An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
S.N Réalt na Mara (Sóisir)
Mill Street, Dundalk, County Louth
Roll number: 17862C
Date of inspection: 24 February 2006
Date of issue of report: 22 June 2006
1. Quality of school management
2.1 The school planning process and the content of the school plan
2.2 Implementation and impact of the school plan
3. Quality of learning and teaching in curriculum areas
3.3 Social, Environmental and Scientific Education (SESE)
3.6 Social, personal and health education (SPHE)
3.7 Assessment and achievement
4. Quality of support for pupils
4.1 Provision for pupils with special educational needs
4.2 Provision for pupils from disadvantaged backgrounds
4.3 Provision for pupils from minority groups
5. Summary of findings and recommendations for further development
This Whole-School Evaluation Report
This report has been written following a whole school evaluation of Scoil Náisiúnta Reált na Mara (Sóisir), Dundalk. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspectors held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and parents. The evaluation was conducted over a number of days during which inspectors visited classrooms and observed teaching and learning. They interacted with students and teachers, and examined students’ work. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management was given the 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.
S.N. Réalt na Mara (Sóisir), a 15 teacher school located in the town of Dundalk, caters for a current enrolment of 245 pupils, from a wide catchment area in classes from Junior Infants to Fourth Class. Réalt na Mara (Sóis.) shares its premises with Réalt na Mara Senior School (Fifth and Sixth class). This junior/senior division of primary school provision is highly unusual. The school is part of the Breaking the Cycle Scheme (Urban). The ethos of the school is reflected in the very warm and welcoming atmosphere that was evident during the period of evaluation. The pupils in this school are courteous, well motivated and eager to learn. This is a highly effective school, characterised by high standards in teaching and very good outcomes in learning.
This school is managed by an active and committed board of management nominated by the patron and constituted in accordance with section fourteen of the Education Act, 1998. The board meets regularly and is functioning very well. A satisfactory record is kept of all proceedings and financial accounts are audited. The board displays a keen interest and considerable enthusiasm for all aspects of school life and, in particular, has been fully supportive of the school’s successful involvement in the Green-School programme. The board is also aware of the support needs of pupils and is very familiar with recent legislation in education. There is good communication between the board and the parent community and between the board and the teaching staff. Parents are regularly consulted when school policies are being formulated. Parents’ representatives on the board ensure that the views and opinions of the parent community are represented fully.
The board plays an active role in reviewing school policies and in the ratification of curriculum plans. It has been actively engaged with improving the school infrastructure and among the many highly praiseworthy issues dealt with is the irrigation of a severely flooded area for the prospective purpose of creating a playing field for sports. The chairperson visits the school regularly and fully supports the work of the principal and teachers.
The fact that two schools are located on the same site and in the same building with two separate boards of management presents somewhat challenging administration issues. Taking into account the unusual junior/senior division of classes, it is recommended to the board that serious consideration be given to promoting active discussion with its counterpart board on possible options for rationalisation of provision.
Leadership in this school is dedicated, conscientious and purposeful. Excellent working relationships have been established between all teaching colleagues, pupils, ancillary staff, parents and the wider community. Teamwork, influenced by the principal's excellent interpersonal skills, along with collaboration and effective consultative processes, characterise the significant approach to school development planning adopted. The overall work of the school reflects an effective and efficient leadership approach, including a high level of organisation and a successful management style. Concern for the educational and pastoral welfare of pupils is very evident. The educational vision and the creative talents of the principal, especially in the area of music, are valuable resources in this school. Administration and in-school management are highly satisfactory and all official records are carefully kept up-to-date
The deputy principal and special duties post-holders, who support the principal very capably, work both efficiently and creatively to provide direction to the school. The duties of post holders have been described in the school plan and these are in accordance with departmental guidelines. The team shares responsibilities in respect of the management of pupils, discipline, pastoral care and the development and implementation of a range of curricular and administrative policies. All post-holders adopt a professional and responsible attitude to their duties, which ensures that the school functions smoothly and effectively. Regular, formal meetings are held to support the development of in-school management.
Staff meetings are held regularly and are used productively to support development planning. All teachers are given the opportunity to participate in decision-making regarding the development and implementation of the school plan. Initiative is encouraged and celebrated. The high level of support given by the staff and principal to ensure that new teachers are fully integrated into the life of the school is commended.
Eleven teachers are engaged in mainstream class teaching. As a result of new allocations for special education, there are also three full-time support teachers serving this school. Additional support is given by a part-time resource teacher for Travellers (RTT) who is based in another school and a part-time resource teacher who has been allocated 12 hours in the school. The school benefits from the services of two special needs assistants and a secretarial service.
