This report has been written following a whole school evaluation of Scoil Náisiúnta, Moling-Glynn, St. Mullins, Co. Carlow. 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 representatives of the parents’ association. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with children, examined children’s 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 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.

Introduction

Scoil Náisúnta Molyng-Glynn is a four teacher primary school located in the village of Glynn in Co. Carlow. There is a long tradition of education in the area with this school being established in 1829. It is a co-educational school and is under the patronage of the Bishop of Kildare and Leighlin. The school is one of three in the parish and caters for pupils who come predominantly from the surrounding area. The school witnessed its highest enrolment figures in 1995 but demographic trends in the locality have resulted in enrolment figures plateauing in recent years. Projected figures suggest that enrolment is set to remain at its current level for the immediate future. The school’s mission statement states all children in the school should experience education in a safe and happy environment where they are helped and encouraged to realise their full potential. In this the school is succeeding. Throughout the evaluation it was noted that the principles of sharing, equality and inclusiveness, which are enshrined in the Social, Personal, and Health Education (SPHE) programme permeate all aspects of life in this school.

The positive relationship that prevails between teachers and pupils and the close relationship that exists between all of the education partners contribute to the very high levels of attendance that are recorded in the school. All of the children transfer to post-primary school from sixth class each year. The last school report was completed in 1997.

1. Quality of school management

1.1 Board of management

The board of management is properly constituted, proactive and highly supportive of the work of the school. Meetings are convened four times per year and more often if required. The chairperson maintains a close working relationship with the principal. Specific roles within the board are clearly defined and appropriately assigned to individuals. A range of effective functioning procedures is adopted which includes minutes of all meetings being documented and agreed. Annual accounts are submitted to the diocesan office at the end of each year. It is recommended that the board consider having the accounts externally certified or audited on an annual basis in accordance with best accounting practices.

The board addresses its statutory obligations in relation to policy formation, which include the development of an enrolment policy, a code of behaviour an anti-bullying policy and a health and safety statement Evidence was provided to confirm that the board 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, September 1999) and Child Protection: Guidelines and Procedures (Department of Education and Science, April 2001). A designated liaison person has been appointed in line with the requirements of the Departmental guidelines. The board has officially ratified all documents and the chairman has signed them, thus officially endorsing them as official school policy. Department of Education and Science (DES) guidelines regarding the length of the school year, length of the school day, the deployment of teachers, class size and the retention of pupils are duly complied with. Very effective and positive levels of communication are reported between the board, the staff and the parents’ association.

1.2 In-school management

The in-school management structure is very well organised in the school. It includes the principal, the deputy principal and a special duties post holder. The principal is highly professional and attends to the range of duties inherent in the post with assiduous care and dedication. He has succeeded in co-ordinating the development of an impressive range of curricular and organisational initiatives in the school and cultivates and maintains a strong working relationship with the education partners.

The duties of the middle management team are clearly defined and reflect an appropriate balance of curricular, pastoral and administrative responsibilities. The fulfilment of these duties contributes significantly to the effective running of the school and the teachers are to be highly commended for this. It is advised that the contracts for these posts be updated to reflect the current duties and that provision be agreed for formally reviewing them at agreed intervals in accordance with the emerging needs of the school.

Staff meetings are convened on a term basis. The principal organises the agenda and ensures that curricular and organisational issues are addressed at each meeting. The staff are encouraged to raise issues of concern to them and minutes of all meetings are carefully maintained. It is advised that further consideration be given to circulating the agenda for staff meetings prior to each meeting and also to circulating decisions and agreed actions arising out of meetings. Consideration should also be given to rotating roles at the meetings to ensure that all staff members experience chairing and recording proceedings.

The school has developed a code of behaviour which is designed to ensure the cultivation of a harmonious environment within which the children can progress in all aspects of their development. Rules governing acceptable behaviour in various school contexts are clearly outlined and the emphasis placed on a positive approach to behaviour management is particularly commendable. The behaviour as observed during the course of the evaluation was exemplary.

