This report has been written following a whole school evaluation of Scoil Phádraig Naofa. 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’ association. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. She 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 teams, where appropriate. Following the evaluation visit, she 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

Scoil Phádraig Naofa, situated in Lisboduff in Co. Cavan, is a co-educational Catholic primary school under the patronage of the bishop of Kilmore. The characteristic spirit of the school, as exemplified in the general atmosphere throughout the school, is one of caring inclusiveness where all pupils are cherished equally. The school’s mission statement seeks to enable pupils to reach their full potential, to develop moral and religious aspects of their lives and to be equipped with the necessary skills for life-long learning. Management and staff endeavour to create a stable and affirming environment in which pupils can develop these skills. There are fifty-five pupils enrolled in the school and enrolment is expected to remain stable over the next number of years. Attendance is carefully monitored and high levels are attained. Almost all pupils transfer to the local post-primary school.

2. Quality of school management

2.1 Board of management

The board of management is properly constituted and members discharge their duties with dedication and commitment. Members bring a wealth of personal expertise to the board and take responsibility for specific tasks in order to enhance the efficiency of its work. Meetings are held regularly and formal minutes are recorded. The board is to be commended for the recent management and supervision of a building project that greatly enhances the learning environment for pupils. A review of minutes indicates that issues of staffing, policy development, maintenance and accommodation are among the main issues of business discussed at board meetings. Procedures are in place to track income and expenditure on a regular basis and the treasurer presents an oral financial report at each meeting. It is suggested that a written account of current expenditure and income be presented. Individual members have availed of training provided by the Catholic Primary School Managers’ Association (CPSMA). The board of management functions in accordance with the Rules and Procedures of Boards of Management and complies with Department of Education and Science (DES) regulations and circulars in general. However the school timetable and recreation times should be brought into line with departmental regulations and some statutory policies require review. The board consciously strives to foster and maintain effective communication with staff, parents and the wider community.

2.2 In-school management

The in-school management team consists of a principal and deputy principal. The principal, who has full-time teaching responsibilities, manages the daily administrative and organisational tasks efficiently. Careful consideration is given to supporting and collaborating with staff, to providing a pleasant working ambience for them and to fostering collaboration between all partners. The principal’s particular attention to nurturing good pupil behaviour permeates the atmosphere of the school and her commitment to the holistic development of the pupils is reflected in the provision of a range of educational, social and sporting activities for them. A very positive school climate has been created where communication is open and where all members of the school community engage in dialogue in relation to curricular and organisational matters.

The deputy principal capably supports the principal in the leadership of the school. Her responsibilities relate to school organisational matters, pastoral care of pupils and curriculum development. Duties are undertaken in a highly professional manner and there is a strong commitment to making a worthwhile contribution to the overall effectiveness of the school. The in-school management team works very well in supporting all other school partners. The staff as a whole is closely united in a common commitment to the improvement of the educational provision for pupils.

2.3 Management of resources

Human and material resources are well deployed within the school. The teaching staff comprises a teaching principal and two mainstream teachers, a learning support teacher shared with another school and a part-time resource teacher. A special needs assistant is employed to support two pupils with special educational needs and makes a significant contribution to their inclusion in the mainstream setting. A recently appointed part-time secretary provides valuable administrative support to the school. The board of management employs a cleaner and caretaker who contribute considerably to the maintenance of a clean and safe environment for pupils and staff.

The teaching staff has participated in national in-service initiatives and individual staff members have availed of professional development opportunities in response to the assessed needs of the school. While very little staff rotation has taken place over the years, sharing of staff knowledge and expertise has been formally initiated through team-teaching among teachers. Further consideration might now be afforded at a whole-school level to the provision of opportunities for increased staff mobility. This would facilitate teachers in the development of skills and expertise by teaching at different class levels and in a variety of roles.

The school was built in 1959 and extended and refurbished in 2005. Great credit is due to all school partners for their work in bringing this building project to fruition. The current accommodation consists of three mainstream classrooms with en-suite facilities, a small general-purpose room and a staff room cum administration office. The school’s outdoor facility has recently been upgraded and consists of two hard-surface play areas and a grass area. Parents and the board of management are commended for their contribution towards improving and maintaining a clean, safe and attractive learning environment for the pupils in the school. A variety of material resources are available to the teaching staff for the implementation of the curriculum especially in the areas of Mathematics, Science, Music, Physical Education and literacy. Such resources are effectively employed to support pupils’ active engagement in learning. The attractive physical learning environments in evidence in all classrooms are praiseworthy, in particular the stimulating displays of pupils’ work and teacher-generated materials. The school has acquired a good range of information and communication technology (ICT) equipment including a data projector, digital cameras and laptop and desktop computers. Further use of these resources will greatly enhance curriculum implementation for pupils.

