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

Trentagh National School is a two teacher co-educational primary school situated in the townland of Trentagh about nine miles from Letterkenny in County Donegal. It caters for the children of Presbyterian community in the area. The school currently has an enrolment of 19 pupils. The previous Tuairisc Scoile, issued in 1995, praised the staff for their achievements to date and stated that the recent refurbishment of the school should reinforce their commitment and motivate them towards further endeavours.

The school’s mission statement outlines the characteristic spirit of Trentagh School: “In this school we endeavour to promote teamwork and appreciation of each others abilities and talents.” In order to make the mission statement as child-friendly as possible, the teachers chose a picture from colouring material sent to the school by Barnardos some years ago. The visual image of what the school is trying to achieve - “that collaboration can lead to a happier environment” - is coloured in by each child and displayed in the corridor along with the school’s vision statement. The ethos of the school is reflected in the positive atmosphere, which was evident during the period of this evaluation. The principal and staff provide an attractive school environment and this is mirrored in the happy pupils that attend the school. The characteristic spirit of the school is also reflected in the daily positive interactions among pupils, parents and teachers. Pupil behaviour during the course of the evaluation was excellent at all times. It is evident, too, that the school benefits from and is supported by a dedicated board of management and a supportive parent-teacher association. Average attendance levels for the months before the inspection were satisfactory.

2. Quality of school management

2.1 Board of management

Trentagh National School is managed by a committed board of management nominated by the patron of the Presbyterian Church and constituted in accordance with Section 14 of the Education Act, 1998. The board meets at least once each term and is functioning very well. It has a strong sense of pride in the history of the school and its location in the heart of the community. A satisfactory record is kept of all board proceedings. The board members display a keen interest and considerable enthusiasm for all aspects of school life. Financial accounts are not audited. However the board’s financial accounts are managed well by the treasurer and the principal. There is good communication between the board and the teaching staff. Parents’ representatives on the board ensure that the views and opinions of the parent community are represented fully. Some members of the board have attended training for their roles. However, it was generally felt among members that further training for boards of management should be made available, particularly in the context of the legal responsibilities now placed on boards. The chairperson visits the school regularly and fully supports the work of the principal and teachers. The current priorities of the board include the development of the school building and the extension of the school playground.

The board plays a satisfactory role in reviewing school policy and in the ratification of administrative and organisational plans. The board is commended for its involvement in the planning process to date. The social personal and health education (SPHE) policy, child protection guidelines and relationships and sexuality education (RSE) have been identified as priority areas for future development by the board and staff in the school plan. It became evident during this evaluation, that a significant number of pupils have literacy difficulties and some pupils have numeracy difficulties. It is now strongly recommended that the board take an active role in supporting the teaching staff in monitoring and raising the educational attainments of the pupils in the key curricular areas of literacy and numeracy.

2.2 In-school management

The teaching staff consists of a principal teacher who has been appointed to the position in the past seven months and one assistant teacher with a special duties post. A learning support/resource teacher who is based in another school works in the school for five hours in the week. One full-time special needs assistant (SNA) has been appointed to cater for the needs of one child in the school. The SNA provides positive support to the school by meeting the care needs of the pupil and in enabling the pupil to participate in school life as fully as possible. A school secretary is employed on a part-time basis and provides valuable support to the teaching principal, staff and pupils. The school also employs a part-time caretaker as required throughout the year for general maintenance of the building and the grounds. A cleaner is also employed for two days a week and ensures that the school, inside and out is maintained to a high standard. A visiting music teacher comes to the school on a weekly basis during school terms to support the school’s music programme.

The operation of the school on a day-to-day basis is managed satisfactorily by the committed teaching principal. She has identified a number of curricular areas for development in the school and she has organised effective planning in some of these area. She has also prioritised areas for future development in the school. All official documents, including daily attendance books, the registrar and the roll books are maintained accurately. The work of the school, as a whole, is monitored through compiling and maintaining custody of teachers’ monthly progress records. Efforts are made to ensure that appropriate communication structures exist within the school to facilitate teachers, parents, the board and the wider school community contribute to the functioning of the school. Staff meetings are held twice a term. The principal compiles the agenda and takes personal notes. Areas of discussion include curricular and organisational policies. It is recommended that minutes be taken of staff meetings and that progress be reviewed regularly.