Teaching and non-teaching personnel are well managed with evidence of very open, positive staff relations. Communication within the school is very good and the atmosphere in the staff room is friendly and positive. Special-needs assistants (SNAs) are used with commendable flexibility to assist pupils with particular educational requirements
A wide range of teaching and learning resources is available in the school and, in many cases, equipment is efficiently managed and organised. Large items include a number of television and video recorders, a photocopier, data projector, over-head projector, CD players, a digital camera and piano. Effective and creative use is made of blackboards, whiteboards and magnetic boards to explain concepts. In most classrooms observed, audio and visual materials are used skilfully to stimulate children’s interest and present lesson content in all subject areas. Plentiful supplies of visual materials such as charts, flashcards, big books, flipcharts are used successfully during the presentation of lessons. Varied and colourful displays of Visual Arts add to the appearance of some classrooms and help to create a stimulating learning environment for the children.
Considerable investment has been made in information technology, with computers available in all classrooms. However, it is recommended that additional computers be made available in the more senior sections so that groups of pupils can be engaged in specific activities at the same time, particularly during the writing process phase in English and in other research activities. A planned use of IT as a learning resource in the whole-school context would help to support differentiated learning.
Traditional desks and storage facilities are present in most classrooms, curtailing effective management and organisation of group work and other in-class activities to some degree. It is now recommended that the old-style furniture be replaced as a matter of priority for school management. There is an also an extensive range of physical education, science and mathematics equipment in addition to percussion instruments. Teachers generally use these resources very effectively in their teaching. Some mathematical equipment is kept in a separate room for resources. Easier access to this equipment is recommended.
Libraries are stocked with somewhat dated books and other material. It is recommended that the school acquire a broader range of attractively displayed books, appropriately coded and graded in class libraries to ensure adequate reading material suited to the interests and abilities of all children. Non-fiction materials such as encyclopaediae are provided for research use by senior classes. There is a need to provide additional non-fiction materials of this nature in some class libraries to further facilitate pupil interest in such reading activity.
The junior classrooms are bright and print-rich with many examples of full-sentence displays in evidence on the classroom walls. Pupils are familiar with the displays and competently read all associated print material. Teachers in all classes are aware of the need to provide reading material in classroom libraries that are of interest to both girls and boys. Further stocks of graded supplementary readers to support parental reading in the home environment should, however, be sourced. It is also recommended, in particular, that the range of Irish language reading texts be extended. There is a general need throughout the school to provide a print-rich environment in Irish through the use of posters and signage.
The outside environs of the school is maintained to a very high standard and the commendable effort of the Green-Schools Committee is acknowledged. The pupils are to be commended for consistently maintaining a litter-free environment.
The school has engaged creatively and dynamically in the whole-school planning process. School plans and policies have been drawn up and are presented in two folders, one pertaining to administration and procedural matters, the other to curriculum issues. The board of management is involved in the planning process, in that it ratifies plans and policies proposed and drafted by the teachers.
The plans and policies are suitable to the needs of the school. Praiseworthy work is ongoing on the development, through a process of staff collaboration, of whole-school policies in both organisational and curricular areas and considerable progress is in evidence.
Some time is allocated at staff meetings to curricular issues. The board of management has ratified the highly satisfactory and thoughtful policies that are at the core of teaching and learning in this school. Effective strategies are in place to foster linkage between whole-school and individual planning. Documents in organisational areas are well developed and the policies which relate to specific subjects are firmly linked to the Primary School Curriculum (1999). The principal has had a pivotal role in facilitating the development of the process and product of planning and the subsequent implementation of this planning in classrooms.
The school’s policy on the teaching of English is particularly noteworthy, containing a statement of aims and objectives and strategies for teaching and learning. Whole-school planning in the area of Mathematics provides an excellent framework to support a structured and developmental approach to the teaching of the subject in the school. All strands and strand units are addressed at planning level. Care and attention is paid to ensuring that a balance is maintained between strands while upholding the centrality of numeracy in children’s conceptual development. Integration, linkage and differentiation are core principles underpinning this work. This planning plays a significant role in ensuring that there is continuity and progression from year to year and consistency in approach and emphasis from class to class.
The overall school plan is clearly and purposefully reflected in teachers’ short term and long term planning. The teachers’ work in this area reveals a keen understanding of purposeful curriculum planning. Other plans are equally comprehensive and worthwhile. It is, however, recommended that additional attention be given to planning for supporting the needs of all ability groupings during classroom interactions and to differentiate work accordingly.
Evidence was provided to confirm that the management and staff of the school 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) Evidence was also provided to confirm that the management of the school has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.
Teachers deliver a broad and balanced programme to their pupils and there is satisfactory evidence of progression and continuity in the curricular programmes from class to class. Teachers plan to use a variety of teaching methodologies, including pair, group and individual work, and this is evident in classroom practice, but the main focus of planning is for whole-class teaching. Conscientious efforts are made to integrate curricular areas and to use a thematic approach to learning in some classes. Active-learning experiences, discovery-based approaches and participative methods are used frequently by most teachers. Further planning and engagement with a range of open-ended scientific investigation methodologies should be undertaken on a whole-school basis. 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. A wide range of co-curricular and extra-curricular activities is planned and implemented for all pupils.