In addition to formal meetings the staff meet and communicate informally on a daily basis and a range of incidental issues are dealt with as they arise. Regular contact is also maintained with parents who visit the school regularly and some parents assist in the implementation of co-curricular activities.

The manner in which school policies and documents are maintained is particularly praiseworthy. Day-to-day administrative duties are managed very efficiently in the school. Roll books are accurately completed and the school register is maintained meticulously.

1.3 Management of resources

Human, material and educational resources are deployed and managed very effectively in the school. The teaching staff is appropriately deployed to mainstream, special education and support teaching posts. While opportunities for staff mobility are currently limited, efforts are made to accommodate teachers who request a change of class. Some examples of teachers assuming responsibility for tuition in certain subject areas in a number of classes has been a feature of provision in the school in former years and it is recommended that opportunities to further develop this approach be explored. The staff is currently engaged in training for the introduction of the revised curriculum with personnel from the Primary Curriculum Support Programme (PCSP) and the support of facilitators from the School Development Planning Support (SDPS) has also been engaged. Individual members of staff have engaged in training around legal issues in education and the use of the internet as a learning tool has been identified as a priority for future development. At various junctures during the year, visiting tutors attend the school to augment provision in specific areas and observation of a component of this provision during the course of the evaluation indicates that this is managed very effectively and the provision is of high quality.

DES grants for the purchase and maintenance of resources have been very effectively utilised in the school. These grants are complemented by additional fundraising activities that are organised by the parents’ association. A broad range of resources to support teaching and learning across a number of subjects has been procured and these are used to enhance learning environments. They provide pupils with opportunities for active and discovery learning and help to extend their literacy skills. In addition to subject specific materials, the school also has an extensive supply of computers and printers, a digital camera, a data projector and, in the recent past, an interactive white board has been procured for the senior classes.

The original school building was built in 1942 and consisted of two classrooms. An extra classroom was added in 1964 and a pre-fabricated building was erected in 1995 to accommodate the increased enrolment at the time. Outdoor amenities include a grass playing area to the front of the school and a hardcourt playing area to the rear. The in-school accommodation consists of two mainstream classrooms, a small resource room, a small office and a computer room, which also serves as a learning support and a staff room. It is advised that the board of management assess the adequacy of the current accommodation, with particular reference to the absence of a general-purpose room. The staff, the children and the board of management are to be highly commended for the maintenance of the school both internally and externally.

2. Quality of school planning

2.1 The school planning process and the content of the school plan

The quality of planning at all levels across the school is highly praised. The school fosters a partnership approach to planning which ensures effective communication and collaboration with all of the education partners in the preparation of the school plan. In conjunction with this, the services of SDPS and PCSP have been availed of. The administrative section of the school plan contains clear and comprehensive policies on issues including enrolment, behaviour, homework, relationships and sexuality education, child protection, anti-bullying and the use of information and communication technology (ICT). There is also a health and safety policy which includes a summary booklet for new or substitute teachers containing the main points of the school’s health and safety statement. The staff, parents and board of management are to be highly commended for their work in the development of these documents. In accordance with the provision contained in the documents for reviewing each of these policies, it is advised that further consideration be given to the prioritisation criteria governing school enrolment. It is also recommended that the section dealing with resource applications for children with special education be amended to conform with Department of Education and Science procedures for allocating resources in this context.

Extensive policies for a number of curricular areas have been formulated which include Gaeilge, English, Mathematics and Visual Arts. Music and Social Personal and Health Education (SPHE) are currently under development and Science, Physical Education (PE) and History have been prioritised for future development. All of the curricular policies reflect the aims and principles of the primary curriculum and are suitably structured in accordance with the specific context of this school. A comprehensive policy has been developed governing the provision for children with special education needs. The roles of all school personnel in attending to the needs of these pupils are clearly outlined and prioritisation criteria for the allocation of children to this support are specified. Parents are included at all stages of the implementation of this support for children and procedures for referral to outside agencies are outlined.

