an interest in their work and they cooperate willingly with their teachers during class activities. All staff members are committed to the pastoral care and the overall general welfare of the pupils.
3. Quality of school planning
3.1 School planning process and implementation
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 oversees the planning process and ensures that all partners have input into the planning process. All plans and policies and weekly themes are posted in the school corridor and parents are invited to read them. A wide range of organisational policies which are shared with the parent body is in place. 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 Mathematics and literacy, 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). A designated liaison person and a deputy liaison person have been appointed in line with the requirements of the Departmental guidelines.
3.2 Classroom planning
There is evidence that the 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 impressive 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 become quickly familiar with key organisational policies and school routines. All teachers prepare long and short-term schemes of work in each curricular area. In all sections teachers are planning from curriculum objectives. This practice is highly commendable. All teachers maintain monthly progress reports conscientiously. Individual education plans (IEPs) are available in teachers’ files for pupils with special educational needs (SEN). There is evidence of collaboration between the support teacher and the classroom teachers in respect of pupils with SEN.
All teachers deliver an effective 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 to very good effect throughout the school with foundations being effectively laid in this active learning approach in the junior section. All teachers engage in highly commendable project work, which allows for the effective integration of curricular areas. An excellent project on transport which integrated writing, Mathematics, History and other curricular areas was observed during the evaluation. Pupils spoke very knowledgeably on research done for this project. Good emphasis is placed on the environment as a resource and as a starting point for learning, with many impressive projects having been undertaken in the immediate school environment. Teachers use a wealth of teaching resources in support of the pupils’ learning. There is evidence that ICT, in particular, is being effectively used to support this process. Teachers plan very well for differentiated teaching approaches in consultation with the support teacher in the school. This is in evidence in the planning and in the implementation of the curriculum in the classrooms.
4. Quality of learning and teaching
4.1 Overview of learning and teaching
The quality of learning and teaching in the curriculum was evaluated on the basis of observation of teaching and a review of samples of work in each of the mainstream classrooms. Teachers gave clear explanation to pupils, presented new content very successfully, and provided appropriate and structured learning activities to the pupils. A variety of teaching methodologies was observed at all class levels, including whole class teaching, group work, and work with individual pupils. The pupils engaged in reading writing, mathematics activities and undertook experiments and investigations. In general the quality of pupils’ learning was very good. General achievement in literacy and numeracy is of good standard. Pupils’ written work shows that significant progress is made by those at each class level.
4.2 Language
Gaeilge
Tá plean scoile den scoth don Ghaeilge ullmhaithe ag an fhoireann teagaisc chun na prionsabail atá rianaithe sa churaclam Gaeilge a chur i gcrích agus i dtreo go mbeidh leanúnachas ó rang go rang. Tá pleanáil éifeachtach ag na hoidí iad 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 ngach rang agus moltar an sár-chleachtas seo chun tuiscint na ndaltaí a fhorbairt i bhfoghlaim na teanga. Déanann na hoidí sár-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 an-mhaith bainte amach ag na daltaí sa teanga labhartha, ach fós féin is fiú coinneáil le forbairt na cumarsáide sa Ghaeilge agus cur leis an méid atá ar siúl trí abhár eile a mhúineadh trí mheán na Gaeilge sa scoil. Tá tuiscint teanga shásúil ag na daltaí agus éiríonn leo cur síos an-mhaith a dhéanamh ar ábhair atá pléite ag na hoidí ranga roimhré. Tá na daltaí abálta ceisteanna a fhreagairt, ach b’fhiú teanga níos dúshláine fós a mhúineadh dóibh chun an chumarsáid a fhorbairt a thuilleadh. Baineann na hoidí leas an-tairbheach as an nGaeilge mar theanga bhainistíochta ranga. Moltar, áfach, go mbeadh an Ghaeilge in úsáid níos mó agus ar bhonn níos bríomhaire i dtimpeallacht na scoile.
