This report has been written following a whole school evaluation of Scoil na Maighdine Mhuire National School, Broadford 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 –school context and background

Scoil na Maighdine Mhuire, Broadford is a six-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 1958. A four-room extension was added to the rear of the building in 1985 and two existing classrooms were converted to create an assembly and general purposes room. In 2005, a double prefabricated classroom unit was placed on site to provide accommodation for learning support and resource teaching. The school currently caters for 100 pupils from junior infants to sixth class. The traditional catchment area includes the north western section of the parish of Balyna on the border between counties Kildare and Meath.

In 1998, the year in which the previous school report was issued, 107 pupils were enrolled and enrolment levels have remained relatively stable since then. However, enrolment levels may increase slightly in the immediate future in accordance with expected linear housing developments in the vicinity of the school because of the proximity of Broadford village to the M4 Western Motorway. The present culture and ethos of the school and the quality and range of learning opportunities and experiences provided ensure that the school attracts sufficient requests for placements to maintain these enrolment levels. The school’s mission statement aims to provide a caring and secure atmosphere in which the intellectual, spiritual, physical, moral and cultural needs of all pupils are met according to individual needs and abilities. This gives expression to its characteristic spirit which strives to ensure that the school keeps abreast of new developments and is a place of learning, sharing and mutual support through which the pupils are equipped with the skills and values necessary to meet the challenges of an ever-changing society.

The average school attendance level is high at 94.7%. During the previous school year one pupil was absent for more than thirty days, six were absent for between twenty-one and thirty days, while thirty-one were absent for between eleven and twenty days. Pupils transfer to a number of second level schools in the locality in neighbouring Longwood, Trim, Kilcock and Edenderry and to Kings Hospital in Dublin and The Bower in Athlone.

2. Quality of school management

2.1 Board of management

The school is managed by a board of management appointed by the patron and constituted in accordance with section fourteen of the Education Act, 1998, who give generously of their time. Generally the board meets at least once a term, but recently meetings have been held more frequently where a number school policy documents were approved. Board members, cognisant of recent legislation in education, have amended and ratified policy documents, initially formulated by the teaching staff on enrolment, discipline, anti-bullying, health and safety, administration, acceptable ICT use, homework and assessment. Evidential material and documentation would seem to indicate that meetings are procedural in nature, policies are approved with the minimum of discussion, maintenance issues are given priority and curricular matters are not discussed. While parents’ views are communicated to the board by their representatives, the parents’ association has been in existence for only one year and has little input into school policy formation. It is recommended that the board plays a more proactive role by ensuring that the views and opinions of all the stakeholders in the school community are canvassed and represented in the review and formulation of school policy in the development of more expansive policy documents and in the ratification of curricular plans. Furthermore, the board needs to formulate school policies on school attendance strategies, sexual harassment, substance use, the induction of new teachers, the management of special needs assistants and on child protection as matters of compliance.

The main priorities of the board include the further development of ICT and library facilities, the provision of more educational trips to places such as art galleries and cultural centres. The school is cleaned to a very high standard and maintenance work is completed by the caretaker on a regular basis. The grounds are well maintained and the board, teachers, pupils and caretaker are commended for keeping the external environment attractive and free from litter.

2.2 In-school management

The in-school management team comprises the principal, the deputy principal and one special duties post. The long-serving principal is held in high standing among the wider school community. He has an in-depth knowledge of the backgrounds of the pupils and demonstrates a sensitive attitude towards them. Links with the local community are fostered and developed in a consistent manner He has coached school teams to many successes in local Gaelic football and in athletics. He has good interpersonal skills and relates extremely well to his colleagues. While he endeavours to provide the school community with purposeful leadership and to undertake his management duties in a dedicated manner, the role of curriculum leader should now become a priority. This is vitally necessary to facilitate the development of a more systematic and cohesive teamwork in the formulation of administrative, organisational and curricular policies in order to ensure the full and coordinated analysis, exploration and implementation of the primary curriculum in the school.

Some aspects of organisational and curricular responsibilities have been allocated to post holders but these are lacking in cohesion and have not been contractually assigned. While each individual team member shows dedication and diligence in carrying out these responsibilities, the overall responsibility for development in each particular curricular area has not been assigned to designated post holders. This means that the potential of the post holders is not having the desired impact on the development and delivery of the curriculum within the school or on strategic school development planning in general. An immediate review of post-holders’ duties is necessary to utilise their individual professional and personal skills and to promote more co-ordination and cohesion in deciding teaching approaches and strategies, in determining broad and specific learning objectives and in acquiring, using and storing targeted resources in the whole school context. This review is necessary in order to ensure cohesion, ownership and progression in the delivery of a broad and balanced curriculum throughout the school and to ensure that collaborative approaches to decision making are promoted.

