This report has been written following a whole school evaluation of Scoil Mhaodhóig, Poulfur. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspectors held pre-evaluation meetings with the principal, the teachers, the school’s board of management and representatives of the parents’ association. The evaluation was conducted over a number of days during which inspectors visited classrooms and observed teaching and learning. They interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management 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

Scoil Mhaodhóig, Poulfur is a seven teacher school serving a rural area in south-west Wexford. It is a Catholic school under the patronage of the Bishop of Ferns. Emphasis in the school is placed on providing a holistic education for all pupils and the care given to providing for the differing abilities and needs of the pupils is evident at each level in the school. The population served by the school comes from a wide range of socio-economic backgrounds. The school is characterised by its inclusive approach to this population. There is respect for diversity of values and beliefs and both the staff and the board of management (BOM) of the school are praised for the successful manner in which they have promoted and maintained this characteristic spirit.

Enrolment at the school has remained constant over a number of years and reflects the support the school receives from the community it serves. Pupil attendance levels are very good. The school has used a variety of strategies to encourage regular attendance at school including the presentation of end-of-year certificates to pupils. It is now recommended that a statement of these strategies and measures for encouraging regular attendance be prepared and submitted to the BOM as required under section 22 of the Education (Welfare) Act, 2000

2. Quality of school management

2.1 Board of management

The BOM is properly constituted and meets at least once a term. A range of issues is addressed at meetings. The board takes an active role in the development and review of organisational policies while an annual financial report is prepared and externally audited. The board competently fulfils its statutory obligations and there is full compliance with the rules and regulations of the Department of Education and Science (DES). A number of board members have accessed training for their role and individual roles are clearly defined with responsibilities being assigned accordingly. All responsibilities are competently discharged.

Very positive communication is in evidence between the board of management, the staff and the parents of pupils attending the school. To build on this good practice it is recommended that the BOM would consider issuing an agreed report to the interested parties after each board meeting and that any other business would be added to the agenda for each meeting.

2.2 In-school management

The in-school management team consists of the principal, the deputy principal and two special duties teachers. The principal, since her appointment in recent years to that position, has proved herself to be a most effective leader and manager. She has overseen the successful implementation of organisational and curricular change within the school and encouraged staff to participate fully and enthusiastically in whole-school planning. Work carried out by staff in this area is fully focused on school improvement and gives priority to ensuring that pupil learning is at the centre of all school activity. The principal has been particularly effective in creating a positive school climate where communication is at all times open and respectful. As a result staff members are highly motivated and participate actively in collaborative decision making and the implementation of school policies.

The duties assigned to the deputy-principal and special duties teachers cover curricular, organisational and pastoral responsibilities. All duties are competently discharged. A system of review of duties is also in place and used to create duties that meet the evolving needs of the school. The support given to the principal by the post-holders is praised as are the contributions made by each of the remaining staff members. The co-operation of all staff members in pursuing specific educational targets is identified as one of the key strengths of the school.

2.3 Management of resources

The teaching staff of the school consists of a teaching principal, five additional mainstream class teachers and a full-time learning support teacher. The school also has the services of a shared resource teacher who is based in a neighbouring school. The deployment of the teaching staff is in compliance with DES requirements. There are three split classes in the class groupings and assignment to classes in these situations is based on clear and transparent criteria. One class grouping slightly exceeds the recommended maximum class size but this was unavoidable given the school’s current enrolment profile. There is constant sharing of expertise among teachers and this has worked particularly well in the drama and literacy areas.

Staff members regularly participate in professional development courses. Courses recently undertaken by staff members include Music, Information and Communication Technology (ICT) and managing learning difficulties. The school has also availed of the support provided by the Primary Curriculum Support Programme (PCSP) and the School Development Planning Service(SDPS) and these supports have been productively utilised to bring about school improvement.

The school employs one full-time special needs assistant (SNA). Her work is competently managed by the class teacher and both are commended for the manner in which they ensure the full inclusion of all pupils in classroom activities. The important contributions of the school secretary, the caretaker and the cleaner to the successful running of the school are also acknowledged. A music tutor to promote instrument playing among the pupils is employed by the BOM. This activity is funded by the parents, the B.O.M. and the parents’ association. The work of the external tutor is incorporated into the overall curriculum planning for Music and all pupils in the participating classes have access to the lessons.

