This report has been written following a whole school evaluation of Cloch Rince National School, Clogherinkoe, Moyvalley, Co Kildare. 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 and the school’s board of management. 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, examined students’ 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 in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

1. Introduction

Clocha Rince National School is a seven teacher mixed vertical primary school, which is under the patronage of the Catholic bishop of Kildare and Leighlin, Doctor James Moriarty. This school was originally built in 1956 and at present a second extension comprising five classrooms and a general purposes room is under construction. All the existing classrooms are being refurbished and some of the smaller ones will provide accommodation for learning support and resource teaching. The school currently caters for 159 pupils from junior infants to sixth class. The traditional catchment area includes the south western section of the parish of Balyna and some pupils come from neighbouring Edenderry.

In 1999, the year in which the previous school report was issued, three teachers were employed and 79 pupils were enrolled. Enrolment levels have increased significantly since then because of the development of a number of small housing estates in the immediate vicinity of the school and linear housing units in the greater catchment area. The present culture and ethos of the school and the range of learning opportunities and experiences provided are ensuring that the school attracts sufficient requests for placements to maintain these enrolment levels. The school’s mission statement aims to provide a caring, inclusive community where each child is valued as a unique individual. It gives expression to its characteristic spirit that is dedicated to nurturing the pupils’ development holistically, thereby enabling them to reach their full potential in a happy and caring environment. The average school attendance level is high at 92%. During the previous school year no pupil was absent for more than thirty days, one was absent for between twenty-one and thirty days, while seven children were absent for between eleven and twenty days. Pupils transfer to a number of second level schools in the locality, the majority to neighbouring Edenderry.

2. Quality of school management

2.1 Board of management

The board of management was appointed by the patron and is properly constituted in accordance with section fourteen of the Education Act 1998. Its members are familiar with recent legislation in education and are involved in discussing updating and approving policy documents which were originally formulated by the teachers in regard to the code of discipline, anti-bullying, homework, child protection and enrolment. These policies are incorporated in a parents’ booklet but are in urgent need of renewal, further exploration and review. Meetings are generally held once a term and effective procedures are employed as the board carries out its various functions. Meetings have become more frequent recently in connection with the on-going progress of the building project. This long-serving board is very committed to maintaining the school structure to a high standard. However, the board needs to become more instrumental in ensuring the formulation of school policies on child protection, equality, substance use, the induction of new teachers, the management of SNAs and strategies to promote school attendance, as a matter of compliance, and to become more aware of curricular policies. By extending the length of school opening hours by a quarter of an hour each day for the first four days of each week in order to arrange a one-hour-early closing on Fridays the school is in breach of section three of circular 11/95 which states that a full school day comprises a period of not less than five hours and forty minutes. It is strongly recommended that compliance with the terms of the circular would be re-established and normal practice be restored and in this regard.

The main priorities of the board, in the short term, have been associated with the building project and much energy has been expended on attendance at meetings on fundraising for the acquisition of an extension to the existing site and in monitoring building progress. The board ensures that parents are well informed concerning the development of school policy and seeks their views on the formulation of certain organisational policies. Parents’ representatives on the board act as a conduit to facilitate the flow of information between it and the parent body through liaison with the parents’ representatives on the board.

The school is cleaned daily to a reasonable standard but the on-going building works have given rise to disturbances in the regular patterns of school organisation due to the gradual transfer of pupils from old to new classrooms, difficulties in storing equipment and resources and excavations and disruptions to the school site necessitated by the building project.

2.2 In-school management

The principal has served in this capacity for many years and is held in high standing among the wider school community. He has coached school teams to many successes in local gaelic football competitions and in athletics, mainly cross-country running. He has an in-depth knowledge of the backgrounds of the pupils and demonstrates a sensitive attitude towards them. Links with the local community, in particular Hewlett Packard, are usefully fostered and developed. The principal is assisted in the in-school management team by the deputy principal and one special duties teacher. However, the necessary strategic and management structures and procedures for instructional leadership need to be put in place. These should be created with a view towards the development of a more cohesive team and of a more systematic development of policies. The full and coordinated analysis, exploration and implementation of the primary curriculum should be a principal objective of management. In the contexts of the nationwide incremental introduction of the primary curriculum in progress since 1999 and the school’s expansion to becoming a much larger unit, these co-ordinating systems are belatedly necessary to provide purposeful leadership. The principal teacher should also ensure that official documents including the attendance book, roll books and the register are kept up-to-date and fully maintained.

Some responsibilities have been allocated to post holders but these have not been contractually assigned. An immediate review of post-holders’ duties is necessary in order to utilise their individual professional and personal skills, to ensure consistency, ownership and progression in determining broad and specific learning objectives and teaching strategies and to promote a collaborative approach to decision making. It is recommended that the board of management and the school management team review the responsibilities of each post from principal to special duties post holders so that the aforementioned posts include specific organisational, curricular and pastoral responsibilities.