2.2 Implementation and impact of the school plan

The day-to-day running of the school is in accordance with the strategies outlined in the plan. This is evidenced by school routines, classroom practice and individual teachers’ curriculum planning. Newly appointed teachers are familiarised with the content of the plan through informal meetings with the principal and deputy principal and formal meetings are also arranged to address issues which require clarification. Copies of the curricular policies are circulated to the parents’ association and a full copy of the school plan is available on request. At the junior end of the school meetings are arranged with new parents to introduce them to the approaches and methodologies which are employed to support their children’s learning.

All teachers provide focused high quality long and short term planning to support their teaching which is appropriately linked to the primary school curriculum and to the whole school plan. Detailed monthly progress reports are prepared and maintained centrally in the school. The clear and targeted nature of classroom planning facilitates the use of very effective management strategies in each class and in general children are challenged in accordance with their class groupings and their individual ability levels. In the context of the ongoing review of the whole school plan it is recommended that a focus be maintained on the translation of whole school curricular ideas into specific targets for all children in each class and then to review its effectiveness with the entire range of abilities in mind.

3. Quality of learning and teaching in curriculum areas

3.1 Language

Gaeilge

Tá an plean atá curtha le chéile maidir le múineadh na Gaeilge le moladh go mór. Leagtar amach aidhmeanna an phlean i gcomhthéacs na scoile seo agus feictear go ndéantar forbairt ar na cuspóirí, na snáitheanna, na téamaí, na fo-théamaí agus an Ghaeilge neamhfhoirmiúil. Tá cur síos sa phlean ar chomhtháthú na scileanna teanga agus ar na feidhmeanna teanga ag freagairt do riachtanais teanga an pháiste. Cláraítear, freisin, an mhodheolaíocht, liostaí na leabhar agus na háiseanna a mbaintear feidhm astu.

Is léir go mbaineann na páistí taitneamh as gnéithe éagsúla de mhúineadh agus d’fhoghlaim na Gaeilge agus go bhfuil meon dearfach i leith na teanga á chothú tríd na ranganna go léir. Tá ullmhúchán an-sásúil,bunaithe ar théamaí an churaclaim, á dhéanamh ag na hoidí don ábhar seo. Tréaslaítear go mór leo as an modheolaíocht spreagúil atá in úsáid go forleathan i dtaca le múineadh agus foghlaim agus déantar sár-obair ar na múnlaí atá riachtanach i ngnáthchaint an lae a mhúineadh. Moltar go mór an bhéim a chuirtear ag leibhéil éagsúla ar chluichí teanga agus ar obair i mbeirteanna chun deiseanna luachmhara a thabhairt do na páistí a gcuid scileanna cumarsáide a fhorbairt. Is éifeachtach í, freisin, an bhéim a chuirtear i gcuid de na ranganna ar dhruileanna teanga a dhéanamh go rialta chun frásaí cinnte a chur abhaile i gcomhthéacsanna oiriúnacha agus chun deiseanna a thabhairt do pháistí leas a bhaint as an nGaeilge a fhoghlamaíonn siad sa rang. Aithrisíonn na páistí roinnt mhaith dánta, rannta agus amhráin, rud a fhorbraíonn dea-fhoghraíocht, blas, luas agus rithim na teanga

Cruthaítear timpeallacht a spreagann suim sa léitheoireacht trí ábhar priontáilte agus réimse leathan ábhair léitheoireachta a chur ar fáil. Léann na daltaí na téacsanna ranga go cruinn agus tugtar faoi deara go bhfuil tuiscint ar a bhfuil á léamh acu. Sonraítear go bhfuil caighdeán breá á bhaint amach ag na daltaí sa scríbhneoireacht fheidhmiúil. Moltar, áfach, an bhéim atá ar na saothairleabhair i ranganna áirithe a laghdú agus béim a chur ar scríbhneoireacht chruthaitheach. Chun a thuilleadh forbartha fós a dhéanamh ar an ngné seo, b’fhiú aird a dhíriú ar chuspóirí scríbhneoireachta, ar an lucht léitheoireachta agus a gcuid riachtanais, agus ar chineálacha difriúla scríbhneoireachta agus taithí a thabhairt do na daltaí scríobh dá réir sin.