It is now recommended that the staff should refocus their energies on key areas of literacy in particular and numeracy in the school. Establishing links with the Primary Curriculum Support Programme cuiditheoirí and the Special Educational Support Service will be a significant step in a strategy required to raise standards in the school.

2.3 Management of resources

Teaching and non-teaching personnel are managed satisfactorily with some evidence of open, positive staff relations. However, additional communication between staff in relation to programmes of work would contribute to a sense of continuity and development in the school for the future. The special needs assistant is effectively deployed with commendable flexibility to assist the pupil with special educational needs (SEN). It is now imperative that a formal policy on supporting the pupils with SEN in classrooms be drawn up to cater for the needs of individual pupils in English and Mathematics.

The school is equipped with some resources for learning. However, this is an area that needs to be addressed, particularly in the area of reading materials. Each classroom has a supply of appropriate charts, maps and posters on display, which contribute to the creation of a stimulating learning environment. While there are attractive libraries in the classrooms, it is recommended that a further stock of books be sourced. It is also recommended that books be graded and coded to ensure that there is a plentiful stock of literacy material in both rooms, suited to the varying reading levels of the pupils. A stock of up-to-date materials including science, mathematics and PE equipment, as well as a wide selection of reference books is available. The use of the Information and Communication Technology (ICT) should be further explored particularly to present pupils written work in books and for classroom displays. It emerged from the discussion during the meeting with the parents that further and considerable investment should be made in information technology in both classrooms and that the pupils’ ICT skills should be further developed.

The present accommodation consists of two classrooms and a prefabricated room building which accommodates the support service in the school. The school secretary has a small office space and there is need for further space for principal’s office. An application in respect of a school extension is currently lodged with the Department of Education and Science (DES). Some additional support classroom space together with an administrative area and storage space will enhance the current school accommodation. A cleaner cleans the school two days a week and the whole premises are maintained to a high standard. The high standard of hygiene, neatness and décor, which is in evidence indoors and outdoors, contributes to the creation of a welcoming atmosphere and a pleasant working environment for pupils and teachers alike. The board of management and teaching staff are commended on their efforts in this regard.

2.4 Management of relationships and communication with the school community

The school provides very clear communication structures between home and school and the effectiveness of these structures is one of the school’s key strengths. A very active and commendably supportive parents’ association supports the school by fundraising for a number of projects and fosters cooperation and mutual respect between parents, teachers and the board of management. Parents are in regular consultation with the principal teacher. Parent-teacher meetings are held annually. Parents are positively encouraged to communicate with the school about their children’s progress and opportunities to consult with teachers are readily available. School reports for all pupils are sent to parents at the end of the school year. A school brochure and information pack should be produced containing key school policies and general information for all parents. Parents support the paired reading programme in the school and the principal has plans in place to develop this initiative further in the school. The parents accompany the pupils to the swimming lessons which are held in Letterkenny. Parents interviewed during the evaluation expressed very positive views on most aspects of the school, apart from the need for the inclusion of more integration of ICT in teaching and learning, the need for further stocks of library and parallel readers, and the need for further playground resources. Parents organise book fairs and other events to support the work of the school. The parents are aware that literacy, SPHE and RSE are areas for development in the school. The teachers in the school support extra-curricular activities and they are involved in the events organised by the wider community. The parents are very appreciative of this support, which leads to positive school and community relations.

2.5 Management of pupils

The management of pupils is very good. The pupils’ behaviour was excellent during the evaluation. They display an eagerness to learn and engage in guided and discovery-based learning. The code of behaviour and anti-bullying policies are being implemented and are currently under review by the teaching staff and board. A copy of all policies should be circulated to all parents particularly those in relation to discipline and homework policies.

3. Quality of school planning

3.1 School planning process and implementation

Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop guidelines 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). These guidelines should now be developed and ratified by the board as the school’s policy on child protection. Evidence was also provided to confirm that the board of management has adopted and implemented the guidelines, which are outlined in the school plan. A copy of the guidelines is posted on the notice board in the school’s office and it is recommended that a copy should be circulated to parents as well. A designated liaison person has been appointed in line with the requirements of the departmental guidelines.