2.3 Management of resources

The teaching staff consists of the principal teacher and six assistant teachers, five of whom together with the principal teach in mainstream classes. The school has one learning support teacher based full-time in the school and a part-time resource teacher. Four full-time and one part-time special needs assistants work in the school to cater for the needs of a number of children. They provide positive support to the school by meeting the care needs of these pupils and in enabling them to participate in school life as fully as possible. However, a school policy on the management of special needs assistants is required as their functions and responsibilities need to be clarified, specified and defined. The school team supports the induction of newly qualified teachers on an informal basis. In the context of a proportionally high level of inexperience among the teaching staff due to current staff recruitment needs, it is recommended that this responsibility be formalised in a school policy and incorporated in a special duties post during the recommended review process. Two external part-time music teachers, supported by fundraising, provide weekly classes in percussion and in vocal and instrumental music. A coach, sponsored by the IRFU, provides coaching in tag-rugby during school hours. Classes are assigned to teachers according to individual preference where possible but the present high level of inexperience among staff means that possibilities for broadening experiences are somewhat restricted.

An extensive range of teaching and learning resources has been accumulated, illustrating the good use made of Department of Education and Science grants and funds donated by the parents’ association. Resources and materials for teaching Mathematics, Science, Music and the Visual Arts, Geography and Physical Education and a range of musical instruments have been acquired. In addition, the school has a range of television, video projection and IT equipment, a digital camera and a recently installed broadband system. When the new extension and refurbishment is completed each classroom will have a white board, resource display areas and a considerable array of illustrative charts which should contribute to the creation of visually stimulating classroom environments. While much of the teaching resources and materials are in storage during the progress of the building project, the school should use the opportunity to make an inventory of existing resources in order to manage and co-ordinate them effectively to support a full implementation of the curriculum.

The present building project will enhance the school’s accommodation significantly. Five new classrooms have been added to the rear of the building and a substantial general purposes room extends the school’s frontage to the right of the entrance. The existing classrooms are being refurbished. Three will provide accommodation for three mainstream classrooms and the smaller one will accommodate learning support and resource teaching. A principal’s office and staffroom will be provided. As the structural works have been completed the new classrooms have come on stream and five mainstream classes are now occupying their new learning surroundings. Much of the outdoor playing area has been disturbed due to deposits of rubble and materials and excavations associated with the building project. It is hoped to provide extensive tarmacadam playing areas in the immediate vicinity of the building and a reasonably large games pitch to the rear. Given that the school is going through a period of expansion, it is praiseworthy that it is managing to preserve its general pleasant appearance.

2.4 Management of relationships and communication with the school community.

Traditionally, there is a high level of willingness and commitment on behalf of parents to become involved and contribute to the running of the school. There is an active parents’ association in existence since 1971 which is very supportive of the school but is not affiliated to the National Parents’ Council. The views of parents are conveyed to the board of management through their representatives and the board attends a general meeting of parents at the commencement of the school year. Parents are aware of the existence of some school policies through the school prospectus which contains a summary of some school policies but their inputs to policy formation is minimal and is not formalised. Following the affiliation of the parents’ association it is expected that parents will have a greater input into the development of school policies, that existing policies will be reviewed and that a greater awareness of the existence and significance of school policies will be created among parents. Parents are welcomed into the school at all times to discuss their children’s progress, individual parent teacher meetings are held annually in February and end of year reports are posted to each household.

Currently the focus of the parents’ association is mainly on fund-raising, to support extra-curricular activities, to enhance the facilities in the school and to ensure the safety of children when encountering traffic hazards in the vicinity of the school. Because of the involvement of board members and members of the parents’ association in the wider community, the school has benefited from the association with Hewlett Packard which has resulted in the establishment of a fully networked ICT facility comprising sixteen fully networked computers. This facility is made available for training in the wider community. Significant fund-raising by the parent body helps maintain the level of resources and equipment in the school, which in turn contributes to the educational possibilities available. Events such as annual mini-marathons, raffles and card drives are organised to provide funding for the parents’ association expenses and for acquiring resources that are requested by the principal and teaching staff. Overall, the success of the partnership between school and the parent body permeates the school community and much praise is due in this respect. Parents value the pupils’ participation in sports activities organised by the school and the possibilities and enrichment provided by the county council’s outreach programme in music. The school works diligently to encourage and promote this effective relationship with parents and in turn parents are extremely supportive of the principal and his team. This positive dimension to the life of the school will be relied on, as the school is currently in a phase of transition. The school fosters links with many local community groups, from local theatres to sports organisations.

2.5 Management of pupils

It is evident that the pupils in the school respond positively to the interest which teachers show in their personal development, their educational progress and good behaviour. Teachers monitor playground behaviour carefully and deal proactively and sensitively with emerging pupil needs. Pupil behaviour during the course of the inspection was excellent at all times.