Irish

The plan that has been developed for the teaching of Irish is worthy of much praise. The aims are clearly situated within the context of this school and it is noted that the objectives, themes and informal use of Irish are all considered within the framework of the curricular strands and strand units. The integration of language skills and the functional aspects of the language to be addressed with children are all clearly detailed. The methodologies to be employed in the teaching of Irish and the resources to be used in this context are also identified in the plan.

It is clear that the children enjoy various aspects of the teaching and learning of Irish and that a positive attitude towards the language is being fostered throughout all classes. The teachers prepare very satisfactory classroom planning based on the themes of the curriculum for this subject area. Very effective methodologies are widely in use to support the children’s learning and excellent work is done on the teaching of essential phrases that are required for general conversation. The emphasis that is placed at all levels on language games and pair work to provide valuable opportunities for the children to develop their communication skills is praised. The focus on the systematic execution of language drills in some classes to facilitate the reinforcement of phrases in different contexts is also very effective. The children recite a good range of poetry, rhymes and songs all of which aid pronunciation and fluency.

The provision of print in the environment combined with the availability of a good range of reading materials creates an environment in the school which is conducive to reading. The children read the classroom texts accurately and with understanding. It is also noted that they achieve a very good standard in the area of functional writing. It is recommended, however, that less emphasis be placed on workbook activities in some classes and more attention be devoted to creative writing activities. A further development of this would include providing opportunities for children to write in a variety of genres, for different purposes and for a range of audiences.

English

A comprehensive whole school plan has been developed to ensure that children experience a co-ordinated and developmental approach to learning in this subject area. It includes specific oral language objectives for children at each class level, school-wide approaches to reading and writing, a multi-dimensional approach to spelling and a whole school approach to handwriting.

Individual teacher planning reveals oral English is accorded a central role at planning and implementation level within the overall programme. Various oral language schemes are employed effectively and provide the basis for ensuring that the children receive a variety of stimulation in the form of ideas and topics. Class discussions, questioning and debates are used throughout the school to develop the children’s oral language skills and impressive examples of their expressive use of language were noted in some classes during the course of the evaluation. It is advised that the current focus on oral language development be continued and extended to place enhanced emphasis, in some classes, on the development of specific oral language skills in a cross curricular context.

The approach taken to reading throughout the school is progressive. Emergent reading skills are comprehensively attended to and include the effective use of a variety of big books, and posters to promote reading readiness. Very effective approaches to phonological awareness are used at infant level to encourage the children to develop skills of letter and sound recognition and a multi-dimensional approach to spelling in a variety of contexts is employed throughout the school. There is evidence that pragmatic and reflective use is made of resources to support and develop the children’s comprehension skills in a manner consistent with their age and class levels. Well-presented reading corners have been created and comprehensive libraries are provided in each classroom. Reading levels are regularly monitored through the use of graded reading schemes and standardised reading tests and reading standards are high for the majority of children.

Children are encouraged to write for a variety of purposes. Very good examples of writing in a number of genres forms a feature of the provision in some classes and it is recommended that this be extended to all classes so that children also have the experience of writing for a variety of audiences. In general, children’s written work reaches a high standard in relation to handwriting, layout and presentation. Throughout the school, copies are very well monitored and written work is creatively displayed and presented. Information and Communication Technology (ICT) is used very effectively to support the writing process. The use of poetry to stimulate interest and reinforce learning is noteworthy.

3.2 Mathematics

A whole school plan has been developed for the implementation of the Mathematics curriculum. It includes a detailed focus on ensuring a common approach to specific areas of the curriculum and a whole school approach to the common use of mathematical language throughout all classes. Provision is also made to facilitate extension work throughout several strand units rather than vertically progressing through a topic. This affords children opportunities to employ mathematical skills in a variety of contexts.