Both short-term and long-term planning are based on the specific objectives of the curriculum. These objectives give effect to the overall framework for curriculum implementation outlined in the school plan. Careful attention is paid to ensuring that the use of active methodologies, supported by the use of well-targeted resources, is central to practice. Classroom planning, however, does not sufficiently address the specific needs of individual pupils in each class in order to ensure that class instruction meets the differentiated needs of the children.
A number of teachers retain copies of relevant sections of whole-school policies in their planning folders. Some short-term schemes of work are designed specifically to match the structure of the primary curriculum to daily and weekly work. These schemes delineate content, objectives, teaching methodology and desired learning outcomes. Some aspects of the school plan are seen to inform individual teachers’ long-term planning in English, particularly with regard to the approaches adopted to teach reading and writing. There is also evidence of commendable linkage between the school plan for Irish and the approach to short-term planning at particular class levels. Among the praiseworthy features of the good work in these instances is the succinct identification of a clear language input to be taught, as well as a range of appropriate strategies to maximise pupil participation in the learning process.
Some effective short-term planning based on specific curricular objectives is also observed in Mathematics. However, there is also evidence of content-based planning directly linked to specific textbooks in use. In particular, planning for Science in some classes is largely dependent on textbooks and insufficiently addresses the need for development of investigative learning. Reference is rarely made to provision for individual pupils and ability groupings in planning. In the interest of placing a greater focus, not only on the content to be delivered, but on pupil skills and concepts to be developed, in a way that is relevant to the needs of the different children, it is recommended that greater focus be placed on planning for differentiated learning. This approach would also facilitate the further development of collaborative planning between mainstream and support teachers.
In some cases, team teaching between the support teachers and the classroom teachers is used as an effective methodology. Planning for this type of delivery is excellent. A monthly record of progress is maintained in every class. Copies of these progress records are kept centrally. A standardised school template could further enhance the recording of progress. This resource could be used by staff to engage further in school self-evaluation, whereby work covered could be reviewed on a whole-school basis.
The relationship between teacher and pupil in S.N. Réalt na Mara (Sóisir) is mutually respectful and the pupils are systematically and conscientiously affirmed throughout the school day. Lessons in this school are well paced, dynamic and emphasise both rote learning of key domains of knowledge and active learning. Teaching is often vital, stimulating and relevant to pupils' experiences and needs. It consistently emphasises the development of thinking and problem-solving skills and the guiding of pupils through a scaffolded process of learning.
The teachers are kind, caring and enthusiastic and are concerned with both the educational and pastoral welfare of the pupils. Teachers create and sustain independent learning routines, which reinforce and augment pupils’ learning. Very explicit and very well structured whole-class teaching is the primary methodology in the school. The clarity of whole-class teaching sequences is a very obvious and positive feature of all mainstream classrooms. The outcomes of this learning are very satisfactory, with pupils achieving high standards in many curricular areas. With a view to extending further the provision for difference in learning styles, additional group and individual work should become a vital part of many teaching and learning situations.
Class management is highly successful, but, in some instances, there is a need to focus additional attention on the needs of the most able children during classroom interactions and to differentiate work accordingly. Effective classroom management ensures that pupils are challenged and motivated by the teaching and learning activities. Teachers have implemented highly appropriate teaching strategies that are at a level and pace appropriate to the class groupings. These methodologies provide significant cognitive and linguistic challenge. A good balance is achieved between teacher-focused classroom interaction and the active involvement of pupils in the learning process.
Gaeilge
Tá pleanáil bunaithe ar an gcuraclam Gaeilge agus ar an an bplean scoile ag na hoidí sna ranganna go léir. Tá cleachtas inmholta ann na cuspóirí teagaisc a leagan amach go han-soiléir sa phleanáil ghearrthréimhseach. Tugtar faoi deara nach bhfuil aon phleananna leagtha amach ag na hoidí do mheasúnú ar dhul chun cinn na ndaltaí sa Ghaeilge agus b’fhiú iad seo a dhearadh.
Is inmholta an tuiscint teanga atá ag na daltaí sa scoil seo. Baineann brí agus fuinneamh leis na ceachtanna agus tá na hoidí le moladh as na modheolaíochtaí bríomhara atá in úsáid acu. Gabhann cinnteacht bhreá leis an teagasc atá ar bun sa scoil seo i dtaca le foghlaim na Gaeilge. Tá ullmhúchán an-sásúil bunaithe ar théamaí an churaclaim don Ghaeilge á dhéanamh ag na hoidí go léir. Déantar sár-obair ar na múnlaí atá riachtanach i ngnáthchaint an lae a mhúineadh i ngach rang. Cuirtear béim ar straitéisí chun cumarsáid a fhorbairt tríd an scoil agus úsáidtear raon foinsí chuige sin. Baineann na daltaí sult agus taitneamh as na cluichí teanga, as an obair bheirte agus as na gníomhaíochtaí suimúla go léir a chuirtear ar fáil. Is rí-inmholta an caoi go bhfuil ionchur an-chinnte teanga mar chuid lárnach de na próisis fhoghlama ar fad. Léiríonn na daltaí tuiscint an-sásúil ar thopaicí atá á bplé sa rang.