The principal ensures that official documents including the attendance book, roll books and the register are maintained accurately and up-to-date. The management of pupils in the school reflects the inclusive and positive approach articulated in the school’s code of behaviour. Very good communication exists between teachers and the pupils in their care and they demonstrate a caring and sensitive attitude towards all the school’s pupils. Pupils are encouraged to develop their self-esteem and grow in confidence.

2.3 Management of resources

The teaching staff consists of the principal teacher and five assistant teachers. Three teachers and the principal teach in mainstream classes. Two teachers based in the school fulfil the respective but separate roles of learning support and resource teacher. The former works on a full-time basis in the school while the latter is shared with a neighbouring school. Two full-time special needs assistants have been appointed to cater for the needs of a number of children in the school. 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. A school secretary is employed on a full-time basis and provides valuable support to the principal and teaching staff. The school has a committed caretaker who ensures that the standards of accommodation are maintained.

A valuable range of teaching and learning resources which has been acquired over a number of years is available in the school and good use has been made of Department of Education and Science curricular grant-aid. Each classroom has a considerable array of appropriate charts, maps and posters on display, which contribute to the creation of a stimulating learning environment. The school has a collection of videos on topics in history, nature study, health safety and religion. There is a sizeable range and variety of physical education, science and mathematics equipment, musical instruments and visual arts supplies in the school. In addition, parental fund-raising has enabled the equipment of a fully-networked computer room. Classrooms have whiteboards, magnetic boards and an ample selection of the standard teaching resources necessary to implement the curriculum. The school is well equipped with standard office and photocopying equipment. Now that the school has a range of the necessary resources for the full implementation of the primary curriculum, both material and personnel, consideration should be given to how these resources can be deployed as effectively as possible so that all pupils can benefit from the primary curriculum and achieve the aims of the school. In a few classes, over-reliance on the use of textbooks is a significant inhibiting and detrimental factor to the exploratory interpretation and appropriate implementation of the primary curriculum, its practical approaches and varying methodologies.

The principal has identified the school’s provision for pastoral care and the development of IT skills as areas in need of further development. An external music teacher sponsored by Kildare County Council outreach programme provides weekly classes in vocal and instrumental music and a coach, sponsored by the Gaelic Athletic Association, works with the middle and senior pupils during school hours in spring and summer. Classes are assigned to teachers according to individual preference where possible, and teachers are encouraged to move between class levels over a period of years.

Accommodation consists of four mainstream classrooms, two prefabricated classrooms for resource teaching, a general-purpose room, a small staff room and an office which is shared by the principal and the secretary. Indoors, the school is bright and pleasant. A very good standard of hygiene, neatness, décor and order is in evidence throughout the building which contributes to the creation of a pleasant working environment. All teachers have enhanced their working surroundings and have created attractive and stimulating learning and teaching areas through the judicious use of colourful charts and displays. The outdoor play areas, to the rear of the building, consist of a tarmacadam area in the courtyard and a reasonably large games pitch the surroundings of which are enhanced by groupings of trees.

2.4 Management of relationships and communication with the school community

The parents’ association is affiliated to the National Parents’ Council and is very supportive and willing to participate in the development of the school. It was established in March, 2005, when the significant degree of parental involvement in their children’s education and in the school was formalised and recognised. Prior to that, the views of parents were conveyed through their representatives on the board of management. Following the establishment 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. The immediate focus of the association is mainly on fund-raising to support extra-curricular activities, to enhance the facilities in the school and to improve the flow of information between it and the board. It is willing to be proactive in planning for increasing enrolments and the creation of road safety measures and awareness. These are necessary because of the school’s proximity to a very busy road, constantly used by heavy goods vehicles. Parents are welcomed into the school at all times to discuss their children’s progress. Individual parent teacher meetings are held annually in January and February and end of year reports are posted to each household.