The provision for Mathematics across the school is supported by the use of a plentiful supply of suitable concrete manipulatives. Strategies and methodologies incorporating hands-on and discovery methods are effectively employed. In the infant classes, children display competence in counting and in the analysis of number while the investigation and recognition of shapes are carefully attended to. In the middle classes, games are used very effectively to enhance the children’s learning and appropriate numeracy skills and concepts are taught and reinforced. Children in the senior classes display an excellent understanding of number theory and shape and some exhibit an ability to employ a variety of strategies for dealing with problems. An ongoing focus on relating number operations to real life events is advised in order to facilitate the further development of skills associated with multi-dimensional problem solving. The development of mathematical language is central to the teaching of Mathematics in all classrooms and, in general, children can successfully communicate and express mathematical processes in oral and written form appropriate to their age group. Assessment in the form of ongoing monitoring of the children’s work, standardised tests and teacher designed tasks and tests reveal that the majority of children score high levels of attainment in this subject area.

3.3 Social, Environmental and Scientific Education (SESE)

Geography

The in-career development for Geography is being made available in the current school year. Aspects of the revised programme were noted during the course of the evaluation. Well-planned experiments in this subject facilitate integration with the Science programme. Project work based on the human environments of the local area provides the children with opportunities to develop their geographical investigation skills. Introductory work on the development of the pupils’ graphicacy skills was also noted. Integration with the provision for history is facilitated through the judicious and highly effective use of ICT which affords the children opportunities to see the prevailing climatic condition in Arctic regions and the associated challenges that this poses for explorers.

History

The in-career development for the implementation of the History curriculum is being delivered in the current school year and a whole school plan for this area has been highlighted by the staff as a priority for future development. The learning encounters provided for the children in this area of the curriculum include a focus on the development of the children’s concept of time through exploring the changes which have occurred and elements which have remained unchanged in their personal lives, their homes and their immediate environments. Their understanding of time and chronology is further developed through the effective use of stories, legends and timelines. A variety of artefacts have been procured to enhance the children’s understanding of peoples and ways of life in the past. ICT is employed very effectively to facilitate audio-visual presentations of the lives of famous explorers and hot-seating techniques provide opportunities for further developing and clarifying aspects of characters’ lives.

Science

A whole school-planning document governing the implementation of the Science curriculum has been identified as a priority for development. During the course of the evaluation it was noted that experiment and discovery learning are central features of the Science programme in all classrooms and a useful range of concrete materials is effectively employed to stimulate the children’s sense of curiosity, to develop investigative skills and to reinforce new concepts. Well-stocked investigation areas have been developed in classrooms and activities are planned to cultivate a high level of pupil interest and ensure active involvement and enjoyment in their learning. Children also display an acute awareness of the importance of issues associated with environmental awareness and care. Specific text-books are utilised to support the teaching of the various strands. Preliminary work on exploring the natural environments of the local area was noted in some classes and it is recommended that this become a feature of work in all classes. A commendable range of ICT software has been procured to enhance children’s learning in this area of the curriculum.

3.4 Arts Education

Visual Arts

A comprehensive whole-school plan governing the implementation of the Visual Arts programme has been developed. It details the activities to be engaged in, at each class level, under the strands and strand units of the curriculum. Web sites that serve to extend the children’s experience in this area are also detailed in the plan.

Observation of the Visual Arts displays, combined with an analysis of individual teacher planning in this area, reveal that children engage in a range of activities including drawing, paint and colour and printing activities. Some examples of clay, two-dimensional construction and a variety of fabric and fibre activities are also in evidence. Opportunities for engagement in discussion of both the students’ own work and that of others are planned for in some classrooms. The pupils display a positive understanding of a range of visual elements, a capacity to apply a variety of artistic skills and techniques and an individuality and creativity in their responses to completed works. The school has secured multiple prizes in regional competitions in the recent past for Visual Art creations based on specific themes addressing issues of personal health and road safety. Art portfolios are maintained electronically in some classes and the extension of the use of portfolios to all classrooms as a means of assessing individual pupil progress across the range of strands is advised.

Music

The teachers are currently working on the development of a plan for the implementation of the Music curriculum. Effective examples of linkage within the provision for music and also integration of aspects of the programme with other subject areas were noted during the evaluation. Compact discs are used very effectively to support the pupils in singing a repertoire of songs in both Irish and English. Opportunities to listen and respond to music are provided for in all classes. The children display a keen understanding of a range of musical elements, including dynamics, tempo and rhythm, as well as an evolving ability to identify a variety of musical instruments. The services of an external Music tutor are engaged to implement aspects of the programme including instrumental music and this provision, as observed during the course of the evaluation, was very effective.