Múintear an fhilíocht ar bhonn rialta sna ranganna uile. Baineann taitneamh den chéad scoth leis an obair seo. Aithrisíonn na páistí a lán dánta, rann agus amhrán, rud a fhorbraíonn dea-fhoghraíocht, blas, luas agus rithim na teanga. Tá foclóir leathan agus stór leathan de nathanna cainte ar eolas ag na daltaí. Baineann na hoidí leas an-tairbheach as an nGaeilge mar theanga bhainistíochta ranga agus baintear feidhm as cluichí cainte chun ábaltacht an pháiste an teanga a chumadh a fheabhsú. Cuirtear béim an-inmolta ar an drámaíocht agus ar an díospóireacht, ar chumadóireacht neamspleách na teanga, agus ar leanúnachas a fhorbairt sna heiseamláirí teanga le go bhfuil sé ar chumas na bpáistí an foclóir ata ar eolas acu a úsaid go cumarsáideach. Leagann an cur chuige seo síos bunchloch an-fhiúntach do fhorbairt na teanga. Ba thairbheach an cleachtas a chothú gnéithe d’ábhair an churaclaim a mhúineadh trí Ghaeilge ar bhonn uile scoile. Moltar, mar sin, ábhar amháin a mhúineadh trí Ghaeilge go leanúnach chun comhthéacs fírinneach a chruthú don teanga.
Múintear an léitheoireacht ar bhealach an-struchtúrtha, le húsáid lipéad agus gníomhaíochtaí. Úsáideann oidí cártaí oibre cuí mar thacaíocht don fhoghlaim. Déanann na hoidí cúram breá scileanna tuisceana, aireachtála agus foclóra a fhorbairt le linn ceachtanna sa léitheoireacht. Aithníonn cuid mhaith de na daltaí foclóir dúshlánach trí úsáid a bhaint as scileanna fonaiciúla, comhthéacs agus briseadh síos focal ina siollaí. Tugtar taithí leathan do na daltaí réimse de chineálacha difriúla téacsanna a léamh; ina measc siúd áirítear fíorleabhair bheaga agus téacsanna a scríobh cuid de na daltaí féin. Glacann na daltaí páirt an-fhiúntach i bplé-ghrúpa ina léirítear tuairimí faoin ábhar. Fágann seo go léann na daltaí na téacsanna ranga go cruinn agus tugtar faoi deara go bhfuil tuiscint an-sásúil ar fad ag mórchuid acu ar a bhfuil á léamh acu. B’fhiú ábhar léitheoireachta breise a chur ar fáil sna seomraí ranga i gcoitinne chun an leitheoireacht Ghaeilge mar chaitheamh aimsire a fhorbairt. D’fhéadfaí an taoiléitheoireacht a spreagadh a thuilleadh agus genres na léitheoireachta a shaibhriú.
Sonraítear go bhfuil caighdeán breá á bhaint amach ag na daltaí sa scríbhneoireacht fheidhmiúil. Bhí réimse éagsúla téacsanna á scríobh ag formhór na ndaltaí, mar shampla, nuacht, nótaí tinnis, cártaí aitheantais. Moltar anois an scríbhneoireacht chruthaitheach a fhorbairt. Moltar fillteoirí scríbhneoireachta a úsáid, maraon le heiseamláiriú agus comhscríobh chun acmhainn scríbhneoireachta na bpáistí a fhorbairt a thuilleadh, go háirithe faoi mar a bhaineann sé le forbairt a dhéanamh ar an scríbhneoireacht chruthaitheach.
Déantar monatóireacht oiriúnach ar an obair scríofa agus tá na cóipleabhair agus na leabhair shaothair ceartaithe go rialta ag na hoidí. Is léir go bhfuil said ag breathnú ar dhul chun cinn na ndaltaí go neamhfhoirimiúil. B’fhiú straitéisí níos leithne a fhorbairt do mheasúnú na Gaeilge agus córas measúnaithe foirmeálta a fhorbairt ar bhonn scoile
English
In the teaching of English, many of the changes introduced in the Primary School Curriculum (1999) are being successfully implemented in all classes. Effective methodologies are deployed and these are targeted at developing a diverse range of skills in the children. The engagement of the children in their learning is excellent. The high level of attainment of the children in core areas of literacy, the quality of their written work and their engagement in class interactions are all testament to the quality of teaching and learning in this area.
Strategies and methods are in place which enable the children to participate and express themselves confidently in conversation, in writing, in recitation, in reading and in communication. Considerable progress has been made by all pupils in these aspects of the school’s curriculum.
Oral English is accorded a central role at planning and implementation level in the overall programme in all classes. The evaluation of teachers’ practice in the teaching of oral language reveals the systematic use of opportunities and contexts for oral language development across the curriculum. Talk, discussion, and storytelling are emphasised during oral work throughout the school. Classroom discussion is based to a considerable extent on various aspects of the school curriculum and on the children’s experiences and news. Pupils are given frequent worthwhile opportunities to listen to and discuss a variety of stories and novels using appropriate vocabulary. Some effective use is made of language games to enhance vocabulary development and to develop skill in particular language functions. Participation is greatly enhanced when pupils are given opportunities to ask questions during oral activity. The work done in the junior classes, in particular, to establish a firm basis for oral language development is commendable. The use of a part-time RTT working in an in-class context in this regard is of particular worth.