3. Quality of school planning

3.1 School planning, process and implementation

The principal teacher and teaching staff, together with the board of management and parents, where appropriate, have cooperated on the development of a number of school policies. Staff meetings are organised on a termly basis. Policy documents on the code of discipline, anti-bullying, health and safety, and child protection are available, but they are in need of urgent review and further expansion to make them relevant to the school at this particular point in time. The code of discipline needs further elaboration and updating and the language used should reflect a more positive and developmental approach to good behaviour. The school’s anti-bullying policy needs to be updated and the child protection policy needs to be reviewed immediately, made relevant to the school’s particular needs and must be ratified by the board. Furthermore, policies on equality, sexual harassment, school attendance strategies, substance use, acceptable use of IT and the internet, the induction of new teachers, RSE and the management of special needs assistants should be provided urgently. Evidence was provided to confirm that the board of management and staff have taken the initial 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 provided to confirm that the board of management has commenced the process of adopting and implementing the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

Curricular plans are in place for all subjects that have been introduced to date through in-service training. It is recommended that the school should now formulate an agreed approach to the development and management of a process for curriculum planning which takes account of the school’s unique context factors. This would involve the ongoing, systematic use of target-setting, action-planning and review mechanisms within a strategic framework. It is recommended that formal procedures should be drawn up to ensure that policies and procedures are reviewed regularly using specified success criteria. The prompt documents and templates developed collaboratively by the Department of Education and Science, the Primary Curriculum Support Programme (PSCP), School Development Planning Support (SDPS) and the National Council for Curriculum and Assessment (NCCA) could also be used as a means of facilitating review of curriculum implementation and of supporting school self-evaluation and target-setting.

3.2 Classroom planning

Classroom observation and an examination of individual planning notes indicates that in some cases, the school plan has little impact on classroom practice and that planning in curricular areas needs to be coordinated in a more cohesive and systematic way. While the majority of teachers in the school provide personal planning, every teacher must provide long-term and short-term planning in line with Rule 126 of the Rules for National Schools, in order to be compliant with DES regulations. In many cases, individual classroom planning is reflective of content-driven planning directly linked to the textbooks in use, rather than the school plan. In some instances photocopied schedules of objectives from the primary curriculum documents and from teacher guidelines of selected textbooks are presented as teachers’ personal long-term planning with no evidence of further analysis and exploration. Teachers are obliged to analyse and individualise any pre-prepared long-term plan in accordance with the needs of their specific class for a particular year. The required inclusion of specific curriculum objectives or learning outcomes in teachers’ short-term planning should serve to strengthen the links between the school plan and classroom planning, which is recommended in this report.

In the interests of further promoting consistent curriculum implementation throughout the school it is recommended that a whole school approach to individual planning should be developed and clear guidelines regarding individual planning should be provided in whole school curriculum policies. Such an approach should aim to strengthen the links between the whole school plan and individual teachers’ classroom planning where content is contextualised in the strands and strand units of the curriculum. It should also place a greater focus not only on the content to be delivered but also on the expected specific learning outcomes to be achieved in terms of pupil skills and concepts as well as providing an overview of the teaching methodologies and differentiation and assessment strategies to be employed. It is further recommended that consideration should be given to the development of school-wide templates for individual preparation and for recording of monthly progress that would reflect the learning that has been achieved by pupils.The extra space available in the newly extended school will afford opportunities for further exploration of collaborative and cooperative work in all classes which will allow pupils to engage in the extended use of group-based teaching that incorporates the use of both ability and cooperative groups. Greater emphasis should be placed on all six key methodologies underpinning the curriculum, especially the active learning method and the discovery method, through more extensive and creative use of available resources. This practice should support and embed the implementation of the school plan in the classrooms.

4. Quality of teaching and learning

4.1 Language

An Ghaeilge

Sa phlean scoile don Ghaeilge ainmnítear aidhmeanna ginearálta, cuspóirí teagaisc, feidhmeanna agus eiseamláirí teanga, modhanna múinte agus straitéisí teagaisc atá nascaithe i gcoitinne le prionsabail agus struchtúr snaithe agus snaithaonaid an churaclaim. Ach in ionad forleathnú agus forbairt a dhéanamh ar na gnéithe céanna sa phleanáil fhadthréimhseach, áfach, téitear ró-mhór í muinín na scéimeanna Maith Thú agus Inis Dom mar bhunús don phleanáil ghearrthréimhseach, maidir le roghnú téamaí foghlama, leathnú foclóra agus cumadh abairtí. Tá gá le fócas níos cinnte sa phleanáil fhadthréimhseach agus ghearrthréimhseach ar chur i bhfeidhm snáithe agus snáithaonaid an churaclaim. Moltar na fothéamaí a eascraíonn as mórthéamaí an churaclaim agus an foclóir sainiúil a ghabhann leo a roghnú chun an bhéim a chur ar scileanna éisteachta na ndaltaí, ar an gcumarsáid agus ar chumadh abairtí.