Léann na daltaí go han-chruinn as na téacsleabhair sna meánranganna agus sna hardranganna agus tugtar faoi deara go bhfuil tuiscint acu ar a bhfuil á léamh acu. Tá stór leathan de leabhair léitheoireachta agus chomhléitheoireachta curtha ar fáil chun píosaí éagsúla léitheoireachta a chur os a gcomhair chun an fhíorléitheoireacht a chothú. Bhí taispeántais d’abairtí iomlána i ngach rang agus moltar an cleachtas seo. Bhí na daltaí in ann na habairtí go léir a léamh agus a úsáid i gcomhthéacsanna eile. Tá leabhráin bheaga Ghaeilge de scríbhneoireacht, scéalaíocht agus dánta curtha le chéile i ngach roinn agus is inmholta mar a dhéanann na daltaí cur síos ar na leabhair atá léite agus scríofa acu. Tá múineadh na filíochta le moladh i ngach seomra ranga ar ardchaighdeán, ach go háirithe sa mhéan roinn. Aithrisíonn na páistí a lán 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 níos mó oibre a dhéanamh ar bhonn scoile uile ar an scríbhneoireacht fheidhmiúil agus chruthaitheach a fhorbairt go structúrtha sna meánranganna agus sna hardranganna chun cur leis an obair atá ar siúl sa ghné seo den churaclam agus na daltaí a shíneadh níos faide.
The teaching staff has prepared a very good plan for Irish to implement the main principles of the Irish curriculum and to ensure continuity from class to class. The teachers have effective plans in place based on the whole school plan and every effort is made to develop Irish in the school environment through visual displays on the walls of the classrooms. A wide range of visual resources is used effectively to implement the curriculum in each class. This good practice is praiseworthy as a means of developing the pupils’ understanding of the language.
The teachers use stimulating activities while teaching the strands and strand units. The communicative approach is used throughout the school and a very good standard has been achieved by the pupils in spoken Irish, however further development of the pupils’ communicative skills in Irish is recommended. This could be achieved by teaching another subject through Irish. The pupils have a satisfactory understanding of the language and they can fluently discuss topics that teachers have taught. Pupils can respond to questioning very well. It would, however, be beneficial to teach them more challenging language structures to develop their communication skills further. All teachers use Irish to good effect informally, however it is recommended that the use of Irish be extended even further in the school environs.
Pupils read very accurately from the textbooks in the middle and senior sections and it is evident that all pupils have an understanding of what they have read. A wide range of reading texts and parallel readers is available to promote and encourage real reading. There were displays of full sentences in each classroom and this practice is highly commended. The pupils were able to read these sentences and also use them in other contexts. Collections of pupils’ writing in Irish, including stories and poems were collated in each section and the pupils were able to discuss the books that they had written and read with enthusiasm. The teaching of poetry is planned for and implemented in each classroom to a high standard, in particular in the middle section of the school where creative strategies are used effectively. The pupils recite a range of poems, rhymes and songs, which develops rhythm, and fluency in the language. The teaching of writing is undertaken and written work is presented very neatly. However, further work should be explored to develop functional and creative writing in the middle and senior sections to challenge the pupils further. The teachers assess the pupils work in Irish using checklists in the strands and strand unit and further planning for assessment in Irish on a whole school basis is recommended.
English
The teaching staff has developed collaboratively a detailed comprehensive 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 to a very high standard across the school. In all three classrooms there is evidence of very good practice with regard to comprehensive planning for oral language activities, for differentiated reading activities and for group work within the classrooms. This effective collaborative planning by all staff in relation to the teaching of English has resulted in pupils making significant progress on standardised tests results.