The current accommodation in the school consists of six permanent classrooms, a general purposes room, two resource rooms, a staff room and a secretary’s office which is housed in an outside temporary building. The pupils have access to significant outdoor recreation and physical education space. The school building itself is antiquated and difficult to maintain. However in spite of the small classrooms and narrow corridors staff have succeeded in creating an excellent learning environment for the pupils and all areas contain displays of children’s work and educational charts. The BOM is also actively involved in progressing the school’s building programme and it is hoped that a school extension will be built in the near future to improve the facilities on offer to the pupils.

A range of material resources, covering all curricular areas, is available in the school and these are constructively used to enhance teaching and learning. ICT is successfully used to develop literacy and numeracy skills in some classes. Further exploration of the use of ICT in classroom situations would make a greater impact on teaching and learning throughout the school.

2.4 Management of relationships and communication with the school community

Scoil Mhaodhóig has an active parents’ association which is hugely supportive of the work of the school. Relationships between the association and the school are excellent and the approachability and responsiveness of staff to issues raised by the association were praised by its officers at the pre-evaluation meeting. The annual presentation made by the principal to the association outlining school progress during the year was also commended. The ongoing fundraising activities of the association have been responsible for augmenting the range of material resources available to the pupils and have also helped finance the wide range of co-curricular and extra-curricular activities in which pupils engage. The expertise of individual members is made available to support curriculum provision in specific areas while the association has participated in the paired reading initiative and the drawing up of some school policies.

2.5 Management of pupils

Relationships between staff and pupils are characterised by a strong sense of care and openness and this has resulted in the creation of a very respectful environment where positive behaviour is being successfully promoted. The formal practices in place in classrooms, including the keeping of a class behaviour sheet, are praiseworthy and the code of behaviour is being implemented in a consistent and balanced manner. Pupils’ self-esteem is being developed at each level in the school as a result of these practices and classroom interactions indicated that pupils are confident and assured in exploring and discussing all topics and issues.

3. Quality of school planning

3.1 School planning process and implementation

Curriculum plans and organisational policies, covering all key areas and meeting legal requirements, have been developed by the staff. These plans and policies are the result of a collaborative process involving teachers, curriculum co-ordinators, school development planning personnel and in some instances the parents. Staff meetings and curriculum planning days are productively used to advance all policies and the regular review of documents forms an integral part of the process. Curriculum content to be addressed at all class levels is very much informed by the content of the school plans and this has lead to a developmental approach to curriculum delivery. School priorities for development and improvement are regularly set and action plans drawn up to address these priorities. All plans have been formally ratified by the BOM.

Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2004). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

3.2 Classroom planning

Staff members have developed an agreed template for individual teacher preparation and planning. The template incorporates long-term and short-term planning and a system for recording monthly progress. There is evidence in the plans of work being differentiated to accommodate differing ability levels with additional project work and extension work being catered for. Monthly records are centrally stored. The school plan has a direct impact on short-term and long-term planning for teaching and learning. It is now recommended that the section for reflective analysis in the template be further utilised as it provides an excellent opportunity for staff to review the success of lessons completed.

4. Quality of learning and teaching

4.1 Language

An Ghaeilge

Ta plean cuimsitheach leagtha amach le haghaidh forbairt na teanga agus is léir go bhfuil an príomhoide agus a foireann aontaithe faoi na modhanna is éifeachtúla chun spéis na ndaltaí sa Ghaeilge a spreagadh. Baintear feidhm ar bhonn scoile as éagsúlacht straitéisí agus modhanna múinte chun cumas cumarsáide na bpáistí a fhorbairt. Úsáidtear agallaimh bheirte, cluichi cainte agus an drámaíocht go sciliúil le linn teagaisc. Cruthaítear timpeallacht do na daltaí freisin a spreagann suim sa teanga trí ábhar priontáilte sa Ghaeilge a chur ar fail sna rangsheomraí agus sa halla. Moltar freisin an bhéim a leagtar ar an bhfeasacht cultúir sa chlár agus tugann na damhsaí, na cluichí agus an ceol Gaelach comhthéacs leathan don teagasc.