Cé go mbaintear úsáid rianúil as postaeir, lipéid, frásaí na seachtaine agus as téamaí na míosa mar fhoinsí ábhair agus eiseamláir chun teanga labhartha na ndaltaí a spreagadh, tá éagsúlacht ró-mhór ag baint le modhanna múinte agus straitéisí teagaisc ó rang go rang chun scileanna éisteachta agus labhartha na ndaltaí a chur chun cinn. I gcuid de na ranganna tá taithí fhónta faighte ag na daltaí ar úsáid a bhaint as cluichí cainte, as feidhmeanna teanga, as áiseanna teagaisc agus as drámaí beaga chun foghlaim na teanga a spreagadh i gcur i gcrích tascanna feidhmiúla trí mheán na Gaeilge. Meastar go bhféadfaí na cleachtais sin a chur i bhfeidhm tríd an scoil ar fad agus breis béime fós a chur ar labhairt aonair na ndaltaí, ar an drámaíocht agus ar an díospóireacht chun cabhrú le cumarsáid éifeachtach agus cothú éisteachta na ndaltaí. B’fhiú, freisin, seans a thabhairt dóibh an teanga a fhoghlaim chun páirt a ghlacadh i ngníomhaíochtaí chumarsáide mar rólghlacadh agus in agallaimh bheirte.

Éiríonn go maith leis na daltaí sa léitheoireacht agus léann formhór acu le brí agus le tuiscint. Tá dul chun cinn reasunta á dhéanamh in dtaca le féin-iarracht na ndaltaí a chothú ina gcuid scríobhneoireachta ach b’fhiú pleanáil a dhéanamh sna scéimeanna fadthréimseacha agus gearrthréimseacha chun go mbeadh na ‘genres’ éagsúla in úsáid chun an scríobhneoireacht chruthaitheach a fhorbairt in rith na bliana. Cuirtear rainn, amhráin agus filíocht oiriúnach i láthair na ndaltaí go tarraingteach bríomhar. Bíonn véarsaí taitneamhacha ar eolas acu agus aithrisíonn siad go fonnmhar iad. I gcomhthéacs na scoile uile, tá gá le clár foghlama don Ghaeilge atá ag tacú leis an gcuraclam in a aimsítear riar maith téamaí sa chomhrá don scoilbhliain ar fad ina mbeadh cothromaíocht idir na ceithre snaithe éisteacht, labhairt, léitheoireacht agus scríbhneoireacht agus fócas níos cinnte ar áiseanna, ar mhodheolaíocht, ar straitéisí teagaisc agus ar spriocanna cinnte foghlama. Bh’ fiú, athbhreithniu a dhéanamh ar bhonn uilescoile ar an gcur chuige atá i bhfeidhm chun na scéimeanna Maith Thú agus Inis Dom a úsáid mar bhunús don phleanáil chun cothromaíocht a léiriú idir na cuspóiri agus an t-ábhar agus na spriocanna cinnte foghlama atá le teagasc chun gnothachtail na ndaltai a chinntiu thar raon leathan scileanna.

Irish

In the school plan for Irish general aims, teaching objectives, language functions and exemplars, teaching methods and teaching strategies are identified which are, in general terms, linked to the strands and strand units of the curriculum. However, instead of extending and developing these aspects in the long-term planning too much reliance is placed on the ‘Maith Thú’ and ‘Inis Dom’ schemes as a basis for short-term planning in regard to the selection of instruction themes, vocabulary extension and sentence formation. In long-term and short-term planning there is a need for a more definite focus on the implementation of the strands and strand units of the curriculum. It is advised that subsidiary themes derived from the major themes of the curriculum and the specific vocabulary associated with them should be selected to emphasise communication, sentence formation and pupils’ listening skills.

Even though some systematic use is made of posters, labels, weekly phrases and monthly themes as sources of material and exemplars to stimulate the oral expressions of pupils, there is too much variation in teaching methodologies and strategies between classes to systematically advance the listening and expressive skills of pupils. In some classes, pupils are afforded worthwhile opportunities to experience language games, language functions, teaching resources and sketches to stimulate the learning of the language in the fulfilment of functional tasks through the medium of Irish. It is thought that these practices could be implemented throughout the school as a whole and more emphasis could be placed on cultivating the individual responses of pupils through drama and discussion in order to enable the nurturing of effective communicative and listening skills of pupils. Pupils should also be afforded opportunities to learn the language to participate in conversational activities such as role-playing and interviewing.

The pupils are succeeding well in Irish reading and the majority read with meaning and understanding. Reasonable progress is being made in nurturing the individual efforts of pupils in writing but both long-term and short-term planning is required to ensure that the various ‘genres’ in creative writing are experienced and developed during the school year. The pupils are provided with opportunities to enjoy suitable rhymes, songs and poems which are attractively and energetically presented to them. They memorise pleasant verses and they eagerly recite them. In the context of the whole school, there is a need for a learning programme in Irish that supports the implementation of the curriculum in which a good range of themes in conversational Irish are identified where there is equivalent attention given to the four strands of listening, speaking, reading and writing and a more definite focus on resources, methodologies, teaching strategies and specific learning targets It is worth giving consideration on a whole school basis to a review of the existing approach to the use of the ‘Maith Thú’ and ‘Inis Dom’ schemes as a basis for planning in order to reconcile the teaching objectives of the curriculum and the material and the language targets that are to be taught so as to ensure an appropriate balance in the involvement of pupils in developing a range of Irish language skills.