The principal teacher and teaching staff, together with the board of management and in co-operation with parents, where appropriate, have collaborated on the development and review of a number of school policies. The plans for 2006/2007 school year is to draw up a child protection policy, ratify the anti-bullying policy and review of enrolment and discipline policies. A long-term developmental plan outlines the priority curricular, organisational and resource areas for development in the three-year period 2006-09. A planning diary from year to year indicates the priority work needing attention. Key organisational policies are made available to parents and the opportunities to engage parents in school planning to date are acknowledged and commended. Draft policies are brought before meetings of the parents’ association for discussion. It is now recommended that the draft polices and review of policies be sent to all homes in advance of the formal ratification.

Considerable effort has been invested in the development of most of the curriculum policies, which satisfactorily incorporate the structure and content of the Primary School Curriculum (1999). The SPHE policy is at the developmental process stage. The board should now ensure that this area of the curriculum is taught in line with the Primary School Curriculum (1999) and that the policy and curricular plans is documented in the school plan.

Consideration should be given immediately to the development of a whole-school assessment policy as a key to raising the standards of literacy in particular and numeracy. The finalisation of the RSE policy and programme should also be a priority for the school. Furthermore, the school should devise an action plan to address these significant weaknesses. This action plan should outline the responsibilities of all the stakeholders and identify short-term and long-term targets and review dates.

3.2 Classroom planning

All teachers have individual long-term plans and some short-term schemes of work. Monthly progress reports are maintained by all staff. There is evidence of objective based planning for some subjects and this practice is commendable. Much of the planning of individual teachers is, however, based on textbooks and on workbooks. There should be clearer links between whole school planning, the curriculum, individual teachers’ preparation and everyday practice in relation to literacy and numeracy.

Copies of the school plan should be available for all staff members to allow for closer linkage between the comprehensive school plan and individual teachers’ planning. It is further recommended that the teachers’ individualised planning should incorporate differentiated approaches to cater for all pupils with specific targets for pupils experiencing difficulty with literacy and numeracy. Individual Education Plans (IEPs) are available in teachers’ files for pupils with special educational needs. There is evidence that there is satisfactory collaboration between the support teacher and the classroom teachers in respect of pupils with SEN.

Overall, a broad curriculum is on offer to pupils. Teachers employ a variety of active teaching methodologies and this is evident in classroom practice. However, further consideration should be given to reflecting on the teaching methodologies being used in the junior section and ensuring that effective teaching strategies are adopted to meet the needs of the pupils. The teaching methods utilised in the senior section are of high standard. However, some challenges exist in terms of raising the standards of literacy and numeracy. The analysis of standardised test results will facilitate teachers in identifying classroom groups and allow them plan for differentiated approaches, including the identification of differentiated teaching targets and the use of differentiated teaching strategies to suit the learning needs and styles of the pupils. Project work could be developed further for integration of curricular areas. There was evidence of some limited use of ICT in the school. It is recommended that ICT could be used further in both sections to support teaching and learning. The support teacher should work in collaboration with class teachers in the classrooms to assist with literacy, in particular. Emphasis is placed on the environment as a resource and as a starting point for learning and the pupils have regular opportunities for outdoor exploration. The pupils are also taken on educational outings. A broad range of extra curricular activities is planned for all pupils. The parents support many after- school activities. Both teachers invest a lot of after-school time in sporting activities. This important work is acknowledged and highly commended by the parents as it creates a very good sense of community between the school, pupils and parents.