2.4 Management of relationships and communication with the school community

A strong sense of community is evident in the school and the board of management and teachers strive to foster effective communication between all partners. Regular contact between school and home ensures open channels of communication. The staff organises an annual open day for new pupils and their parents at which the philosophy and aims of the school are explained. Formal parent-teacher meetings are held annually to facilitate discussion regarding individual pupils’ progress. Additional meetings are convened between teachers and parents when deemed necessary. All parents receive an annual written report on their children’s school progress.

An active parents’ association supports the school by fundraising for many additional resources to enhance teaching and learning. The association also supports extra-curricular activities and assists with school maintenance and general repairs. Communication with parents is effected through an annual general meeting, through regular invitations to committee meetings and written communications throughout the year. At a meeting convened with the parents’ representatives they reported that parents were satisfied with the educational provision in the school. They expressed concern, however, regarding the limited number of resource teaching hours sanctioned for a small number of pupils with special educational needs. The school has established valuable links with local organisations and this relationship has been further strengthened through the parents’ association’s fundraising endeavours to procure a school extension.

2.5 Management of pupils

The positive approach by staff to behaviour management is commendable. The communication to pupils of positive responsibility and respect is particularly praiseworthy. Good order is maintained throughout the school and all pupils show a respect for each other, for school personnel and for the school environment. All pupils are courteous in their interactions with each other and they demonstrate good communication and interpersonal skills. Pupils’ self-esteem and self-confidence is developed through various strategies specifically employed by teachers. Pupils display a pride and interest in their work and participate fully in guided and discovery-based learning.

3. Quality of school planning

3.1 School planning process and implementation

A collaborative approach is adopted to the whole-school planning process. It is reported that sub-committees from the board of management, teaching staff and parents’ association have been established to progress whole-school policies. This process is further enhanced by collaboration between small schools in local clusters. Curricular policies are initially devised by the staff and presented to the board of management for consideration and ratification. Parental views are directly sought in relation to some aspects of school policy, while in other areas parental opinion is obtained through the parents’ representatives on the board.

Statutory policies have been developed in response to relevant educational legislation including policies on enrolment, health and safety, anti-bullying, substance use and a code of behaviour. Some policies however require review in order to ensure that they are in line with current legislation, Department of Education and Science (DES) regulations and Catholic Primary School Managers’ Association (CPSMA) guidelines. It is recommended that the code of behaviour be reviewed in line with Section 15:2 (d) of the Education Act and the DES Circular 20/90. The health and safety policy requires review in accordance with the Safety, Health and Welfare at Work Act 1989. The enrolment policy needs to be updated in line with Section 15 (2) of the Education Act. A policy on equality of access and participation should be fully developed in order to comply with The Equal Status Act (2000), the Education Act (1998) and the Employment Equality Act (1998).

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

Associated organisational procedures are documented to support statutory policies and to address the relevant in-school structures. These measures contribute significantly to the smooth and safe running of the school. Curricular policies have been developed in line with the strands and strand units of the curriculum in Gaeilge, English, Mathematics, Science, Visual Arts, Physical Education and Social Personal and Health Education (SPHE). Most plans take cognisance of the particular context of the school and provide a useful, supportive framework for teaching and learning in each classroom. Certain progress has been made on other curricular policies in line with the roll-out of in-service to support the implementation of the primary curriculum.

3.2 Classroom planning

An efficient whole-school approach to teachers’ planning has been initiated. A template contextualised in the strands and strand units of the curriculum guides long-term planning. A commercial planner is used for short-term planning. It is suggested that the staff would now devise a format for short-term planning based on curriculum objectives and outline the expected learning outcomes to be achieved. An overview of the teaching methodologies and assessment strategies to be employed should also be included. A format has been recently agreed at whole-school level to document monthly progress records. This will facilitate self-evaluation and contribute to the implementation of the school plan. Comprehensive individual education plans are prepared by support teachers for all pupils with special educational needs. The teaching staff should now consider including differentiated plans for pupils with various learning abilities, including those of higher ability, in their classroom planning.

4. Quality of learning and teaching

4.1 Overview of learning and teaching

In general, curriculum provision is broad and balanced and adapted to the developmental needs of pupils. Teacher-directed discussion, whole-class teaching and co-operative learning activities are central to teaching and learning in the school. Teaching approaches reflect a developmental approach to learning where the pupils’ existing knowledge is used as a basis for acquiring new understanding. The development of higher-order thinking and problem solving skills is fostered by all teachers. Pupils are encouraged to think critically, to experience success and to gain a love of learning. Further emphasis on the local environment as a context for learning would enhance the educational provision for pupils.