Sna ranganna naíonán agus sna bunranganna léiríonn na daltaí go bhfuil cumas agus muinín acu in úsáid na Gaeilge. Leagtar an-bhéim ar thusiscint a chothú sna ranganna sin trí fhocail agus eiseamláirí teanga nua a aithint agus a úsáid go simplí. Leantar ar aghaidh leis an dea-obair seo sna meánranganna agus sna hardranganna agus moltar go speisialta an t-atmaisféar taitneamhach gan bhrú a sholáthraíonn na múinteoirí do na ceachtanna comhrá. Dá bharr sin bíonn a lán de na páistí sna hardranganna in ann labhairt go cumasach faoi raon de thopaicí éagsúla. Tá tús maith curtha le múineadh na léitheoireachta sna bunranganna agus leantar leis an dea-obair seo sna méan agus sna hardranganna. Léann na daltaí le cruinneas agus tá formhór acu in ann ábhar na léitheóireachta a phlé ar bhealach sásúil. Moltar anois an raon ábhar léitheoireachta a leathnú tríd an scoil ionas go mbeadh breis éagsúlachta agus dubhshláin bhreise ag gabháil leis an gcuid seo den churaclam. Tugtar faoi deara go bhfuil samplaí breátha den scríbhneoireacht chruthaitheach agus fheidhmiúil ar taispeáint sna cóipleabhair agus ar na fallaí agus is inmholta iad na scéalta, na hagallaimh agus na píosaí a chum daltaí i mbeirteanna. Moltar anois an obair bhreá sa scríbhneoireacht a leathnú a thuilleadh go háirithe sa scríbhneoireacht phearsanta. Tá cnuasach rann agus dánta Gaeilge ag na páistí i ngach rang a aithrisítear go taitneamhach agus go fonnmhar.

Irish

The plan for the development of Irish is all-inclusive and it is evident that the principal and her staff adopt an agreed approach to the use of the most effective methodologies to stimulate pupil interest in the language. A variety of strategies and teaching methodologies is used on a whole-school level to develop the communication skills of the pupils and skilful use is made of paired conversation, language games and drama during lessons. A print-rich environment has been created for the pupils in the classrooms and corridors which also encourages pupil interest. The emphasis placed on understanding Irish culture in the programme is praised and the dances, games and Irish music learned by the pupils places the teaching of lessons in a broader context.

Pupils in the infant and junior classes display confidence and competence in their use of Irish. In these classes great emphasis is placed on the development of understanding through the recognition and use of words and new phrases in everyday situations. This good work is continued in the middle and senior classes and special praise is due for the manner in which teachers create an atmosphere conducive to learning the language during conversation lessons. As a result pupils in the senior classes are able to talk competently about a range of topics. A good start has been made to the teaching of reading in the junior classes, work that is continued in the middle and senior classes. Pupils read with accuracy and the majority can satisfactorily discuss the content of the lessons. It is now recommended that the range of reading materials in use in the school be widened so that there would be greater variety and more challenging material available to the pupils. Fine examples of creative and functional writing are noted in copybooks and on classroom walls and the work done on stories, dialogues and collaborative writing is praised. It is now recommended that this work be further developed in the personal writing area. Pupils in each class willingly recite a range of rhymes and Irish poems.

English

A comprehensive plan has been developed for English. The plan takes due cognisance of the strand and strand units of the English curriculum and contains clearly defined targets for implementation. The emphasis placed on the development of pupils’ oral language skills is in evidence in all lessons in this subject area as well as across other curricular areas. All classes engage in discrete oral language activities and a variety of contexts is used to develop competencies including talk and discussion, play and games, poetry and rhyme and improvised drama. The majority of pupils are therefore most expressive and speak competently and confidently on a range of themes due to the emphasis on the development of pupils’ listening and speaking skills.

The teaching of reading is based on the use of competent and varied methodologies Commendable emphasis is placed on the development of pupils’ phonological and phonemic awareness to develop word identification and word attack skills and the language experience approach is also used effectively. The print-rich environment in all classrooms is particularly noteworthy. The use of story is very effectively employed in infant classes, with excellent teacher modelling of reading from a range of quality literature. The pupils in these classes also demonstrate good understanding of the conventions of print and an enthusiasm for learning to read. Good reading standards are in evidence throughout the school and commendable use is made of a broad range of novels to improve reading skills. Pupils display significant understanding and appreciation of books they have read and they engage in meaningful discussion on books they are currently reading. The reading areas and well-stocked libraries in each classroom contribute significantly to developing pupil interest in literature.