Pupils have a wonderful repertoire of poems and rhymes which they recite enthusiastically. In all classes, activities such as comprehension, responding to text and the approach to writing are grounded in a process of talk and discussion. Creative Drama is used effectively as a means of developing oral language and children are encouraged to express their opinions with confidence. Consistent attention is devoted to the development of an appreciation of poetry in all classes. The choice of material in many classes contributes positively to the role played by poetry in the overall positive language experience of children.
Children’s reading in English is of an extremely high standard throughout the school. Reading standards are built upon throughout the school by systematic development of a range of word identification and comprehension skills using class readers and supplementary materials at either whole-class or class-group level. Considerable effort is invested in preparing a print-rich learning environment in the junior section to scaffold the young pupils’ emerging literacy skills. Emphasis is placed on emergent reading skills with much attention being paid to the development of phonological awareness, sight vocabulary and on an awareness of rhyme. Large format books are used most effectively to assist with language development, word identification and phonological awareness in the junior classes. The Letterland programme and the PAT programme are used effectively here to develop the pupils’ phonological awareness, while the use of songs and activity-based learning approaches to this end is highly praiseworthy. The use of checklists to monitor and record the development of the pupils’ sight vocabulary in the junior section is particularly laudable. This good practice should be extended to other classes. In the more senior classes both a structured reading scheme and class novels are in use. However, further planning for the effective use of the class novel should be explored.
In general, all pupils display an enthusiasm for reading, responding well to characters and discussing books they have read. This enthusiasm is further developed through initiatives by the whole school community in events such as book week, book fairs, paired reading, reading buddies systems and class displays. Recreational reading with particular emphasis on reading of fiction texts is carefully promoted through structured library work and activities. Teachers have adopted assessment programmes for reading which aim to address the needs of pupils presenting with prospective reading difficulties. Very effective and ongoing liaison with support teachers is noted in this regard. Opportunities to engage with non-fiction materials are being used very effectively to develop key information retrieval, synthesis and analytic skills. Very good emphasis is placed on the development of phonic skills throughout the whole school and efforts are made to challenge individual pupils’ comprehension. Reading lessons are conducted in both small group and whole-class formats in all classes. Appropriate emphasis is placed on both oral and silent reading in more senior classes. Word recognition skills are taught very systematically. Notwithstanding the high standards in reading, it is noted with some concern that there is still an over-concentration on the use of the same class reader for all pupils in some classes. This is a source of frustration for children who read with facility and need additional challenging material. It is recommended that differentiated learning plans for literacy be devised and implemented with particular focus on higher-achieving children. Further planning for the varying ability groups should be undertaken and suitable supplementary reading materials should be made available in each classroom
A good balance is achieved between functional and creative writing at all class levels and writing for different purposes and audiences is undertaken. Some teachers use computers skilfully to support and present the work undertaken by the children. The development of the emergent writer through collaborative writing is praiseworthy. The provision of meaningful and varied written responses to a variety of reading material is a positive aspect of some classes. Some well-thought out work on functional writing derived from workbooks is also being carried out. Children’s knowledge about language and how it works is being well developed by a committed approach to the teaching and learning of grammar and writing conventions. Pupils at relevant levels observe the conventions of punctuation, spelling and grammar and achieve high standards of presentation in their writing. This is significantly enhanced by the provision of structured opportunities for pupils to write in a number of genres. The quality of this creative writing could be even further enhanced by a focus on the writing process, through use of ICT and other media, with attention given to providing constructive feedback and sharing understanding about the creation of text.
The quality of teaching and learning in the Mathematics lessons observed during the evaluation was excellent. In all cases, children were very engaged with lesson content. They displayed a particularly high level of attainment in terms of the learning outcomes to be achieved. It is clear that this attainment is the result of a consistently high standard of teaching, supported by a thoughtful level of reflection on the part of the teachers in relation to the implementation of curriculum objectives.
Classroom practice reveals that all of the strands of the curriculum are thoroughly explored. The overall programme within the school is implemented in a measured, consistent fashion. The structure of lessons also ensures that a judicious balance is maintained between oral and written work. Teachers are keenly aware of the need to provide for multiple activities in each core concept area. This results in children having the opportunity to develop and consolidate concepts thoroughly. Lessons are paced skilfully and experiential learning is central to each lesson. Pupils are provided with opportunities to learn using concrete materials and they are encouraged to learn co-operatively and actively. The work of different class teachers on the strand of early mathematical activities is particularly notable. Highly effective and tangible emphasis is placed throughout the school on the development of mathematical language. This aspect of practice is managed in a very age-appropriate, developmental way.