Significant fund raising by the board of management and the parent body helps to maintain the level of resources and equipment in the school, which in turn contributes to the educational possibilities available. Events such as hunts, mini-marathons, raffles, sales of work and card drives are organised to fund resource acquisition which is requested by the 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 main concerns of the parents’ association are to formalise their contacts with the principal, teachers and with the board of management body, to provide a library for after school use, to organise more talks and discussions and to deal with the road safety issues associated with the high volume of trucks passing the school on their way to a number of quarries in the area. 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 important as the school is currently in a phase of transition. The school fosters links with many local community groups, from local festivals to sports organisations.

2.5 Management of pupils

The pupils are generally self-motivated and self-disciplined. Very good teacher/pupil personal relationships are created and it is evident that the pupils respond positively to the interest which teachers show in their progress, development and good behaviour. Teachers monitor playground behaviour carefully and deal proactively and sensitively with emerging pupil needs. The school has a clear code of behaviour based on mutually understood rules and the pupils’ appropriate behaviour both inside and outside of the classrooms is a credit to both teachers and pupils and, indeed, to the whole school community.

3. Quality of school planning

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

The principal teacher and teaching staff, together with the board of management where appropriate have co-operated on the development of a number of school policies. Staff meetings are organised on a termly basis. Policy documents are available on areas such as enrolment, health and safety, administration of medicines, acceptable use of ICT, homework and assessment. Policies on sexual harassment, attendance, substance use, induction of new teachers and management of special needs assistants should now be provided urgently. Furthermore, no evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2004). The board of management has not commenced the process of adopting and implementing the policies and a designated liaison person has not been appointed in line with the requirements of the Departmental guidelines. It is strongly recommended that these matters concerning child protection should be addressed as a matter of compliance and that formal procedures should be drawn up to ensure that policies and procedures are formulated and reviewed regularly, are reflective of the full spectrum of stakeholder considered opinion and meet the requirements of legislation.

Curricular planning has begun on those subjects which have been inserviced to date. However, in order for these plans to reflect curriculum policy adequately, the school now needs to give further consideration to pedagogic principles, teaching methodologies, organisational arrangements and the assessment and evaluation of pupil progress in each curricular area. Planning to meet the needs of pupils with different learning abilities and special needs should be considered and re-stated in the overall review of the school plan. Further work is now needed to ensure that the planning process culminates in the development of a framework for action that will guide the school in the full implementation of the curriculum. This expansion of the curriculum development process will help the staff to identify educational goals that will reflect the needs, aptitudes and circumstances of the pupils and the unique character of the school and its environment. It is also recommended that formal procedures be drawn up to ensure that curricular policies and procedures continue to be reviewed regularly using specified success criteria.

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.

The school should seriously consider availing of the PCSP cuiditheoir service to assist in the review and revision process and to provide further guidance on planning and implementing the curriculum. The online planning frameworks and templates provided by PCSP and SDPS should assist this collaborative process and build upon the work done to date on planning. In addition, the document, Looking at our School provides a useful framework for internal self-evaluation and will support the school in evaluating its own performance and in identifying areas for further development.

3.2 Classroom planning

The teachers display good teaching skills and are well motivated. Lessons are presented in a competent manner, a positive classroom atmosphere is cultivated and a variety of methodologies and teaching strategies is used by most teachers, depending on the curricular area. Greater emphasis should now be placed on the key methodologies underpinning the curriculum, especially the active learning method and the discovery method, through more extensive, widespread and creative use of available resources. This practice should support and embed the implementation of the revised school plan in the classrooms. While all teachers in the school provide long-term and short-term planning documents, much classroom planning is reflective of textbooks and commercially-available schemes. When the school plan for the curricular areas is reviewed, the planning should ensure that the core principles of the curriculum underpin each subject area in order to develop cohesiveness in the curriculum as a whole. This will also help to inform teachers’ classroom planning. As part of the re-structuring process there is an urgent need for the development and implementation of common planning templates for short-term and long-term preparation and for monthly progress reports which reflect the structure of the primary curriculum. It should also be ensured that all desired learning outcomes are clearly linked to objectives in the curriculum.