An appropriate emphasis on the development of letter formation and handwriting skills is clearly in evidence in junior classes. This emphasis is continued in subsequent classes and the overall high quality of penmanship and the neat and careful manner in which written work is presented are praised. A broad range of writing activities is engaged in by pupils throughout the school including writing in different genres and for different audiences. Process writing and collaborative writing are strong features of the programme being delivered and pupils have participated in the Write a Book competition. Work is appropriately displayed in corridors and classrooms and class libraries contain copies of books written by pupils. In general good use is made of the school’s information and communication technology (ICT) in the publication of pupils’ work but this use could be further extended to enhance the writing process.

4.2 Mathematics

The programme in Mathematics is being effectively implemented at all levels in the school and its implementation is supported by the appropriate use of a plentiful supply of suitable mathematical equipment in each classroom. Strategies and methodologies incorporating hands-on and discovery methods are effectively employed during the teaching of lessons and classrooms contain areas that are used for mathematical displays. Oral activity, in the form of structured talk and discussion, is effectively employed in all classes and in each class there is an excellent focus on the development of mathematical language.

Early mathematical activities are carefully attended to in the infant classes and are competently developed in subsequent classes to include counting and analysis of number, investigation and recognition of shapes and understanding of time and money. The middle and senior class pupils display a wide range of mathematical knowledge. Pupils on examination responded competently to questioning and showed excellent competence in setting, as well as solving, problems. The multi-stage approach to problem solving in operation in senior classes successfully enhances pupil understanding of the processes involved in mastering this aspect of the programme. An appropriate balance is maintained in each class in the delivery of each strand of the mathematics programme and opportunities are regularly provided for pupils to apply their mathematical understanding and skills in contexts drawn from their own experiences and environments.

4.3 Social, Environmental and Scientific Education

History

A wide variety of historical themes and topics is explored at each class level throughout the school. The children explore a broad range of stories about people in the past and they also explore a selection of myths and legends. Issues of change and continuity are effectively explored in many classes and timelines and a wide range of photographic evidence and artefacts are used to enhance learning in this area. The study of the local area is a significant aspect of the programme and project work of a very high quality is displayed in the school. Drama is expertly exploited in the delivery of lessons. Pupils speak knowledgeably about all topics covered and the quality of pupils’ work across a broad range of historical themes is praised.

Geography

The pupils’ understanding of a broad range of topics and themes is actively fostered in geography lessons. Engagement with a variety of geographical topics is in evidence from classroom displays and pupils demonstrate clear understanding of work previously completed. A very constructive emphasis on the development of map-reading skills is in evidence in many classrooms and it is very effectively linked to the pupils’ understanding and experiences of their immediate environment. Positive attitudes to issues of environmental awareness are also practically cultivated throughout the school and the pupils display both understanding of and commitment to a range of environmentally aware practices including recycling and litter control. Opportunities for the pupils’ engagement in project activity are also usefully employed in some classrooms. Participation in well-designed field trips forms an integral part of the programme and these activities are linked to associated project and research activities. When the new school plan for geography is being developed attention should be given to developing a more planned, incremental approach to the teaching in this area.

Science

A whole school-planning document has been developed for the implementation of the science curriculum which details the content to be engaged with under the strands and strand units for each class. It also details the specific scientific skills to be developed with the children and identifies the range of equipment required to achieve these aims. The pupils’ interest in a range of scientific matters is competently cultivated through the provision of a broad range of challenging activities at each class level. Regular opportunities are provided for pupils’ study of living things, energy and forces and materials and pupils’ investigation skills are keenly fostered. Science boards are a feature of some of the classrooms and projects on a variety of scientific topics have been completed. Significant development in scientific understanding is taking place in this subject and pupils display a thorough understanding of all lesson material covered.

4.4 Arts Education

Visual Arts

All strands of the visual arts programme are being effectively implemented at each level in the school. Some activities are skilfully integrated with other curricular areas including science while all activities promote the creativity and individual responses of pupils to artistic stimuli. Children are therefore exposed to a variety of art experiences that help to promote their artistic development including drawing, working with paint and colour and construction. Each classroom contains colourful displays of children’s work. The emphasis placed in classes on giving children the opportunity to look at and respond to art is praised and children are developing an understanding of art and an appropriate language to enable them to discuss elements of various paintings. There is local community involvement in the delivery of some of the programme and the work completed is highly praised. Portfolios and photographic records form a valuable part of the assessment of pupil achievement in this area.