4. Quality of learning and teaching

4.1 Language

Irish

Tá plean scoile curtha le chéile le don Ghaeilge ina rianaítear snáitheanna agus snáthaonaid an churaclaim. Cé go gcuirtear timpeallacht prionnta shaibhir agus ábhar léirithe ar fáil agus go n-úsáideann na hoidí modhanna gníomhacha múinte sa dá roinn chun an ghné seo den churaclam a chur i bhfeidhm, is léir nach bhfuil ag éirí lena gcuid iarrachtaí chun an fhíorchumarsáid a fhorbairt i measc na ndaltaí féin. Baineann na hoidí úsaid as puipéidí, gníomhaíochtaí agus as cluichí chun an teanga a mhealladh ó na daltaí ach tá mórchuid na ndaltaí ar fhíorbheagán líofachta, go háirithe san ardroinn. Múintear struchtúir chainte an-bhunúsacha do na daltaí, mar ba léir ó na freagraí a fuarthas uatha le linn cheistiucháin. Tá roinnt rannta agus dánta gearra á ndéanamh sa bhun-roinn agus baineann na daltaí taitneamh as na gníomhaíochtaí seo. Ní mó ná sásúil caighdeán na léitheoireachta agus na scríbhneoireachta sa Ghaeilge sa dá fo-roinn. Glacann an príomhoide na daltaí sa rang sóisirearach don Ghaeilge ar feadh uair a chloig sa tseachtain.Is fiú anois plean leanúnach a leagadh amach chun a chinntiú go bhfuil spriocanna cinnte teanga á mbaint amach ag na daltaí ar fud na scoile. Is gá don fhoireann plean gníomhaíochta a chur le chéile a oireann do riachtanais na scoile seo ó thaobh na Gaeilge de, plean ina leagfaí amach spriocanna cinnte ó thaobh fhorbairt foclóra agus ó thaobh fhorbairt na cumarsáide, ach go háirithe. B’fhiú réimse leathan de théacsanna suimiúla a chur ar fáil do na daltaí chomh maith chun a suim a spreagadh sa léitheoireacht.

There is a plan for Irish in which the strands and strand units of the curriculum are outlined. A print rich environment is provided and the pupils’ written work is displayed in the classrooms. Active teaching methodologies are used in both sections. However, it is evident that the pupils are not benefiting from the teachers’ efforts to develop the pupils’ communicative skills in this area of the curriculum. Various methods and resources, such as puppets, games and activities, are used to encourage the pupils to communicate in the language. However, a significant number of pupils have a very basic level of fluency, particularly in the senior section. The pupils in the junior section know and enjoy reciting a few rhymes and Irish poems. The vocabulary and language structures being taught are very simple and this is reflected in the pupils’ responses to questioning. The standards in Irish reading and writing are less than satisfactory in both sections of the school. The senior class teacher takes the junior classes for one hour per week for Irish. It is recommended that a comprehensive programme be organised for both sections of the school to incorporate specific communicative approaches with set targets and strategies to implement the programme. It is also recommended that a further stock of suitable texts should be sourced for Irish reading for both sections of the school.

English

A whole school plan has been devised for the teaching of English in the school. This plan has recently been formulated and is due for review in May 2007. At classroom level, both teachers provide individual long-term and short-term planning to support the teaching of English. This planning for the most part is based on the textbooks in use. The quality of the teachers’ individual planning would be significantly enhanced if there were closer links to the school plan and to the Primary School Curriculum (1999). Individual Education Plans (IEPs) were available with regard to the differentiated programmes being implemented for pupils with SEN. Overall, however, there was little or no evidence of differentiated planning in respect of 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 pupils presenting in both classrooms.

Attention is paid to the development of oral language skills in both classrooms. In general, topics are targeted at the children’s range of interests. Nursery rhymes are used to good effect in the junior section to develop the pupils’ language and phonological skills. The development of confidence and competence in using language is well explored in the senior section and this practice could be further developed across the school. The teaching staff report that lack of proficiency in the reading skills of some pupils is a cause for concern and, accordingly, it is now recommended that discrete reading time be allocated and timetabled for both classrooms to allow for the development of specific reading skills. A greater emphasis on the use of the school plan and on specific curriculum objectives will also be required if teachers are to monitor the extent to which individual pupils are developing these skills as they progress through the school.

Emphasis is placed on the development of the pupils’ emergent reading skills in the junior classes and a structured reading programme is organised throughout the school. However, the standard of reading in the school is very low. A phonological programme should be implemented on a whole school basis which would have a positive effect on the pupils’ phonological skills. Class novels are used to supplement the reading programme in the senior classes. It is now recommended that further parallel readers should be used alongside the structured reading scheme to widen the pupils’ reading experiences.

Pupils across the school display varying reading abilities. A small number of pupils read fluently and with understanding. However, a significant number of pupils are hesitant readers and display poor word attack skills. They also display difficulty in the comprehension of material read. It is now recommended that differentiated teaching approaches and methodologies be utilised across the school as a more effective means of meeting the literacy needs of the pupils in all classes. It is further recommended that a whole-school focus on literacy be adopted and a range of initiatives be undertaken to help raise standards in this key area of the curriculum. It is noted that a paired reading programme is in operation in the school at the time of this evaluation. This is a commendable support for the pupils providing that a wide range of supplementary readers are made available in both classrooms. There is scope, also, 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 at the junior and senior level is also recommended. Consideration should also be given to the structured development of the pupils’ comprehension skills.