There is evidence of the effective use of linkage and integration which facilitates the reinforcement of concepts. The mathematics environment created in all classrooms is excellent and supports and records the children’s development across a range of mathematical competencies. Written work is presented very carefully and this is regularly monitored by the teachers. The approach that is taken to problem-solving is particularly effective. Teachers ensure that activities are rooted in the children’s everyday experience and problems are drawn directly from the children’s own environments. This practice is very progressive and innovative.
Cross-curricular activities are also effectively used to support and consolidate children’s understanding of Mathematics. Written work is presented very carefully and this is regularly monitored by the teachers. Encouraging comments are frequently used to reward the children’s high standard of written presentation. Excellent work on mental Mathematics is a feature of work in the junior section of the school, in particular. A sound mathematical basis is established through the practical activities associated with sorting and classifying and the use of concrete materials. In general, however, physical apparatus is insufficiently used to support pupils’ developing understanding of mathematical concepts in this school. A whole-school planned approach to the use of manipulatives is recommended. It is also recommended that the use of information technology could further develop mathematical learning and associated cognitive processing.
There are excellent instances of ongoing team-teaching between the class teachers and the SEN teachers and the pupils are making very good progress, with a significant number of pupils achieving very high scores in Mathematics on standardised tests.
Geography
Teachers plan a broad programme of activities to allow pupils explore their own immediate environment as well as the world around them. Teachers successfully plan themes to link all the SESE subject areas. Emphasis is placed on developing the pupils’ skills and concepts. Significant emphasis is placed on project work in Geography. Suitable opportunities to work collaboratively are provided and group work is a regular feature of teachers’ practice. The focus of much of this work in the infant and junior section is on the immediate environment of the child, while in the more senior classes the emphasis is on developing the pupils’ awareness of the wider world. Their work in that regard is very well presented and many pupils demonstrate a good knowledge of facts relating to place, county and country. However further exploration of the local environment would help pupils develop a more heightened sense of place. It is recommended that work on local mapping be initiated to tap into the richness of the geography of the locality. Further planning should also be undertaken for regular field trips, which would allow pupils study significant geographical features of the local area.
History
The children engage actively in discussion and answer questions competently about stories and topics in History. The concepts of time and place are successfully introduced in some classes using an integrated format. The teaching of History places suitable emphasis on the exploration of lifestyle and culture. Significant projects covering a broad range of themes have been produced. Pupils are enthused by this approach and they speak knowledgeably about topics studied. A range of sources is used to assist in the gathering of information for project work. Additional use of use of the internet as a research tool should also now be considered. Teachers plan a broad History programme that gives children knowledge of the past at family, local, national and international levels. In many classes work covered is suitably integrated with other areas of the curriculum. Considerable emphasis is placed on pupils researching topics and on active-learning experiences in general. Some very interesting projects were seen during the evaluation particularly in the senior section, where pupils’ understanding of the topics studied was very good indeed. Some very good displays in project work were attractively displayed in the corridors of the school. Notwithstanding the very good work being carried out in one class on “Historical features of Dundalk”, it is noted that, in general, pupils’ grasp of local history is somewhat limited and it is recommended that further local studies and patch studies be given a central focus within the school’s History programme.
Science
The benefit of whole school planning is evident in the teaching of Science. A comprehensive policy on the teaching of this subject successfully underpins work carried out in the classrooms. This is further enhanced by the quality of the school’s teaching resources in this area. The main focus in this area appears to be on Nature Study. Most classrooms have very attractive nature tables with beautiful seasonal displays. Very good written work in Science is displayed in classes and in the school corridors. This work displays pupils’ keen personal interest in and understanding of the different topics they have studied in this area. The range of knowledge demonstrated by the pupils at all class levels is commendable. The particular strength of the Science programme in this school is undoubtedly in the strand of Environmental Awareness and Care. A whole school approach to the separation of waste, recycling and composting of waste is particularly impressive. There are plans in place to develop a school garden. The absence of litter in the school grounds is a credit to the pupils. The collaborative efforts of the pupils and teachers and wider school community in this area have resulted in the school being awarded the Green Flag by an Taisce.
Teachers use clear visual examples and effective questioning to engage pupils in learning. Use is made of appropriate apparatus to investigate concepts, to stimulate pupils towards the expression of their own ideas and support their developing understanding. A range of class-appropriate displays in support of learning in SESE has been created. These displays include physical material and clear explanatory diagrams. Throughout all the classes classes, vital and interesting projects, which stimulate pupils’ curiosity and learning skill development, are displayed. Pupils’ capacity for independent learning is challenged and developed through this activity. Pupils articulate their ideas freely and openly and they recall salient facts in a satisfactory manner. Appropriate and appealing displays of pupils’ work are presented. Cross-curricular links are developed purposefully. Insufficient emphasis, however, is placed on developing techniques of scientific investigation and of discussion. In the interests of developing a more comprehensive Science programme across the school, it is recommended that pupils regularly carry out experiments, while investigation and prediction skills should be promoted in an age-appropriate manner. The children have a good grasp of appropriate terminology and use it well in talking about topics and themes.