English

A whole-school framework for teaching the various strands and strand units of the English curriculum has been developed collaboratively. The plan outlines strategies for cultivating the pupils’ oral, reading and writing skills. It also details agreed approaches to spelling, process writing and the development of comprehension strategies. However, in many cases, this whole-school plan has little impact on individual planning at classroom level. In addition, there is little or no evidence of differentiated planning to cater for the diverse learning needs and styles of the pupils presenting in the classrooms. There is a priority need for teachers to plan differentiated teaching targets and for the use of differentiated teaching strategies to suit the learning needs and styles of the individual pupils.

Attention is paid to the development of oral language skills in the junior classes through the use of the Magic Emerald series and across a number of other curriculum areas. In general, topics are targeted at the children’s range of interests. Rhymes and stories are used effectively in junior infants to develop the pupils’ language and phonological skills. However, the school now needs to use a much wider variety of approaches to oral language development across the classes. Consideration needs to be given to this area of the curriculum whereby generic oral language skills are identified and developed as the child progresses through the school. Discrete oral language time needs to be allocated and timetabled for all classes to allow for the development of specific oral language skills while the five principal contexts for oral language as advocated in the curriculum need to be adopted and adapted to the language needs of the pupils therein. Appropriate classroom planning, based on the English curriculum, would provide for consistency in terms of approach and progression. The inclusion of specific themes and issues which are used for discussion purposes, examples of the vocabulary to be developed through each theme and the recording and reinforcing of this vocabulary, using charts and word-lists, should be part of each teacher’s planning.

Emergent reading skills are well developed in junior infants and the pupils experience informal activities such as collaborative reading. It is not expected however, that pupils would engage with a structured reading scheme at junior infant level. This practice should be reviewed and instead, the development of sight vocabulary should be addressed in other meaningful contexts in the emergent reading experience. Phonological awareness is developed through the use of the Magic Emerald series while the Letterland series is used in senior infants and the Frisky Phonics series is taught in first class. The school now needs to develop a coherent policy on cultivating emergent reading skills and, in particular, to agree on a programme for the development of phonological awareness which will ensure a consistency of approach for pupils as they progress from one class to the next. There is scope for the further utilisation of large format books and experience charts to assist with language development, word identification and phonological awareness in the junior classes. The creation of a print-rich environment through the use of regularly changed, whole-sentence displays must also be a priority. Class novels are used to supplement the reading programme in the middle and senior classes. Pupils across the school display varying reading abilities. The majority read confidently and fluently with good use of expression to show they understand the meaning. However, a significant number of pupils in the senior classes are hesitant readers and display poor word attack skills. It is recommended that specific reading and comprehension skills are taught explicitly and consistently throughout the school, that differentiated teaching approaches and methodologies are utilised as a more effective means of meeting the literacy needs of the pupils in all classes in order to raise standards in this key area of the curriculum.

Functional writing skills are developed at each class level and much of the work is based on comprehension and grammar activities in workbooks. Some opportunities are provided for the pupils to write imaginatively, but, in general, pupils would benefit from a much greater emphasis on the development of the writing process. Planning for writing should be based on the curriculum and should ensure that the children experience a classroom environment which encourages the development of personal writing in a variety of genres for a variety of audiences. The use of the school’s extensive ICT equipment would further enhance the writing process. Children’s written work should be displayed and celebrated. While pupils experience poetry in some classes, further work on listening to, reciting and writing poetry is suggested. Standardised reading tests are administered across the school. There is, however, a need to develop further in-class assessment modes in order to assist teachers in making judgements about their pupils’ achievement of key curriculum outcomes in English with regard to the ongoing monitoring of word identification in the junior classes and techniques such as miscue analysis in the middle and senior classes.

4.2 Mathematics

The school plan for Mathematics outlines the school’s vision and aims for the teaching of the subject in the context of the strands and strand units of the curriculum. The plan refers to teaching methodologies including talk and discussion, active learning, hands-on guided discovery and strategies for the development of skills in estimation, problem-solving and mental arithmetic. Assessment and differentiation systems are also mentioned. While many of the changes of emphasis and teaching methodologies recommended in the school plan are being successfully implemented at infant level, there is evidence of content-driven planning directly linked to the textbook in the majority of classrooms and, in general, teaching strategies at classroom level do not reflect the aspirations of the whole-school plan. Furthermore, insufficient use is made of available resources and the curriculum documents to promote discovery and active learning and to provide for the greater breadth and balance required by the curriculum. Clarity, consistency and linkage in planning in outlining proposed progress from the broad aims and objectives of the school plan to more specific curriculum objectives or learning outcomes at classroom level is now required.