3. Quality of learning and teaching

3.1 Language

An Ghaeilge

Caitear dua le teagasc na Gaeilge agus tá plean scoile don ábhar curtha ar fáil ina leagtar amach aidhmeanna ginearálta, téamaí, feidhmeanna agus eiseamláirí teanga, modhanna múinte agus straitéisí teagaisc atá nascaithe i gcoitinne le prionsabail agus struchtúr snaithe agus snaithaonaid an churaclaim. Baintear úsáid as na téamaí sin mar bhunús don phleanáil fhadtréimhseach ach, in ionad forbairt a dhéanamh ar aidhmeanna an churaclaim chun cuspóirí sainiúla teagaisc agus foghlama a aimsiú, téitear ró-mhór i muinín na scéime Treo Nua agus ar na téacsleabhair agus acmhainní a ghabhann leis an scéim mar fhoinsi ábhair teagaisc sa ghearrthréimhse. I gcomhthéacs na scoile uile, tá gá le plean forbartha don Ghaeilge atá ag tacú leis an gcuraclaim in a aimsítear riar maith téamaí sa chomhrá don scoilbhliain ar fad ina mbeadh fócas níos cinnte ar áiseanna, ar mhodheolaíocht, ar straitéisí teagaisc agus ar spriocanna cinnte foghlama. Tá gá ar bhonn uilescoile le fócas níos cinnte sa phleanáil fhadthréimhseach agus ghearrthréimhseach ar chur i bhfeidhm snáithe agus snáithaonaid an churaclaim d’fhonn freastal ar riachtanais na ndaltaí maidir le leathnú foclóra, cumadh abairtí agus cumarsáid. 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 póstaeir, lipéid, frásaí na seachtaine agus as téamaí na míosa mar fhoinsí ábhair agus eiseamláirí 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, in ionad an sluafhreagairt, 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’fhiu freisin seans a thabhairt dóibh an teanga a fhoghlaim chun páirt a ghlacadh i ngníomhaíochtaí chumarsáide mar rólghlacadh agus in agallaimh bheirte.

Déantar freastal sásúil ar fhorbairt tuisceana agus ar leathnú foclóra le linn na ngníomhaíochtaí léitheoireachta agus scríbhneoireachta. Cruthaítear timpeallacht mhaith ábhair i bprionta i roinnt seomraí agus baintear úsáid as lipéid le haghaidh foclóra agus eiseamláirí d’abairtí iomlána. Léann formhór na ndaltaí go cruinn le brí agus le tuiscint agus léiríonn siad a dtuiscint ar an ábhar trí fhreagairt ceisteanna ó bhéal agus tríd an scríbhneoireacht sna cóipleabhair. Tá dul chun cinn súntasach á dhéanamh i dtaca le féin-iarrachtaí na ndaltaí a chothú ina gcuid scríobhneoireachta agus oiltear iad chun abairtí, altanna agus aistí a scríobh faoi stiúir na n-oidí. Moltar laghdú a dhéanamh ar an méid scríbhneoireachta atá á dhéanamh sna leabhair saothair atá in úsáid i gcuid de na ranganna agus a thuilleadh béime a chur ar obair phearsanta. B’fhiú pleanáil a dhéanamh sna scéimeanna fadthréimseacha agus gearrthréimseacha chun go mbeadh na “genres” éagsúla in úsáid chun an scríbhneoireacht chruthaitheach a fhorbairt i rith na bliana. Cuirtear rainn, amhráin agus filíocht oiriúnach i láthair na ndaltaí go tarraingteach, bríomhar. Baineann na daltaí taitneamh as na rainn agus as na véarsaí taitneamhacha atá ar eolas acu agus aithrisíonn siad go fonnmhar iad. B’fhiú freisin machnamh a dhéanamh ar chruthú teimpléid uilescoile maidir le pleanail gearrthréimhseach na noidi aonair agus maidir leis an gcuntas míosúil chun cothromaíocht a léiriú idir na cuspóirí agus an t-ábhar agus na spriocanna cinnte foghlama atá le teagasc chun gnothachtail na ndaltai a chinntiu thar raon leathan scileanna.

Irish

A considerable amount of effort and commitment is applied to the teaching of Irish. The school curricular plan for this subject area outlines general aims, themes, language functions and exemplars, teaching methods and strategies which are in general terms linked to the strand and strand unit structure and principles of the curriculum. These themes are used as a basis for long-term planning but instead of extending the development of the aims of the curriculum towards the identification of specific short-term teaching and learning objectives in experiential settings, there is an over-reliance on the ‘Treo Nua’ scheme and on the textbooks and resources associated with it as a source of teaching material. In the context of the whole school there is a need for a development plan for Irish which is derived from and more fully supports the curriculum. The plan should identify sufficient themes in conservational Irish for the full school year where there is a more definite focus on resources, methodologies, experiential teaching strategies and language targets. There is a also a need for a more definite focus in both the long-term and short-term planning in following the strand and strand units structure of the curriculum in order to attend to the needs of pupils in regard to the extension of vocabulary, the formulation of sentences and conservational Irish. It is advised that a range of appropriate themes and their associated vocabulary which is derived from the ten major themes of the curriculum should be selected to emphasise the development of listening and conversational skills of pupils.