Oral language is dealt with comprehensively in all sections and specific oral language lessons are planned and taught. Pupils generally display very good oral competency. Some good practice in team teaching using big books in oral language development was observed during the evaluation. 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 print-rich, a factor which encourages 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. The pupils’ phonological skills are being developed in a structured way in all sections and generally the pupils’ phonological skills are very good. A whole school approach to the development of phonics has been adopted recently and implemented very well. Across the school pupils are encouraged to read for pleasure and there are comprehensive libraries with a range of reading materials in all classrooms. All class libraries have graded library books, so organised to cater for the range of reading abilities presenting in the classroom. Pupils read fluently and confidently in the senior section and here several class novels are used throughout the year as the school’s reading scheme. Some very good practice was noted in the senior section in the use of the novel 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 and the middle section of the school has particular expertise in the teaching of this strand of the curriculum. They confidently and competently recite a commendable range of poetry and explore links to other areas of the curriculum. Poems are used as a stimulus for discussion in all classes and pupils are encouraged to compose their own poems.
The pupils’ writing skills are being developed to a high standard across the school. Considerable effort is invested in developing the pupils’ individual handwriting skills from the infant classes upwards. The standard of the pupils’ handwriting is commendable in most classes. However, there were instances where further attention should be given to handwriting in a structured way. The commendable work invested in the development of the pupils’ spelling skills and their knowledge of grammar and punctuation across the school is evident in the pupils’ writing. 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 all classes. Pupils are encouraged 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. Pupils have been involved in national creative writing competitions and have been very successful over the years in achieving prestigious prizes for their efforts. Teachers employ a range of assessment modes and the pupils’ copybooks 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.
4.3 Mathematics
The teaching of Mathematics is undertaken diligently throughout the school and pupil attainment is very satisfactory throughout the school. In Mathematics, a comprehensive school plan has been prepared where teachers at each class level have co-operated in delineating an appropriate series of topics and mathematical activities for skill development and the formation and understanding of concepts in each strand of the curriculum. In outlining methodologies for the transmission of an understanding of concepts, the emphasis 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 for the differing abilities in all classes. Pupils are encouraged to take an active part in their learning in this subject area. The mathematics textbooks support the programme and emphasis is placed on linking concepts taught in mathematics to pupils’ experiences in the environment. The strategies include adopting an active learning and guided discovery approach through discussion, the development of mathematical language and engaging with concrete materials and co-operative learning. Regular revision is undertaken and the children record their work neatly and appropriately. The copybooks are extremely well monitored, with very constructive guidance given to pupils.
The consistent use of an extensive range of concrete, visual and structured materials is sustained throughout the school to assist pupils in the formation and understanding of number and spatial concepts and structure. Supplementary textbooks and other resources are employed. Teachers also devise their own materials to support the programme and a range of games is used. The number-rich environment in all classrooms effectively supports the pupils’ mathematical development.
Suitable emphasis is placed on the acquisition of mathematical language in all classes. Pupils respond very well to questioning; they demonstrate a very satisfactory standard of mental arithmetic skills and are enthusiastic and confident in solving mathematical problems. They performed very well at both oral and written tasks. Mathematics lessons observed were well-organised and well-structured and mathematical concepts were explored in a logical and developmental manner. Good use is made of questioning to stretch and challenge the more able pupils. The use of mathematics investigation tables in some classrooms further consolidates work done in this area.
4 4 Social, environmental and scientific education (SESE)
Geography
Teachers plan an impressive 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 very good displays of project work undertaken were viewed during the inspection. Commendable use of the internet to research topics of interest was noted in one classroom. 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. The school has initiated plans towards achieving the Green Flag for the school in the future. 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. The pupils were actively engaged in a whole school project on transport during the evaluation and some commendable integration of curriculum areas was particularly praiseworthy.
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 all classrooms 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 stimulate 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 programme of scientific activity for the pupils. 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 and more challenging 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 very well. A broad range of work is undertaken across the four strands of the science curriculum. Investigation tables, which display the pupils’ investigations, are available in all 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. The classrooms have attractive nature tables and beautiful seasonal displays. Teachers use the pupils’ ideas as a starting point for learning. During the evaluation some good practice in teaching science was observed. Pupils worked collaboratively in groups on practical investigations while the teachers capably challenged their ideas. Pupils appeared very enthusiastic and highly motivated.