Drama

Although Drama has not been formally introduced as a curriculum subject some excellent examples of the children engaging in hot-seating activities to gain an insight into the lives of characters were noted during the evaluation. With the planned introduction of the Drama curriculum, in the next school year, teachers will have an opportunity to enable pupils to develop their Drama skills more systematically and also to use them to support active learning across a number of areas of the curriculum.

3.5 Physical Education

Due to inclement weather it was not possible to observe a physical education lesson during the evaluation. An analysis of individual teacher planning indicates that the children’s experience in this area of the curriculum affords them opportunities to develop a range of skills and to practise them in the context of a variety of games including basketball and hockey. Coaches attend the school for a defined period each year to provide specific coaching in Gaelic games. The school participates competitively and successfully in a variety of sporting activities including hurling, camogie and football, all of which help foster team spirit and a sense of pride in the school. The children are introduced to the various aspects of the programme for athletics and there is also provision contained in the planning to introduce them to the dance strand of the curriculum. Although a number of children participate in aquatics as an extra curricular activity which is organised by the parents, it is advised that further consideration be given to including it as a component of the formal provision for Physical Education.

3.6 Social, Personal and Health Education (SPHE)

Work is currently underway in the school on the development of a whole school planning document for the implementation of the Social Personal and Health Education programme. During the evaluation, it was noted that the prevailing climate and atmosphere in the school foster self-worth and self-confidence and place a particular emphasis on developing a sense of personal responsibility amongst the children for their behaviour and actions. Discrete provision in this subject area includes a focus on fostering and developing a healthy self-image and the formation of appropriate relationships with others is developed incrementally throughout the school. The Walk Tall and Stay Safe programmes are implemented and a comprehensive Relationships and Sexuality Programme has been developed.

3.7 Assessment and Achievement

Teachers maintain detailed and accurate records of the work which has been completed with the children and their progress is also monitored frequently and systematically. Standardised tests are carried out in English and Mathematics and are administered to a number of classes annually. Further development of this practice to include all classes from first to sixth on an annual basis is advised. The Middle Infants Screening Test is administered to children in senior infants annually. Further assessment modes noted during the evaluation include teacher observation, the formulation of purposeful checklists in a number of subject areas, regular discussion and monitoring, teachers’ anecdotal records, pupil teacher conferencing, some samples of pupil self evaluation and a range of teacher-designed tasks and tests. The latter tests are administered on a regular basis throughout the school. Pupils’ copies and workbooks are systematically monitored. Progress report files are kept and information is shared with parents through parent-teacher meetings and through formal written reports. Diagnostic tests are administered which indicate the particular learning needs of pupils who are identified for this support and these results are incorporated into the individual pupil learning programmes (IPLPs). Arrangements are in place in the school to ensure that parents are afforded opportunities to discuss issues with the class teachers, the learning-support teacher and the resource teacher as required throughout the school year.

4. Quality of support for pupils

4.1 Policy and provision for pupils with special educational needs

A comprehensive whole school policy has been formulated governing provision for children with special education needs. It clearly outlines the responsibilities of the board of management, the principal, the classroom teachers and the special education teachers in attending to the needs of these pupils. The school’s commitment to the concept of early intervention and the implementation of strategies designed to prevent the occurrence of learning difficulties are significant features of the plan.

The learning support service is shared with two other schools in the parish. In general, children are chosen for learning support on the basis of their results on standardised assessment tests and on teacher observation and opinion. A range of diagnostic tests is employed and comprehensive individual profile and learning programmes (IPLPs) are formulated which contain clear learning objectives for the pupils for each instructional term. The role and the specific activities to be engaged in by the support teacher, the classroom teachers and the parents in assisting the pupils to realise the objectives, as contained in their individual programmes, are clearly outlined. As a further development of this approach it is advised that consideration be given to providing the students with enhanced opportunities to contribute to the development and review of their plans. The provision, as observed during the evaluation, reveals that the support provided is targeted and effective and is delivered in a gentle, positive and reassuring atmosphere. Varying the models of support being offered to children to include in-class support would merit consideration.