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 strategies and methodologies across classes to advance the listening and expressive skills of pupils in a systematic way. 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. These worthwhile practices should be implemented throughout the whole school. Instead of relying on chorus responses, more emphasis should be placed on cultivating the individual responses of pupils, on drama and discussion in order to nurture the 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.

Suitable attention is focused on the development of understanding and on the extension of vocabulary in the course of the reading and writing activities. Useful print rich environments which include phrases, captions and full sentences are created in some classrooms. The majority of pupils read with understanding and accuracy and they manifest their understanding of the content by answering questions orally and by completing written comprehension assignments. Suitable progress is being achieved in the development of pupils’ writing skills and they are taught to write sentences, paragraphs and essays under the direction of teachers. However, teachers are advised to reduce the amount of writing in workbooks and instead to foster personal creative writing. 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 enjoy the rhymes and poems which they memorise and suitable and interesting poetry selections are presented to them in an attractive way. It is worth giving consideration to the creation of templates for short-term planning and monthly reports to ensure equivalence in the involvement of pupils in a range of specific and targeted learning objectives designed towards developing a range of Irish language skills.

English

A whole-school plan for the teaching of English has been developed. The plan includes the objectives from the curriculum across the four strands for each class group as well as reference to textbooks used at each level. When this plan is reviewed, it should include evidence that the teaching staff has given consideration to teaching methodologies, the development of phonological awareness, the school’s approach to emergent reading, the differentiation of the curriculum for children of differing abilities, organisational arrangements and the assessment and evaluation of pupil progress in order to reflect continuity and progression in teaching and learning.

Suitable emphasis is placed on oral language development in the infant and junior classes. Class discussions are well managed and all pupils are encouraged to participate. In the middle and senior classes, oral language development is attended to across a number of curricular areas. However, in order to develop the children's oral fluency and receptiveness and to enhance oral language development further, planning and teaching for the middle and senior classes need to be firmly based on the specific learning objectives as laid out in the English curriculum.

Emergent reading skills are well developed in the junior classes. The pupils have a good sight vocabulary, they can undertake word-building exercises and are skilled in word-identification strategies and in undertaking onset and rime tasks. The Letterland series is used very effectively to develop phonological awareness and the children are exposed to an environment that is rich in print and text. However, it is not expected that children in junior infants would engage with a structured reading scheme. This practice should be reviewed and instead, the development of sight vocabulary should be addressed in other meaningful contexts in the emergent reading experience. A whole-school plan for emergent reading must now be a priority.

Early writing is stimulated and developed in the infant classes through the experience of a print-rich environment in the classroom and through the teacher acting as scribe and modelling writing for the children. In first and second classes, there is a clear focus on speaking and listening, and a range of methods is used to promote talk, develop ideas and help pupils to organise their thinking before writing. In the middle and senior classes the children write in a variety of contexts and children’s written work is attractively displayed. However, there is a need for the pupils to have consistent experience of drafting, editing and redrafting writing and for work done at these levels to be more closely aligned to the objectives laid out in the English curriculum. The use of IT would further enhance the writing process and it is also recommended that a consistent multi-dimensional approach should be adopted in the teaching of spelling throughout the school.

4.2 Mathematics

The school plan for Mathematics outlines an appropriate series of aims and learning objectives, concept formation and understanding in each strand of the curriculum, in number, algebra, shape and space, measures and data representation. It lists the methodologies, resources and strategies to be used and emphasises the development of mathematical language. When the plan is reviewed, the importance of the children’s development of mathematical skills needs to be explored and included. While there is evidence that the school plan, which is in accordance with the primary curriculum, is, in general terms, implemented and applied in classroom practice, there is a need for greater continuity and consistency in teachers’ long-term and short-term preparation. Classroom planning for Mathematics should now focus on the achievement of specific curriculum objectives instead of reference to textbook-based objectives and reliance on guidelines supplied with the mathematics schemes. In addition, teaching methodologies and common approaches need to be further explored and documented and the consistent use of concrete, visual and structured materials needs to be sustained throughout the school. Greater use of the school’s own rich environment should also be considered to facilitate cross-curricular planning.