In general, pupils have a good knowledge of number facts. They display accuracy in computational skills when responding to oral questioning and in the completion of written assignments. However, mathematical concepts and language need to be clearly presented and reinforced through well-planned lessons, well-structured pupil-centred guided discussion and well-organised practical activities both at whole-class level and during purposeful interactive activity. It is recommended that classroom planning for Mathematics should now focus on the provision of a broader and more balanced Mathematics programme which should facilitate the transition from the broad aims in the school plan to the achievement of specific curriculum objectives and pupil learning outcomes at classroom level. Consideration should be given to extending the methodologies and teaching strategies employed to teach Mathematics. These should include the development of active learning as a central methodology as well as additional emphasis on oral discussion, problem solving and estimation strategies in real-life and environment-based learning situations, group work, and other participative methodologies and the consistent use of concrete materials in all classes. Teachers’ planning should incorporate differentiated approaches to a much greater degree in order to cater for all pupils. Standardised tests in Mathematics should be introduced and the use of teacher designed tests should be extended for formative assessment purposes. The more widespread use of ICT, the creation of mathematical displays and number-rich environments and access to Mathematics investigation tables and would further enhance provision.

4.3 Social, Environmental and Scientific Education (SESE)

Geography

Whole school planning for the teaching of Geography has not yet been initiated. In the middle and senior classes the teaching of Geography is supported by a core text book. Classroom planning at infant level indicates that a broad and balanced programme of geography is being covered. In the middle classes, the exploration and recording of weather patterns contributes to the children’s understanding of the world and to the development of a sense of place. Photographs are used in middle and senior classes to allow children to learn about people and places beyond the immediate environment. In some senior classes further emphasis is need on consolidating aspects of Geography which have already been studied. The children now need further opportunities to develop their independence through personal research and investigative work and the technique of geographical investigation needs to be developed systematically through the school. An effective whole-school plan and properly-prepared planning at classroom level will ensure that the Geography curriculum is implemented successfully.

History

Whole school planning for the teaching of History has not yet been initiated. In infant classes a broad and balanced programme of History is being covered with suitable emphasis on the pupils’ own past and that of their families. Historical time lines are displayed in most classrooms. In the middle and senior classes, pupils are given opportunities to develop their sense of chronology and learn about key events in selected periods of history. However, in some classes, the pupils need further work on consolidating their knowledge of material studied. The introduction of a more practical approach to the teaching of History in line with curriculum requirements must now be a priority in the senior classes. This will enable the children to examine a range of primary sources, documents, artefacts and photographs and will provide opportunities for the pupils to work as historians, facilitating them in developing their skills of analysis, using evidence and working in the local environment.

Effective whole-school planning, together with appropriate classroom planning, will ensure that over-reliance on textbooks and newspaper supplements as the sole source of learning for pupils is avoided. Emphasis also needs to be placed on the further exploration of local studies in order for the children to become familiar with and learn to value the local environment and to learn to appreciate the elements of the past which have given them and their locality a sense of identity.

Science

The school plan for Science includes photocopies of curriculum objectives for each class as well as copies of particular exemplars from the teacher guidelines. Is also includes useful suggestions for incorporating the school’s environment in science lessons. When this plan is reviewed it would benefit the school to include a greater emphasis on teaching methodologies and on the development of the pupils’ skills in the areas of working scientifically and designing and making. At classroom level a range of work is undertaken in Science. In lessons observed during this evaluation pupils were enabled to develop their awareness of living things. Spring bulbs and other growing plants are in evidence in the infant classrooms. However, there is a requirement for long-term, classroom planning in Science on a school-wide basis. Resources have been acquired to support the teaching in this area and the compilation of a list of equipment available as well as the creation of a central storage point in the school would enable the more widespread and frequent use of these resources. Effective planning in this subject area will ensure that there is consistency in the development of skills, knowledge and understanding appropriate to the needs of all pupils. It will also provide sufficient investigative and experimental work for the children.

4.4 Arts Education

Visual Arts

A school plan for the Visual Arts has been devised and the rationale for teaching and learning in all six strands of the curriculum has been outlined. It includes lists of local artists and galleries who collaborate with the school’s art programme. This plan is further explored and developed in teachers’ long-term and short-term preparation and pupils make art in all strand areas; drawing, paint and colour, print, clay, construction and fabric and fibre. For the most part, art making is focused correctly on the child as the artist in accordance with the curriculum, rather than using a template approach to art making. Some attractive samples of the pupils’ work in fabric and fibre, paint and colour and drawing are on display in the classrooms. The area of looking and responding to works of art needs a more thorough implementation in the school. The looking and responding aspect needs to reflect the full spectrum of drawing, paint and colour, print, clay, construction and fabric and fibre areas, respectively. The use of IT to document and record work in all strand areas and to research work in looking at and responding to the works of artists is recommended.