4.5 Arts education
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 is used 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 and commendably linked with other areas of the curriculum. Pupils are generally active in exploring, experimenting and enjoying art activities. 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. The pupils prepare beautiful displays of their art work for special religious occasions in the local chapel. The importance of this approach in affording the wider community an opportunity to appreciate the artistic work of the pupils is acknowledged.
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. This is an area which has recently been developed in the school. Some commendable active learning experiences are organised for the pupils. Staff members implement a system of co-operative teaching to ensure that all pupils receive a broad musical education. Songs are taught carefully in a structured manner. Pupils in all classes sing a wide repertoire of songs in Irish and English. Tin whistle tuition is available in the middle and senior sections and there are plans to introduce further musical instruments. The keyboard is taught and a wide range of musical instruments is available for use in the school. A school mass is organised at the end of the school year and pupils talents are celebrated by giving them an opportunity to perform either in song or dance. The past pupils are invited back on this occasion and they have a worthwhile opportunity to discuss their transfer to second level. This is, again, very good practice in which the local community is actively engaged in the promotion and welfare of the pupils.
Drama
There is a wealth of talent in the school with regard to drama. Discrete drama lessons are a feature of the three classroom timetables and the monthly progress reports indicate that elements of the three strands units are being delivered in all classes. Dramatic techniques such as role-play, conscience thinking and mime are used effectively by teachers to enhance other curricular areas, including English, SPHE and oral language. Pupils are encouraged to stretch their imagination by engaging in role play. Decision making and problem solving techniques are developed very well during these lessons. 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.
4.6 Physical education
Planning and preparation for Physical Education is based on the curriculum. 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 is taught in discrete lessons and pupils are taken to the local swimming pool for lessons in swimming for one term. As the school currently has no indoor PE facility the school has plans to use the local community hall for physical education lessons. 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. Good use was made of Irish in delivering instructions to the pupils. The senior pupils engage in training in Gaelic football, and soccer with coaches who visit the school at regular intervals. After-school sporting activities are very well supported by teachers and parents on a regular basis. This commitment to the children is praiseworthy.
4.7 Social, personal and health education (SPHE)
The school plan includes a policy for SPHE and all teachers plan individually for the teaching of this subject. The Relationships and Sexuality Education programme (RSE) is also being implemented in the school. All classrooms have discrete timetabled SPHE lessons and much learning is also achieved through cross-curricular work and discussion. The warm and welcoming school atmosphere and ethos reflect a firm commitment to the development and extension of the pupils shills in this area. 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, and school and classroom rules. 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.
4.8 Assessment
A school policy on assessment has been devised and a range of assessment modes is employed which includes standardised assessments, teacher observation and teacher-designed tests. In all three classrooms there is very effective use of detailed checklists to monitor the pupils’ progress. There is evidence of testing at the end of each unit 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. Pupils are encouraged to assess their own work across the curriculum. 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. Early identification tests are used effectively to plan programmes of work for pupils presenting with difficulties. Records of pupils’ assessments indicate very satisfactory performance by pupils in English and Mathematics. The teachers assess the pupils work in Irish using checklists in the strands and strand unit and further planning for assessment in Irish on a whole school basis is recommended. An Irish language assessment mode, such as Comharthaí Cumais sa Ghaeilge, should be used to further augment the schools assessments in Irish. Results are comprehensively analysed and interpreted and relevant supports and programmes are designed in collaboration with the support teacher to enable the achievement of quality outcomes. Parents are kept informed of pupil progress through parent teacher meetings Teacher observation is used to assess the pupils’ artwork and very satisfactory portfolios of children’s work are maintained and used as an assessment tool. Assessment across the curriculum is done to a very high standard. Pupils are also engaged in self assessment of their own work. The assessment modes in use in the school are very commendable.