There is a satisfactory balance achieved between functional and creative writing at both class levels with some good samples of writing across the curriculum observed. ICT could be used to support and present the work undertaken by the children. Pupils are exposed to a range of poetry as they progress through the school. In the senior section the pupils enjoy composing their own poems and some very good examples of effective teaching methodology was observed in this area during the evaluation.

Spelling tests are a feature of both classrooms, with evidence that the teachers have differentiated spelling in respect of pupils of differing abilities. The pupils’ copybooks are well monitored in both sections. Standardised reading tests are administered across the school. There is, however, a priority need to develop further in-class assessment modes with regard to the ongoing monitoring of word identification in the junior section and techniques such as miscue analysis in the senior section. It is also recommended that additional supports for teachers as they address the literacy difficulties of pupils be sought from the following support agencies: Primary Curriculum Support Programme (PCSP), National Educational Psychological Service (NEPS) and the Special Education Support Service (SESS).

4.2 Mathematics

A whole school plan is in place for the teaching of Mathematics. However, curriculum objectives and approaches should be outlined in the whole school plan. At classroom level, the pupils’ textbooks and workbooks form the basis of some individual teachers’ classroom planning. Classroom planning for mathematics should now focus on the achievement of specific curriculum objectives. Active learning approaches are in evidence in the junior and senior sections and a range of concrete materials is available to support the pupils’ learning. Attention is paid to oral work. Pupils in the junior and senior section generally show reasonable progress in mathematics and display a good understanding of number and mathematical concepts. In both sections the understanding of number work is consolidated and extended. However, a number of pupils in both sections of the school are under-performing in Mathematics and respond less well to questioning. Suitable emphasis is placed on the acquisition of mathematical language in all classes. The pupils’ copybooks are generally neat and indicate that satisfactory attention is paid to the recording of work. Tests of tables are a feature of the senior classroom. There is evidence that the teachers assess the pupils regularly through the use of teacher-designed tests and record progress. This practice is praiseworthy and should be extended to the analysis of test and assessment results for further classroom planning. Opportunities to assist parents with regard to supporting their children’s mathematical development should also be explored.

4.3 Social, Environmental and Scientific Education (SESE)

History

All teachers plan a reasonably broad history programme that gives the pupils knowledge of the past at family, local, national and international levels. Stories are used to good effect in the junior section to explore the important historical skill of time and chronology. In this section most of the history programme is centred on the child and his or her family. Story, early people, life, society work and culture in the past are some of the themes pupils explore in the senior section. Project work is an important element of the history programme in both sections. Field trips are organised to Glenveagh Castle, Gartan and in the school’s environs to enhance the pupils learning experiences. Pupils engage in the process of historical enquiry and develop the skills of the historian in looking for evidence of the past. The pupils generally respond positively and are enthusiastic about the topics they have studied.

Geography

Teachers plan a satisfactory programme of geographical activities and themes from the core textbooks to allow pupils explore their own immediate environment as well as the world around them. An appropriate blend between textbook and investigative work is pursued in both sections and the teachers supplement the lessons with a range of charts, maps and other illustrative materials. There is evidence of the exploration of the local environment, thus helping pupils develop a sense of space and place. The standard of the work presented is praiseworthy. Most pupils speak knowledgeably about the aspects of geography that they have studied.

Science

A whole school plan is at draft stage for the teaching of Science. A range of resources is available to support the teaching of this subject. Both classrooms have wonderful seasonal displays and attractive nature and discovery tables. Pupils have opportunity for observational work in the environment and the school grounds are an excellent support for the SESE programme. There is evidence that the teachers deliver a broad science programme. However, the promotion of more active learning experiences and research opportunities for pupils should be explored in this area of the curriculum. In both sections the science programme is integrated satisfactorily with other curricular areas. The pupils respond enthusiastically about the themes they have studied.