Music

The school plan outlines the rationale for teaching Music in the school and lists aims and objectives particularly in relation to the performing strand where the emphasis is on song singing and playing of a range of instruments. Lists of appropriate songs for each level in the school and lists of musical pieces appropriate for the listening and responding strand are included. The tin whistle is taught from senior infants to sixth class and a range of suitable songs are sung in all classes. However, in order to implement the revised curriculum in Music in full a more structured plan of work should be devised and implemented for the composing and the listening strands of the curriculum and should become a core element of planning and provision. Nonetheless, due to the schools’ previous involvement in the Kildare County Council Music Outreach programme, and the provision of two part-time orchestra teachers through fundraising, a strong tradition of music making exists in the school. The school has acquired a good range of musical and percussion instruments and the school orchestra and choir performs at local events. Due to the musical expertise among the teaching and outreach staff and the work that has been accomplished to date, the school is well positioned to maximise its implementation of the curriculum in Music.

Drama

Whole school planning for the teaching of drama has not yet been initiated. Forthcoming in-service and guidance from PCSP will supplement and develop provision in this area. Aspects of drama are used as a pedagogical device in some classrooms and elements of drama are accessed via other subject areas. This practice will constitute the foundation from which the school’s plan for drama will evolve.

4.5 Physical Education

The process of whole school planning for the teaching of Physical Education has commenced. With the provision of a new general purposes room it is expected that the pupils will experience a broad programme across the six strands and that the Physical Education curriculum will be fully implemented in the school. Sport and athletics are an important feature of school life and full use is made of existing outdoor facilities to develop basic skills and encourage participation. The school has established a strong tradition in the area of sport, particularly in the playing of gaelic games and in cross-country running. Both girls’ and boys’ teams participate successfully in gaelic football competitions organised by Cumann na mBunscol competitions in Co Kildare. School athletic teams have acquitted themselves well at the various school events organised locally. Teachers are to be commended for freely giving of their time to provide coaching in a broad range of sport activities. These activities are an integral part of school-life and are of great benefit to the development pupils’ self-esteem.

The Physical Education lessons observed during this evaluation were well organised and provided pupils with a variety of structured, progressive activities and games that promote the development of specific skills and ensure the participation and enjoyment of all pupils. Clear directions were given and the pupils were enabled to use space and equipment in an appropriate manner. The use of a good range of equipment available augments pupils’ learning opportunities. Swimming lessons are organised for all classes in the Trim swimming pool from September to November and from Easter to summer. A rugby coach sponsored by the IRFU visits the school once a week to provide coaching in tag- rugby.

4.6 Social, Personal and Health Education (SPHE)

A school plan which outlines the key aims and characteristics of the Social Personal and Health Education programme is in existence. The policy is at initial drafting stage, there is no policy on RSE and there is no reference to the specific content which is to be taught at classroom level. Planning in this area should be further advanced as it is now a number of years since the delivery of SPHE in-service. The revised plan should emphasise the importance of providing discrete time for SPHE and refer to approaches and methodologies, differentiation, equality of participation, community links and success criteria. Most teachers plan individually for the teaching of the subject and discuss such topics as healthy eating habits, safety and bullying as they arise in other subject areas. The teachers co-operate with the board and are vigilant in providing a secure, safe and healthy environment for the children in their care. A strong sense of community and an atmosphere of mutual respect exists between the teachers, between staff and pupils and among pupils themselves The school’s welcoming atmosphere and its ethos reflect a firm commitment to the development and extension of pupils’ skills in this area and they are generally self-motivated and self-disciplined. Values such as respect and co-operation are fostered.

4.7 Assessment and Achievement

A range of assessment modes are employed, which include standardised assessment tests, teacher observation, teacher-designed tests and tasks and check-ups from textbooks. However, the school policy on assessment has not been formulated. In English, levels of attainment in reading are assessed on an annual basis by means of the Micra-T. The Middle Infants Screening Test (MIST) and the Belfield Infant Assessment Profile (BIAP) are administered to all pupils in junior infants. Results of these tests are kept on file and are used to support the identification of pupils with learning difficulties. More constructive use could be made of assessment to assist planning and to promote learning for pupils of all abilities and standardised testing should be introduced in Mathematics. Weekly and termly teacher-designed tests complement the range of assessment models in operation. A comprehensive range of tests is used which includes the Jackson Phonic and the Quest diagnostic tests to assess and analyse the difficulties encountered by individual pupils with special needs. As a follow up, results are discussed with the principal and appropriate staff members with a view to targeting areas of need. Parents are informed of their children’s achievement during annual parent-teacher meetings. An end of year progress report for each child is sent home.