5. Quality of support for pupils
5.1 Pupils with special educational needs (SEN)
A comprehensive whole school plan for learning support and for pupils with SEN in receipt of resource teaching and learning support has been devised and is being implemented effectively. The expertise of the support service in the school is, indeed, praiseworthy. The evidence of regular collaboration between the support teachers and class teachers is particularly effective. The link between the programme of work and the methodologies in use is highly coordinated to allow for continuous progression of work. The range of resources and support equipment available to pupils with special educational needs is very satisfactory. The support classroom presents as a stimulating, print-rich learning environment. One special education teacher provides support to pupils experiencing difficulties in English and Mathematics. Pupils are selected in accordance with the Department’s Learning Support Guidelines. Further diagnostic testing is then undertaken to determine the pupils’ specific learning difficulties. 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. The support teacher also works collaboratively in mainstream classes to support pupils with difficulties. Pupils currently receiving support teaching in literacy and numeracy are making very satisfactory progress. Commendable procedures are in place for on-going assessment and comprehensive records of pupil progress are maintained and used for further planning. 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, affirming and encouraging of the pupils.
An individual education plan (IEP) is devised for each pupil with SEN 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 IEPs are reviewed regularly. There is evidence of the support and co-operation of parents in the implementation and review of the plans.
5.2 Other supports for pupils: disadvantaged, minority and other groups
It is clear that support is conscientiously provided for those pupils at risk of educational disadvantage and early school leaving. A comprehensive policy for the DEIS programme is in place which includes a commendable range of activities undertaken with pupils, parents and teachers. The school has devised a three year action plan with specific targets for the successful implementation of this initiative. Very close working links have been established with the principal and the class teachers. Very good in-school support of the pupils’ literacy and numeracy skills is provided as well as activities to develop the pupils’ self esteem. Drama and Music have also been integrated very well into this programme. Plans are in place to provide further activities in the ‘Maths for Fun’ programme. Supportive home visits are undertaken regularly and there is evidence that the programme is successfully bringing the parent community closer to the school. Parents were very positive about this service during the meeting with them. A commendable record has been kept of all activities organised for the parent community. A lot of research has gone into the needs of parents in the community and classes and programmes have been put in place in consultation with the Vocational Education Committee, Health Service Executive and Údaras na Gaeltachta. Parenting courses aimed at parents have been successfully facilitated and the information packs for the parents of the new infant classes in September being particularly noteworthy. Parents are invited to an open day where new parents are introduced to the school and the parents association organise many activities for the pupils on this day.
There are no pupils from minority groups in this school however; there is a wonderful spirit of interculturalism 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 in the school.
6. Summary of findings and recommendations for further development
The following are the main strengths of the school identified in the evaluation:
· The standard of planning and implementation of policies is highly commendable.
· A range of very effective teaching methodologies is in use and there are many instances of very good teaching in evidence.
· The school is led by a very effective principal who injects vision, inspiration and a culture of high expectations in the whole school community.
· The commitment of the board of management in ensuring that this school functions effectively is acknowledged.
· The active involvement of the parents association in the planning process of the work of the school is acknowledged.
· Very high standards achieved by the pupils in Irish, English, Mathematics, Geography and History and other areas across the curriculum have been noted. Teaching in these subjects is purposeful, structured and creative.
· The engagement of pupils in the learning is commended.
· The support teachers adopt good collaborative approaches.
The following are among the areas for development identified in the report:
· Leanúint d’fhorbairt ar chumas cumarsáideach na ndaltaí sa Ghaeilge.
(The development of pupils’ communicative skills in Irish should be continued)
· The duties of the deputy principal should be reviewed to include the new plans that the school has devised for the effective implementation of the DEIS programme
Post-evaluation meetings were held with the staff and the board of management at which the draft findings and recommendations of the evaluation were presented and discussed.