4.2 Language

Gaeilge

Sa phlean scoile Gaeilge áirítear aidhmeanna agus cuspóirí ginearálta an ábhair. Imlínítear eiseamláirí teanga oiriúnacha chomh maith le plean gníomhaíochta gearr don Ghaeilge neamhfhoirmiúil. I bpleanáil fhadtréimhseach na n-oidí leagtar amach fothéamaí oiriúnacha maraon le dánta, amhráin agus scéalaíocht atá feiliúnach do mhórthéamaí an churaclaim. Ar an iomlán tá a bpleananna gearrthréimhseacha ag teacht le snáitheanna an churaclaim. Tá gá, áfach, leis an bplean uile-scoile a athbhreithniú sa gcaoi is go ndéantar forbairt chuí ar eiseamláirí agus ar struchtúir na teanga tríd an scoil ag cur na scileanna éagsúla teanga san áireamh. B’fhiú, chomh maith modhanna teagaisc agus straitéisí foghlama a leagan amach sa phlean seo.

Úsáideann idir dhaltaí agus oidí an Ghaeilge go neamhfhoirmiúil ar bhonn laethúil. D’fhéadfaí forbairt a dhéanamh ar an réimse teanga a úsáidtear le linn an dea-chleachtas seo. Baintear feidhm éifeachtach as amhráin, as rainn, as cluichí agus as cleachtaí ar dhlúthdhioscaí chun scileanna éisteachta na ndaltaí a fhorbairt go córasach. Baintear feidhm mhaith as teagasc ranga agus as drámaíocht chun foclóir na ndaltaí a fhorbairt agus chun cumarsáid a chothú ina measc. Ní mór a chinntiú, áfach, nach mbaintear úsáid as aistriúchán le linn an teagaisc. Tá sé ar chumas na ndaltaí abairtí agus scéalta simplí a struchtúrú ó bhéal agus comhráite beaga a dhéanamh. Moltar tuilleadh béime a chur ar obair bheirte le linn na gceachtanna chun níos mó deiseanna cumarsáide a thabhairt do gach dalta ag a leibhéal teanga féin.

Tá sé ar chumas cuid de na daltaí léitheoireacht a dhéanamh trí mheán na Gaeilge le luas agus le cruinneas áirithe. Tá gá, áfach, go mbeadh sé ar a gcumas focail a fhuaimniú go cruinn agus a thuiscint i gceart. B’fhiú a chinntiú go bhfuil an téacs léitheoireachta feiliúnach dá gcumas teanga agus go bhfuil scileanna na léitheoireachta á bhforbairt go céimiúil. Chuige sin ní mór plean cinnte a leanúint don litearthacht luath, d’fhogharluach na litreach, d’aithint focal agus do scileanna tuisceana. Moltar téacsanna éagsúla a sholáthar do na daltaí sa gcaoi is go mbeidh sé ar a gcumas léitheoireacht leathan, grinnléitheoireacht agus taoiléitheoireacht a chleachtadh go rialta. Déanann na daltaí cleachtaí éagsúla scríbhneoireachta bunaithe cuid mhaith ar leabhair saothar agus scríobhann siad sleachta áirithe go neamhspleách chomh maith. Ní mór plean cuimsitheach uile-scoile a leagan amach agus a chur i bhfeidhm do phróiseas na scríbhneoireachta agus monatóireacht oiriúnach a dhéanamh air. Moltar athbhreithniú a dhéanamh ar an bplean Gaeilge ina iomláine le cinntiú go bhfuil forbairt chórasach á déanamh ar an teanga ó rang go rang.

Irish (Translation)

General aims and broad objectives for the teaching and learning of Irish are outlined in the school plan. Exemplars of language are delineated in line with the language functions. A brief action plan has been devised for incidental Irish. Suitable sub-themes have been outlined in the teachers’ long-term planning in conjunction with associated poems, songs and stories. Teachers’ short-term planning coincides with the strands and strand units of the curriculum. It is recommended, however, that the whole-school plan be further developed to ensure that language structures and exemplars are systematically developed through the school in the context of the four language skills. Approaches and methodologies should also be delineated in order to aid its implementation.

The use of incidental Irish during the school day by both pupils and teachers is commendable. Further development of the breadth of language used should be considered. Judicious use is made of song, story, poetry and relevant commercial materials to develop pupils’ listening skills. Whole class teaching and drama techniques are used effectively to develop pupils’ vocabulary and to enhance their communication skills in the language. Translation should not be used, however, as a methodology for second language teaching. Pupils are capable of structuring simple sentences, sequencing stories and engaging in short conversations in the language. Pair work should be further explored to encourage all pupils to communicate in Irish at their own level.