Music

The teaching of music is well organised throughout the school. It is competently taught as a discrete subject but is also successfully integrated into other curricular areas. Pupils enjoy singing songs in both Irish and English while the singing of the school choir enhances the ceremonies at all liturgical events. Pupils’ understanding of a range of musical elements is being properly developed. Pupils are given opportunities to develop sight-reading skills and rhythm and percussion skills. Listening to music and responding to music are an integral part of the programme and pupils are afforded opportunities to learn musical instruments. This aspect of the programme is taught using an external tutor and teaching staff.

Drama

Drama is regularly employed by many teachers as a methodology in the delivery of other curricular areas but especially in History and Gaeilge. Still-imaging and hot-seating provide opportunities for pupils to work with their peers and explore aspects of a lesson in an imaginative and relevant manner. The use of imaginative play, role play and improvisation as a learning experience is also promoted at all levels in the school and during the evaluation pupils were observed projecting themselves imaginatively in a variety of learning situations.

4.5 Physical Education

An extensive programme is being implemented in this curriculum area which covers the strands of the curriculum and caters for the developmental needs of all pupils. Lessons are well structured and facilitate full pupil involvement. As a result very positive levels of pupil participation and enjoyment are in evidence. The development of games skills receives due attention and among the games catered for in this aspect of the programme are soccer, rugby, hurling and football. The school actively and successfully participates in competitions that promote these sports and receives the full support of parents in this participation. The dance element of the programme is appropriately catered for. Irish dancing forms an integral part of this programme while pupils in fifth and sixth classes have participated in a community project on creative dance. The aquatics programme is successfully taught and swimming lesson are blocked for one term each year for pupils from second to sixth class.

4.6 Social, Personal and Health Education (SPHE)

A positive school and classroom environment is cultivated by all staff members and this has facilitated a very practical and meaningful approach to lessons in this curricular area. Discrete time has been allocated to formal lessons and active methodologies are used including the use of discussion, story and role play. Topics observed during the course of the evaluation included decision making and the importance of rules. Pupils demonstrated admirable understanding of the issues being explored and all lessons were highly participative and took place in a supportive environment.

4.7 Assessment and Achievement

A range of assessment instruments is in evidence at each level in the school and includes standardised tests in literacy and numeracy, the middle infants screening test, checklists and portfolios. All teachers regularly monitor class progress using their own devised tests. A school report book on each pupil is also maintained. The quality of record-keeping is commended and teachers are totally cognisant of individual pupil ability and needs. All pupils in the school achieve to their ability levels.

5. Quality of support for pupils

5.1 Pupils with special educational needs

The learning support team consists of the learning support teacher and the resource teacher who is shared with a neighbouring school. The team provides extensive and beneficial support for 22 pupils with special educational needs. Literacy and numeracy are the main areas covered during lessons and these lessons are provided on a withdrawal and in-class basis. Practice is informed by the schools detailed learning support policy and all support is regularly reviewed. Reviews have resulted in the discontinuance of the service to 5 pupils in the current year due to progress made.

The management of the special needs assistant (SNA) service in the school is most competent. The support given by this service has successfully facilitated the full inclusion of all pupils in the school.

Appropriate screening mechanisms are in place for the identification of pupils in need of early intervention. Screening is supplemented by appropriate diagnostic testing using a broad range of instruments including the Neale Analysis, the Belfield Infant Inventory and the Dyslexia Screening Test. Detailed individual education plans (IEPs) have been devised for each pupil in consultation with individual parents, class teachers and professionals from other agencies. The weekly and daily plans that emanate from the IEPs are praised and competently inform the work that is being done with each pupil. All lessons are well designed, involve the use of most effective methodologies and are characterised by very positive levels of pupil engagement. A wide range of resources, including teacher-generated resources and ICT resources, is effectively employed during lessons to support learning.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

The principal offers outstanding leadership and receives the full co-operation of her committed staff in pursuing specific educational targets.

The school has cultivated an excellent relationship with parents and the support received from them has been most beneficial.

The emphasis placed on planning has lead to a developmental approach to curriculum delivery.

A broad and balanced curriculum is effectively delivered in the school by all staff members.

The special education team offers excellent support for pupils with special educational needs.

The BOM is most supportive of the work of the school.

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

A statement of strategies and measures for encouraging regular attendance should be prepared as required under section 22 of the Education (Welfare) Act, 2000.

Staff should further explore at a whole-school level the use of ICT in teaching and learning.

Moltar an raon ábhar léitheoireachta sa Ghaeilge a leathnú.

The reflective analysis of work completed could be more formally adopted as school practice.

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.