5. Quality of support for pupils

5.1 Provision for pupils with special educational needs

The school has the services of a full-time learning support teacher since September 2005 and a part-time resource teacher. A whole school plan for learning support and resource teaching has been devised. The Micra-T is used as a screening process and those at or below the twelfth percentile receive learning support in English. Careful attention is afforded to the early identification of learning difficulties in the final term of each year through contact with the junior infant teacher and the BIAP and the Middle Infants Screening Test (MIST) are administered in this instance. The results of diagnostic assessments are used to develop an individual education plans (IEP) for each pupil to determine and devise the specific learning programmes in all aspects of the curriculum in English to be deployed in consultation with the class teacher. Learning programmes generally focus on the development of word attack skills through the enhancement of phonological awareness and on supporting pupils to remain in contact with their mainstream class programme in English. Learning support is currently being provided for fourteen pupils from senior infants to fifth class who are withdrawn in class groupings daily for forty-minute sessions. The complete first class of eight pupils are taken twice weekly to work on a programme on phonological awareness but targeted intervention is needed for a small group of pupils in the senior classes who are experiencing difficulty in reading. Learning Support guidelines are being implemented. The instructional term is approximately twenty weeks after which the pupil’s progress is reviewed. Detailed planning is available for each group and accurate and comprehensive records of progress are maintained. It is recommended that the current level of learning support which concentrates on the subject area of English should be extended to provide the equivalent level of support for an equivalent number of pupils who are experiencing difficulties in Mathematics.

When the building project is completed, it is expected that the pupils in receipt of learning support will be provided with an attractive and stimulating learning environment, that good quality resources will be acquired gradually, including computer software, to enhance learning. Given that the school now has a full-time special education needs teacher based in the school, it is opportune to explore further models of support for pupils, including specific targeted, intervention programmes within the mainstream classroom. It is further suggested that when a review of the school policy on learning support takes place, the recommendations of Circular 24/03 are included in the plan.

Three children are currently in receipt of supplementary teaching on a withdrawal basis. A limited range of resources is available. IEPs are drawn up for each child and these indicate the children’s learning strengths and needs. However, these IEPs need to be systematically and regularly monitored and evaluated. It is imperative that appropriate programmes of work are prepared immediately for each of these children on a weekly basis and that records of progress are maintained in order to inform the review procedure and to reset targets.

5.2 Provision for pupils from disadvantaged backgrounds

There are no pupils from disadvantaged backgrounds currently on roll in the school. However, when the school’s enrolment policy is reviewed, it should include structures which promote an open and inclusive approach to pupils from disadvantaged backgrounds.

There are no pupils from minority groups currently on roll. Nonetheless, it is recommended that the board of management formulate its policy for the provision for pupils from minority groups at this point so that it has procedures in place for the future.

6. Summary of findings and recommendations for further development

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

There is a sense of community and a happy working atmosphere in the school, and the collective dedication of the principal and teaching staff to teaching the pupils in their care is evident.
The pupils are very well behaved, they engage with learning tasks and complete assignments, they are generally articulate, confident, and responsive and there is a sense of enjoyment in the classrooms.
Strong links have been established with community groups in the area as well as the links with European schools that have been cultivated through the school’s involvement in the Comenius schemes.
There are possibilities and challenges for the teaching staff in the full implementation of the curriculum and the creation of a more stimulating and attractive learning environment brought about by the major building project which is nearing completion.
There is a need for instructional leadership to rethink and refocus the function of school planning so as to guide and inform teacher preparation towards the implementation of the curriculum at classroom level and to contextualise the curriculum for the school’s requirements.
There is a need for the use of more participative methodologies throughout the school, to tease out, explore and apply the methodologies in the curriculum and to establish close alignment and continuity between approaches and content objectives outlined in curriculum statements, in whole school plans and in classroom planning.
There is a need for all teachers to provide long-term and short-term preparation and for more widespread use of the language of the curriculum through the provision of planning templates which will provide better lesson structure and focus.

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

Overall curriculum co-ordination responsibilities in a particular curricular area should be allocated to each postholder.

The requirement to provide individual long-term plans which are based on the whole-school plan and which are customised to meet the needs of pupils in each class on an annual basis should be observed. School-wide teaching strategies and methodologies should be developed.

In the teaching of Irish more emphasis should be placed on those teaching strategies and methodologies that focus on the individual response of pupils, on drama and discussion in order to develop their conversational and listening skills and to provide them with the opportunity to learn the language to participate in conversational experiences such as role-taking and paired interviewing.

There is a need to implement the whole school plan for English. This should outline a co-ordinated programme and should ensure progression and development in approaches to oral language development, phonological awareness, word-attack skills, spelling, reading and process writing.

A Mathematics programme should be developed that will emphasise skill development, activity based learning, and guided discovery with less emphasis on textbooks. Standardised testing should be introduced.

There is a need to introduce breadth and balance in Music and in Visual Arts, particularly in the aspects of listening, looking and responding.

There is a need for discrete lesson time in SPHE, the restructuring of the RSE plan and the use of the methodologies and programmes advocated in teacher guidelines.

The provision of learning support should be extended to include more support in Mathematics.

Post- evaluation meetings were held with the staff and board of management when 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 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection

The school is reviewing and updating its policies on an ongoing basis.