Teachers plan a very broad programme of scientific work that is linked to other SESE subjects. Further active learning experiences should be arranged for pupils and a wide range of resources should be used to support pupils’ learning. Emphasis should be placed on the exploration of pupils’ ideas and on skill development rather than basing the class work on textbooks. Collaborative work in groups and practical investigations should be used as a methodology to challenge pupils’ ideas. In all classes pupils demonstrate both keen understanding and insightful knowledge of topics covered. Good work has been carried out on environmental projects and the school has achieved the Green Flag for their efforts in recycling and reusing materials. A plan should now be put in place with identified targets for the development of the school garden. Recycling, the separation of waste and composting are regular features of school life. Some excellent displays of the pupils construction work in art using recycling materials was on display in the school corridor and the pupils discussed their efforts with enthusiasm.
Visual Arts
A school policy and teachers’ personal planning inform provision in the Visual Arts. The 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. Pupils are exposed to a range of activities and pleasant, well-worked examples of their work are displayed with care in the classrooms. Appropriate stimuli are provided and pupils are given opportunities to discuss their work and to experiment with different media. Reception areas are used effectively to exhibit both process and product in the visual arts. All pupils are afforded ample opportunity to engage with 2D work at present. Successful work is evident in paint, colour and print and pupils speak confidently and knowledgeably about work in progress. In some classes drawing skills are being taught very explicitly and this work is of a very high standard. Pupils enjoy this creative activity and the attendant opportunities for language development. Portfolios of the children’s work, along with some excellent displays, indicate that they have been exposed to a broad range of techniques and have used a variety of materials. Some excellent work is being carried out in the construction strand of the curriculum in particular and this work is attractively displayed in corridors. An excellent class featuring observational drawing was observed in the course of this evaluation. The stimulus for many activities comes from other areas of the curriculum. Accordingly, Visual Arts are very satisfactorily integrated with other subjects. Very meaningful attention is being paid to looking and responding to the work of the great artists.
Music
Much thought has been invested in developing the school’s Music plan at a whole-school level and a very satisfactory programme of musical activities is presented to pupils. There are obvious links to other curricular areas. Pupils have a very positive attitude to and appreciation of music and enthusiastically sing a wide repertoire of songs in Irish and English. All pupils fully participate in Music lessons. Much work is carried out on rhythm and pulse and percussion instruments are used to good effect to this end. Pupils clearly enjoy the opportunity to play musical instruments and good standards in tin whistle were noted . Pupils have opportunities to work on the strands units of Music Literacy, Improvisation and Creating. A school choir is in place and the dedication and commitment of the teachers in leading the choir and in promoting sheer joy in song, as witnessed in the course of the evaluation, are to be highly commended. Some staff members have a particular expertise in Music. Staff members, as a team, therefore, should co-operate further to ensure that all classes benefit from this expertise and that all pupils receive a broad musical education.
Drama
Some teachers approach Drama as a distinct curricular area within the Arts Education area of the curriculum while others provide successful opportunities for integrating dramatic activities with other curricular areas. Drama classes observed during the evaluation involved warm up activities, exploration of elements of Drama, to include characterization, tension and action in particular. Concluding activities are undertaken to very good effect with the pupils. Drama is contributing positively to pupils’ self esteem and to their oral abilities. It also facilitates development of the pupils’ imaginative processes as well as fostering their creativity and problem-solving skills. In engaging in dramatic activities with their peers, pupils’ co-operative and communicative skills are being enhanced. Drama is integrated successfully with many other curricular areas. Links to SPHE and English were obvious in the excellent activities observed during the evaluation. The use of Drama in Irish lessons to facilitate the use of new language in new contexts is very worthwhile.
Teachers plan for a broad Physical Education (PE) programme that provides a range of developmentally appropriate physical experiences for the pupils. The school has acquired an adequate range of PE equipment. The equipment is properly organised and stored. Teaching in this curriculum area focuses on the development of key skills. Pupils are afforded opportunities to engage in independent activity. Clear and precise instruction is given to the pupils and appropriate use is made of apparatus. Pupils respond well and involve themselves eagerly in activity. Whole-class and group activities are conducted with good care being taken to conduct lessons which facilitate the broad range of pupils’ ability. All pupils’ efforts are actively praised and affirmed. Pupils’ fine-motor skills are developed incidentally on a daily basis in infant and junior classes.
A school-wide programme appropriate to the pupils’ experience and environment, and which builds upon the sound methodology observed in other curricular areas, has been devised for SPHE and is being implemented in all classes.
A range of methodologies is employed to allow pupils explore topics including healthy eating, safety, school and classroom rules and bullying. The warm, welcoming school atmosphere and ethos reflect a community that visibly demonstrates a very caring and supportive approach towards pupils with special educational needs. 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 through a variety of personal development activities is commendable. The positive attitude, enthusiasm, responsiveness and behaviour of the pupils are indeed praiseworthy. The Relationships and Sexuality Education (RSE) and Stay Safe programmes are taught as part of the SPHE programme. The uniqueness of the child is a common theme in the junior classrooms, with classroom displays celebrating this topic. Healthy eating, friendship and taking responsibility for oneself are among other themes explored throughout the school. Circle time is used as a methodology a small number of classrooms.