In the infant classes, due attention is given to concept formation and language development through early mathematical activities. In first and second classes, concrete materials are deployed to extend these mathematical skills and knowledge and most pupils develop a good sense of place-value and strategies for solving problems across all strands. In the middle and senior classes, pupils demonstrate a good knowledge of number facts and perform computations accurately. Problem-solving activities are used to develop the pupils’ abilities to plan, take risks, evaluate solutions and think logically. Emphasis is placed on the development of estimation skills throughout the strands. In general, a high level of understanding of number and number operations, along with aspects of measurement, shape and space, algebra and data is evident. Written work is carefully recorded in copies, which are regularly corrected. Assessment in the form of teacher observation, regular monitoring of written work, teacher designed and text book tests are used. The use of Sigma-T standardised, norm-referenced attainment tests was discontinued due to their inappropriateness following the introduction of the revised curriculum. When the appropriate revised tests become available it is recommended that their use should be re-established and the results of all tests should be used for both formative and summative pupil assessment and as the basis for the planning of future differentiated work in the classroom.

While a range of concrete materials and mathematical equipment has been acquired in the infant and junior classes more are required in the middle and senior classes. These should be utilised appropriately at all levels to assist the pupils in their understanding of number concepts and operations. The use of mathematics investigation tables would further consolidate work done in these areas. The development of mathematic trails, a consistent approach to the development of mathematical language, further use of IT for recording and the use of cooperative learning in the mathematics area should now be considered.

4.3 Social, environmental and scientific education (SESE)

History

Whole school planning for the teaching of history has not yet been initiated. A school plan which places emphasis on examining the local environment will ensure that children have the opportunity to acquire readily and practise historical research skills. Classroom planning needs to be firmly based on the curriculum and to place less emphasis on the core textbook. Historical time lines are displayed in most classrooms and an attractive collection of historical photographs is displayed in the school corridor. In infant classes, the programme covered places suitable emphasis on the children’s own past and that of their families. 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. Pupils could now be made aware of the full range of primary and secondary sources that can be used to investigate periods and events in the past and a range of documents, photographs and artefacts could be used to enhance the teaching and learning in this area.

Geography

Whole school planning for geography has not yet begun. In lessons observed, there was evidence of the exploration of the local environment, thus helping pupils to develop a sense of place and familiarity with the main topographical features of their locality. Lessons were supported by a variety of resources. A map-rich environment has been created in the senior classes. Emphasis on practical geographical investigations as well as implementation of the strands and strand units of the curriculum across the school will help to raise the children’s awareness of environmental issues while developing important observational and investigative skills.

Science

Introductory whole school planning has been initiated in the area of science. A useful range of resources has been acquired which will provide for investigative work across the four strands. In the infant classes the science programme is integrated with other curricular areas. In some classes, opportunities are provided for the pupils to undertake investigations which encourage them to work scientifically. Revision of the school plan should provide for consistency in the development of skills, knowledge and understanding appropriate to the needs of all pupils. There is also a need for more discovery learning methodologies in this area to allow the children to acquire facts for themselves. A division of the strand units into a two-year cycle will ensure that all strands are treated equally in all classes across the school.

4.4 Arts Education

Visual arts

An analysis of the school plan indicates that whole school planning for the Visual Arts is at the initial stages. Aims, objectives and available materials are listed but the proper referencing and elaboration of the curriculum objectives in teachers’ long-term and short-term planning is necessary in order to develop this process further in a progressive and developmental fashion. While the emphasis in planning and in implementation is on art making, the aspect of looking and responding to works of art needs a more thorough implementation in the school and suitable pieces of art for looking and responding should be listed. The looking and responding aspect needs to reflect the full spectrum to include drawing, paint and colour, print, clay, construction and fabric and fibre. This will serve to enhance the art making already in hand. Portfolios of the children’s work are kept. A selection of good quality art materials is made available to the children. Children have had the opportunity to work on the clay strand. However, some work is the clay strand is undertaken using márla. This practice should be discontinued. The clay strand intends that the children work in natural clay, as it is more malleable than márla and easier for small hands to manipulate.