Four pupils receiving support fall into the low incidence category of special educational needs. The primary focus of the work with these pupils is the enhancement of literacy levels and the development of skills associated with co-operation, collaboration and concentration. The support is provided in a supportive and encouraging atmosphere and is very effective. There is scope however for developing greater collaboration between the personnel involved in delivering the learning support service and it is recommended that this be explored.

The school has the services of a full time special needs assistant who has considerable experience in the area of special education needs. A combination of classroom observation and discussions with the special needs assistant, the parents and the classroom teacher reveal that this intervention has been highly successful and all partners are working collaboratively to attend to special education needs of students in the school.

4.2 Policy and provision for pupils from disadvantaged backgrounds

During the course of the evaluation it was evident that teachers have formed an in-depth awareness of the personal circumstances of all of the children in their care. Close collaboration is maintained with the parents of all children and a variety of appropriate supports is put in place for children, which are consistent with their individual needs. The principal has also given an assurance that no child is precluded from participating in any school events as result of financial constraints.

4.3 Policy and provision for pupils from minority groups

The school does not currently have any children on roll from minority ethnic groups. However, in the interests of preparing children for the future in a culturally diverse world the inclusion of an intercultural dimension to the Music programme in the middle classes was a praiseworthy feature of provision. To develop this approach further it is advised that the ‘Intercultural Guidelines’ as published by the Department of Education and Science be integrated into planning for curriculum delivery in the school

4.4 Home-school partnership

A meeting with the parents’ association during the evaluation reveals that a very positive and productive relationship exists between parents, staff and board of management in this school. Annual parent-teacher meetings are convened and parents report that teachers are readily available to dialogue openly and constructively on all issues pertaining to their children’s education. Class meetings are also arranged for parents of the junior infant children on an annual basis. The parents’ association is actively involved in the formulation and review of a range of school administrative policies and they are also familiar with the school’s curricular plans. Parents have been involved in a variety of initiatives to support the school, which include fundraising, paired reading and paired Mathematics, the provision of tuition in the Visual Arts, transport to specific school events and enhanced supervision and support for school events as required. They also assist in local history projects and in preparing children for general knowledge quizzes. The parents’ association, staff and management of the school report that a very positive and productive working relationship has been established between each of the bodies which impacts positively on the quality of education that the children receive.

5. Summary of findings and recommendations for further development

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

The principal and the staff of the school approach their work in a professional manner.
The school receives the full support of the board of management, the parents’ association and the parent body generally;
The staff deliver a broad and balanced curriculum to the pupils.
Pupils engage positively in learning activities.
There is high quality teaching across the curriculum areas.
Moltar caighdeán na Gaeilge sa scoil ach d’fhéadfaí béim sa bhreis a chur ar an scríbhneoireacht chruthaitheach.
There is a need to further develop planning for use of the local environment in the provision of the lessons in Social, Environmental and Scientific Education.
The school should explore ways of developing a balance between withdrawal and in-class support in the delivery of special education support.

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

D’fhéadfaí béim sa bhreis a chur ar scríbhneoireacht chruthaitheach sa Ghaeilge.
Further develop planning for the use of the local environment and the local area in the provision for Social Environmental and Scientific Education is advised.
The models of provision for pupils with special education needs should include in-class support.

6. Post-evaluation meetings

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

Appendix

School Response to the Report

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

The board of management of Scoil N Moling-Glynn is very pleased with the findings of the WSE in our school. We are delighted the report acknowledges the good standards and exemplary behaviour of our pupils, the high quality teaching and professionalism of the principal and staff and the positive and productive working relationship the school has with the parents and the board of management.

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

The board of management, staff and parents will endeavour to maintain the high standard in the school through the implementation of the recommendations made in the report. The board of management is currently submitting an application to the Department of Education & Science for a general purpose room and we hope the Department will look favourably on this.