4.4 Arts Education

Visual Arts

The teachers have embraced the principles of the visual arts curriculum in a satisfactory manner. Planning is based on the structure and content of the curriculum and ensures a broad and balanced programme. Appropriate time is allocated to Visual Arts. The classroom environment supports pupil learning and a wide range of materials and resources are used in the delivery of the programme. Pupil engagement with the activities is well organised. The samples of pupils’ work that are displayed in all classrooms, and along the corridors combined with evidence from the school plan and teachers’ long and short-term planning, indicate that pupils have explored a range of themes from all six strands of the visual arts curriculum. Many of these are linked with other areas of the curriculum. A range of starting points for purposeful teaching is employed and pupils are afforded opportunities to explore activities through guided discovery methods. Pupils are active in exploring, experimenting and enjoying the art activities. There is evidence that pupils, as well as making art, are encouraged to look and respond to their own work, the work of their peers and the work of artists. Talk and discussion are features of these classes and pupils develop a visual language and a visual awareness of the elements of art. Portfolios of the pupils’ artistic work are maintained in both classrooms and these now should be used as a means of assessment.

Music

A whole school plan for music has been developed and there is evidence in some classrooms that pupils engage in a wide range of musical activities including listening and responding and performing. Pupils in both sections sing a repertoire of songs in Irish and English. They also have opportunity for percussion work, exploring the concepts of rhythm and pulse. Music is integrated with other areas of the curriculum in the junior section. A visiting music tutor supports the work of the teachers in delivering instrumental music tuition. Further planning in this area is required to give pupils opportunities in developing their literacy skills by developing class songbooks to encourage them to read and share the songs they love.

Drama

Drama lessons are a feature of both classroom timetables. Dramatic techniques such as role-play and mime are used to good effect by the teachers to enhance some curricular areas, including Irish and oral language. The elements of drama explored by teachers foster the pupils’ imaginative, intellectual and emotional development. The pupils’ collaborative skills are being nurtured as they co-operate and communicate in the making of drama. Structured, imaginative play is arranged for the younger pupils while the older ones are participating in more formal drama activities. While there was evidence of some planning for multi-class contexts, it is recommended that further careful planning in Drama be organised so that the drama tasks set are both suitable and challenging for the age groups involved.

4.5 Physical Education (PE)

The PE programme provides a commendable range of developmentally appropriate physical experiences. A range of skills is developed through the use of minor games and activities, athletics, gymnastics and dance. Aquatics are facilitated in collaboration with the parents. The well structured, physical education lessons observed during the inspection in the senior section focused on the participation of all pupils in the development of skills through appropriate activities and teamwork. A range of resources is available to the teachers and the schoolyard is used for the PE programme. The teachers organise a range of extra-curricular activities for the pupils and they engage in inter-school competitions for major games. The senior pupils go to Gartan Outdoor Pursuits Centre for a day in the last term.

4.6 Social, Personal and Health Education (SPHE)

A whole school plan for SPHE is at the draft stage. It includes the Child Protection Guidelines with an identified designated liaison person. The “Walk Tall”, “Stay Safe” and “Relationships and Sexuality Education” programmes are not part of the school’s SPHE draft plan. However, these programmes are currently being discussed and developed by the board and teaching staff. SPHE is timetabled as a core curricular subject and, while there is no definitive whole school plan for SPHE, teachers plan individually for SPHE lessons in their classroom planning. This planning is also integrated with other curricular areas. A range of topics including healthy eating, safety and promotion of self esteem, school and classroom rules, and bullying are taught in both sections as outlined in teachers individual planning notes. Care for the school and local environment is fostered and promoted. It is now recommended that further collaborative planning take place for the teaching of this subject. The further involvement of parents in the development of school policy is important in promoting and securing the shared responsibility of all the partners in the social, personal and health development of the children. The pupils demonstrate respect and offer full co-operation to their teachers.

4.7 Assessment

A range of assessment tools including teacher observation, ongoing monitoring of written work, teacher-designed tests and homework is used by teachers to inform the teaching and learning in the school. However, a whole school approach along with the development of a whole school assessment policy would ensure a more consistent approach to the monitoring of pupils’ progress. The further use of structured checklists to support teacher observations in monitoring pupils’ progress in the both sections was recommended at the post-evaluation meeting. Pupil profiles and the involvement of the pupils in self-assessment should also be considered. Pupils’ written work is regularly corrected and comments made by teachers on pupils’ copies are positive, affirming and point the way towards improvement. The Middle Infant Screening Test is used to identify infant pupils with learning difficulties. The administration of a range of standardised tests is carried out on an annual basis. As a significant number of pupils are presenting with literacy and numeracy difficulties, there is a need for more effective analysis of the outcomes of assessment for all pupils in a manner that would inform teachers as to common areas of weakness across the school in English and Mathematics.