For the most part, children make art in all strand areas, drawing, paint and colour, print, clay, construction and fabric and fibre. The use of a non-template approach to art making is to be commended and should be further embedded in school practice and policy. The use of ICT should be extended in supporting the work in the visual arts.

Music

Work has been done on a school plan for the development of music within the school. It outlines the rationale for teaching music in the school and lists aims and objectives, particularly for the performing strand to include children singing and the playing of a range of instruments. When the plan is reviewed, lists of appropriate songs for each level, an inventory of musical instruments available in the school and compilations of musical pieces appropriate for the listening and responding strand need to be included. Further analysis of the composition and listening and responding areas will also be required.

A strong tradition of music performance exists in the school and the school’s involvement in the Kildare County Council Music Outreach programme has been very valuable and productive. A visiting teacher works with pupils from third class upwards. They have the opportunity to play in the school’s orchestra and they perform confidently on a variety of musical instruments. In the infants and junior classes, listening, responding, musical literacy and performing are incorporated into music lessons and pupils perform with confidence and obvious enjoyment. They sing a range of songs in both Irish and English with vivacity and they are developing a sense of rhythm in keeping with their age and level. In the middle and senior classes, further work is needed on the full implementation of the curriculum, particularly in the areas of listening and responding and composition.

The curriculum area is very well resourced and the school has acquired a good range of instruments and other resources for the teaching of music. The musical expertise among the teaching and outreach staff is a valuable resource for the school. Over the past few years school groups have participated in Cór na nÓg and in the Tzipor Children’s festival. Given 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 commencement of the process of whole school planning for the teaching of physical education has not been embarked upon but this should now be enabled by the completion of the current provision of in-service in this area. It is expected that the pupils will experience a broad programme across the six strands as the physical education curriculum is implemented across the school. Sport and athletics are an important feature of school life and full use is made of both the general purposes room and the 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, volleyball, basketball, camogie and in cross-country running. School teams participate successfully in 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 in the development of pupils’ self-esteem.

The PE 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 the good range of equipment available augments pupils’ learning opportunities. Swimming lessons are organised for children in Trim swimming pool from September to November and from Easter to Summer each year.

4.6 Social, personal and health education (SPHE)

A school plan exists for Social Personal and Health Education, incorporating the RSE policy document and outlining the rationale and curriculum objectives for each strand and strand unit. The plan emphasises the importance of providing discrete time for SPHE and refers to approaches and methodologies and but needs further expansion to cover differentiation, equality of participation, community links and success criteria. A strong sense of community and an atmosphere of mutual respect exists between the teachers, between staff and pupils and among pupils themselves. All teachers plan individually for the teaching of the subject. The teachers co-operate with the board and are vigilant in providing a secure, safe and healthy environment for the children in their care. Programmes of work address pupils’ needs and they explore a variety of topics. The school’s welcoming atmosphere and its ethos reflect a firm commitment to the development and extension of pupils’ skills in this area. Values such as respect and co-operation are cultivated and fostered.

4.7 Assessment and Achievement

The school has a policy on assessment and a range of assessment modes are employed, which include standardised assessment tests, teacher observation, teacher-designed tests and tasks and check-ups from textbooks. In English, levels of attainment in reading are assessed on an annual basis by means of the Drumcondra Primary Reading Tests. The Middle Infants Screening Test (MIST) is administered to all children in senior infants. Constructive use could be made of assessment to assist planning and to promote learning for pupils of all abilities. Individual education plans (IEPs) for those with learning difficulties need to be carefully considered in classroom planning in order to inform differentiated learning and ability-group teaching. Results of these tests are kept on file and are used to support the identification of pupils with learning difficulties. Weekly and termly teacher-designed tests complement the range of assessment models in operation and written work is carefully monitored. A range of tests is used to assess 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 forward to the next class teacher. It is suggested that the format of these reports be reviewed so that they reflect the structures of the curriculum.

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 shared resource teacher and a whole school plan for learning support and resource teaching has been devised which adheres to the Learning Support Guidelines. The Drumcondra Primary Reading Test is used as a screening process and those at or below the twelfth percentile receive learning support in English. A range of diagnostic assessments is administered. 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. Support is currently being provided for fourteen pupils from senior infants to fifth class on a withdrawal basis. 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 those experiencing difficulties in Mathematics. Consideration should also be given to the acquisition and use of a more extensive range of resources in this area.