The school uses a wide range of assessment tools. These include standardised assessments, diagnostic tests, teacher observation and teacher-devised tests. Teachers in junior classes, in particular, use a wide range of checklists to assess the development of phonological awareness and the identification of core words. The results of standardised and teacher-devised testing are effectively utilised for the purpose of measuring and monitoring the children’s attainment and for identifying children in need of learning support or resource teaching. Ongoing assessment to build up a picture of pupils’ knowledge and understanding of what has been taught is a very laudable feature of many classrooms. These data also serve as useful sources of information for the parent-teacher meetings that are held annually and for the end of year written reports. Pupils’ work is regularly corrected and comments made by teachers on pupils’ copies are positive and affirming and point the way towards improvement. The staff should debate further the value of assessment data with a view to planning for differentiated learning in literacy. The possibility of involving the pupils in self-monitoring as a means of developing the school’s assessment policy should be considered.
Provision for pupils with special needs in this school is excellent. As a result of the recent SET allocation, pupils have access to three full-time and two part-time support teachers. One teacher is implementing a Reading Recovery (RR) programme. The teaching, learning, literacy and assessment practices implicit in this form of intervention are also being skilfully adapted for use in both mainstream classes and other support contexts to support the development of effective reading. In addition to the RR programme, a significant number of children are also being given support in small group contexts in both literacy and Mathematics. Individual education plans (IEPs) for children with special needs are developed arising from teacher-designed, diagnostic tests and appropriate input from class teachers. These individual education programmes concentrate on targets, criteria for achievement, resources, possible teaching strategies and ideas for classroom and home-based support, as well as outcomes of learning. Copies of these individual programmes of work are given to the class teachers, allowing for a collaborative approach to the support of pupils with special educational needs. There have been opportunities for the support teachers and the class teachers to discuss the identified pupils and their priority learning needs at the start of the school year. The individual plans are used very effectively as a starting point for the class teachers in providing differentiated work programmes and tasks more suitable to the needs of the pupils. Parents are normally informed of the content of plans following their development. Appropriate short-term records are retained of material and activities covered with the children during supplementary teaching. Laudable emphasis is placed on the identification of clear learning targets for all priority areas identified and on the investigation of alternative teaching strategies in cases where pupil progress is limited. Very effective whole-school strategies are in place to ensure co-ordination with class teachers with regard to the provision of structured programmes which respond to pupils’ needs and which are to be used within mainstream classrooms.
Supportive and positive teacher-pupil interactions are in evidence in withdrawal contexts which provide for individuals, pairs and groups of pupils. A range of suitable approaches, using both visual and concrete materials, is used effectively during teaching and learning sessions. Levels of assessment are excellent, with teachers using varied and holistic assessment tools to assess children’s abilities, interests and capacities. These assessment results are being used very dynamically and enthusiastically to plan learning. Weekly lesson programmes are formulated and focus on consolidation, teaching priorities, reading and writing tasks. Excellent lessons involving team-teaching in Mathematics and in-class support in literacy by SET teachers were observed during the evaluation and plans are in place to develop the in-class support model for all pupils with special educational needs. The learning environments and the provision in the support classrooms are of a very high standard. All support teachers have a deep understanding of their role and they approach their work with dedication. Some excellent teaching was observed in this area.
S.N. Réalt na Mara (Sóis) has access to the Giving Children an Even Break Scheme and additional teachers have been allocated to the school arising from this provision. Emphasis is placed on the development of literacy and numeracy and funding from this scheme is used very effectively to support learning in these areas.
The school has had a long tradition of welcoming children from international backgrounds. The celebration of pluralism and multiculturalism is a positive feature of this school. Information about the school is provided to all parents in a simple, reader-friendly manner. International pupils are very happy and have settled into school life with ease.
It is evident from both the stated school policy and from the meeting held with parents’ representatives on the Board of Management at the outset of the evaluation that very effective communication structures exist between the school and the parents. The school has a range of communication strategies for linking with the parent community, including newsletters and regular notes and letters. Parents are enabled to discuss their children’s progress at annual parent-teacher meetings. School reports for all pupils are sent to parents at the end of the academic year and copies are filed in the school. A parents’ notice board in the school foyer would develop further links with the school community. At present there is no official Parents’ Association in the school. It is recommended that the process of formation of an official parent body representing the views, attitudes and needs of the parents be initiated.
Draft copies of all school policies are sent to the parents for their input. Parental involvement in Green Schools Committee is commendable. Strong parental links with SET teachers have been established.
The following are the main strengths and areas for development identified in the evaluation:
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
Post evaluation meetings were held with the staff and the board of management at which the draft findings and recommendations of the evaluation were presented and discussed.
Appendix
Submitted by the Board of Management
Area 1: Observations on the content of the inspection report
We are all very pleased with this report.
Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
The follow-up actions are planned and are in the process of being implemented.