5. Quality of support for pupils

5.1 Pupils with special educational needs

A whole school policy for learning support in line with the DES Learning Support Guidelines has been devised. However this policy should be extended to include plans which focus on raising standards in literacy and numeracy in both sections. A policy is also in place in respect of “gifted pupils”. The school has the services of a shared learning support/resource teacher. The support teacher works in collaboration and in co-operation with the class teachers and the provision for support is highly organised and proficient. There are some teaching resources available in support of pupils with learning difficulties and the small support classroom is a bright and motivating learning environment. Further stocks of learning support materials should, however, be made available. Careful records and profiles are kept of each pupil's progress and these are useful in assessing the impact of various methods and approaches and for establishing consultation processes with class teachers. Parents have been involved in the drawing up and review of IEPs and this is commendable. The system of support currently operates on a withdrawal basis whereby pupils are taken, either individually or in small groups, from classes for focused tuition. It is recommended that the school should explore alternative methods of delivering this support, including having the support teacher working in support of pupils in the classrooms. One SNA is employed to support individual children’s needs. She facilitates the maximum inclusion of the pupil with SEN in the classroom and playground activities. There is also evidence of effective consultation between the support teacher and other outside agencies in support of pupils with SEN. It is recommended now that formal links be made with the local post-primary schools to ensure ease of transition of pupils with SEN from primary school into second level education. Links should be established with NEPS with regard to pupils with SEN with a view to devising a whole school approach to early intervention programmes to be implemented in the school. Differentiated approaches should be devised in collaboration with the SEN teacher for the significant number of pupils who are experiencing difficulty with reading and Mathematics as a matter of priority.

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

Basic computer skills are taught to pupils in both sections and this is an area identified by the parents as a significant area for development in the school. The parents’ representatives indicated that parents would be willing to support the school if computers were available in the classrooms. This interest and enthusiasm is commendable. At present, there is one computer in each classroom and it is recommended that links be established with the IT co-ordinator in the local education centre to assist the school in developing ICT.

French is taught to the senior pupils during school hours to ease the transition from primary to post primary for the senior pupils. Literacy and library programmes should be developed to encourage pupils to read and succeed in school.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

The supportive board and parents’ community contribute to the overall work of the school.
A caring atmosphere, that reflects the school ethos, is evident in the school.
The committed leadership of the new school principal and the planning process she has directed in the past seven months have assisted in identifying challenges in curricular areas and have put strategies in place to raise the standards in the school.
The support available for pupils with SEN is commendable.

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

The board should take an active role in helping the staff in their efforts to raise the educational attainments in the school, most especially in the areas of literacy and numeracy.
An action plan, with specific targets, should be devised immediately with a view to raising literacy and numeracy standards in the school.
A whole school assessment policy should be developed and implemented at classroom level.
Teachers should plan for differentiated approaches to cater for the learning needs and styles of all pupils experiencing difficulty with literacy and numeracy.
Is gá don fhoireann plean gníomhaíochta a chur le chéile a oireann do riachtanais na scoile seo ó thaobh na Gaeilge de, plean ina leagfaí amach spriocanna cinnte ó thaobh fhorbairt foclóra agus ó thaobh fhorbairt na cumarsáide, ach go háirithe. It is recommended that a comprehensive programme be organised for both sections of the school to incorporate specific communicative approaches with set targets and strategies to implement the programme.
The whole school plan for SPHE should be devised and implemented as outlined in the Primary School Curriculum (1999) guidelines.
Assistance should be sought from the relevant support services to assist school staff in future planning.

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

Appendix

School Response to the Report

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

The report was balanced and fair on the whole. Observations were made which have allowed the school to move forward with regular input from BOM and parents. The WSE was both necessary and productive.

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

Since the W.S.E. the following areas have been developed:

4 new P.C.’s purchased and used regularly by children.
Literacy developing strategies continue to be implemented, shared reading has been very successful, literacy scores have improved significantly.
Irish resources are under review and development.
Funding under the devolved scheme has been awarded.
We have sought support from SESS as directed as well as from the Social Inclusion Unit. We have been ignored.