Three children are currently in receipt of supplementary teaching on a withdrawal basis. IEPs indicating learning strengths and needs are drawn up for each child in conjunction with the class teachers and the child’s parents and based on psychological reports. The programme of work followed is generally based on work being done in class in Mathematics and English. It is recommended that programmes of work be more firmly grounded in the language of the curriculum with regard to learning objectives and outcomes. It is opportune also to explore further models of support for these pupils, including specific targeted, intervention programmes within the mainstream classrooms.

5.2 Other supports for pupils: disadvantaged, minority and other groups.

The school through its stated policy on enrolment and equality of access, has structures in place, which promote an open and inclusive approach to pupils from disadvantaged backgrounds. Currently the school is in receipt of grand aid for 3% of its pupils enrolled at the school who are regarded as being from disadvantaged backgrounds.

Three non-national pupils are enrolled at the school. It is recommended that the board of management formulate its policy for the provision for pupils from minority groups so that appropriate procedures are in place for immediate and future needs.

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 happy working atmosphere in the school and the collective energy and dedication of the principal and teaching staff to teaching the pupils in their care are evident.
The pupils are extremely well behaved, they engage with learning tasks and complete assignments, they are articulate, confident, and responsive and there is a sense of enjoyment in the classrooms.
A stimulating and attractive learning environment is created. Attention to the presentation of the whole school premises and to neatness is obvious throughout the school.
The school’s level of achievements in instrumental music, in singing and in sport is impressive.
There is a need to rethink the function of school planning so that the planning process will provide a framework for action that will guide the school in the full implementation of the curriculum and will help to contextualise the curriculum for the school’s requirements.
There is a need to analyse, 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 more widespread use of the structures and language of the curriculum through the provision of common 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:

The PCSP cuiditheoir service should be availed of and utilised efficiently.
Overall curriculum co-ordination responsibilities in a particular curricular area should be allocated to each postholder.
All partners should be enabled to join in the clarification and statement of the school’s aims and objectives and should agree on strategies to achieve them by means of an effective, consultative and collaborative whole-school planning process.
The teaching staff should be enabled to provide individual long-term and short-term plans which are based on and informed by the whole-school plan and which are customised to meet the needs of pupils in each class on an annual basis
In the teaching of Irish more emphasis should be placed on the development of pupils’ conversational and listening skills in providing them with the opportunity to learn the language by participating in conversational experiences such as role-taking and paired interviewing.
The whole school plan for English should be reviewed in order to reflect continuity and progression in the development of phonological awareness, the school’s approach to emergent reading and in the assessment and evaluation of pupil progress.
Greater emphasis should be placed on skill development, activity based learning, and guided discovery in Mathematics and standardised testing should be re-introduced when the tests become available.
The process of planning in SESE that is based on the structure of the curriculum rather than on textbooks should be embarked upon, placing emphasis on skill development and on the consolidation of facts and on the use of a variety of sources and resources.
The programmes in Music and in Visual Arts should be extended particularly in the aspects of listening, looking and responding.
A whole school plan for Physical Education should be formulated.
The provision for learning support should be extended to include support in Mathematics.

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

Appendix

School Response to the Report

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

The Board of Management, Staff and parents broadly welcome the Whole School Evaluation process and are happy with many of the findings of the Report. We acknowledge that, by their very nature, policies and plans require constant monitoring and updating. We feel the criticism of school policies and plans is unduly harsh, particularly as planning for the Revised Curriculum is still at a relatively early stage of development. Furthermore, the Board of Management disputes the comment that school policies are ratified with “the minimum of discussion”. We also take issue with the comments regarding school leadership and in-school management.

We are happy to note that pupils deservedly receive commendation for being “…. well behaved, they engage with learning tasks and complete assignments, they are articulate, confident and responsive and there is a sense of enjoyment in the classrooms (p. 14).

It is felt by both the Board of Management and Staff that the quality of planning, leadership and teaching is reflected in the high standards of literacy, numeracy and general education that parents and other education partners have come to expect from this school. The summary of findings on page 14 of the Report, together with a high attendance rate of 94.7%, attest to the positive, holistic approach adopted throughout this school from which all members of the school, and the wider community, clearly benefit.

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 has made contact with the Cuiditheoir Service with a view to obtaining assistance and guidance in updating our policies. The school’s Child Protection Policy is in place. The Learning Support service has been extended to include the teaching of Mathematics.