Some pupils read in Irish at an adequate pace and with a certain accuracy. They sometimes lack understanding of the text, however, and their enunciation is often incorrect. It is recommended that reading texts suitable to the pupils’ language abilities be made available and that reading skills are developed systematically. To this end a definite whole-school plan for phonological and phonemic awareness, early literacy skills, word identification and comprehension skills should be implemented. A variety of books and reading materials will assist pupils in the development of various reading skills. Some pupils write independently in different genres but much emphasis is placed on practices from workbooks. A specific developmental whole-school plan for process writing should be devised and implemented. Regular review and monitoring of the plan would enhance its implementation. It is recommended that the whole-school plan for Irish be reviewed to ensure that a developmental approach to the teaching and learning of Irish is adopted.

English

A comprehensive whole-school plan has been developed for English in which approaches to oral language, reading, writing, poetry and grammar are outlined. An integrated approach is adopted in the development of oral language. Pupils’ language is progressively developed through all curriculum subjects. In discrete oral language learning pupils’ receptive and expressive skills are suitably developed through the exploration of a diverse range of topics and oral activities. Teachers’ judicious questioning skills lead to the appropriate development of pupils’ higher order and critical thinking skills. Pupils’ language experiences are duly enriched through the age-appropriate recitation, analysis, composition and response to poetry.

A print-rich environment and a variety of effective teaching methodologies underpin the cultivation of a stimulating setting for early literacy development. Pupils display an age-appropriate phonological and phonemic awareness, a good knowledge of frequently used words and a proficiency in word identification strategies. In the middle and senior classes appropriate emphasis is placed on the development of literacy skills in a whole-class context and on the provision of a variety of reading materials. Graded library books and parallel readers are utilised regularly to involve parents in their children’s reading at home. A small number of pupils, however, read with hesitancy and do not have the language, sight vocabulary or word identification skills necessary to enable them to read the class readers. The practice of the class reader being used as a reading text for all pupils should be reviewed. It is recommended that appropriate reading material be made available to all pupils and that differentiated literacy programmes suitable to the learning needs of each pupil be devised and implemented.

A good balance is achieved between functional and creative writing and pupils write in a variety of age-appropriate genres. Functional writing activities are varied and are appropriately matched to pupils’ abilities. Suitable oral language activities are organised as part of the pre-writing process. In most cases teachers guide the choice of topics in which pupils write and provide suitable opportunities for them to explore ideas and thoughts. Pupils write in an age-appropriate register of language and observe the conventions of grammar, punctuation and spelling. The commendable emphasis placed on poetry in some classes includes impressive examples of acrostic poems. Suitable emphasis is placed on the development of penmanship skills and many pupils experience success in handwriting competitions.

4.3 Mathematics

In Mathematics a comprehensive whole-school plan is presented in which key methodologies are delineated as are strategies for differentiation. Particular emphasis is placed in the plan on the development and use of appropriate mathematical language for each class level and for the major number operations. Teachers’ individual planning reflects the main principles of the whole-school plan. Early mathematical activities provide a solid foundation for subsequent mathematical activities. Throughout the school a good balance is achieved between the development of computational skills and conceptual awareness. Pupils display an ability to communicate and express ideas and concepts using mathematical language appropriately. Purposeful, practical activities using suitable concrete materials are constructively organised to develop pupils’ mathematical concepts. Mathematics is suitably contextualised in pupils’ everyday lives and events. Due emphasis is placed in most classes on estimation and problem solving skills. Pupils perform mental arithmetic tasks with ease, have quick recall of basic number facts and display flexibility in their mathematical thinking. During the evaluation pupils demonstrated a good understanding of mathematical concepts and could explain with some accuracy the processes involved in working out their problems. Pupils’ written work is carefully recorded and regularly monitored. Teacher-designed tests and textbook checklists indicate that most pupils gain mastery of concepts in the different strands of the curriculum. The use of standardised tests to assess pupils’ attainment will further inform future planning for the different abilities in Mathematics.

4.4 Social, Environmental and Scientific Education (SESE)

History

Historical education in the school begins with pupils’ own past and that of their families and in some classes suitable use is made of simple timelines to place history studies in a relative context. Teachers plan appropriate strategies and co-operative learning activities to enable pupils develop a broad range of historical skills. Through well-structured co-operative activities pupils are afforded opportunities to examine and analyse evidence and make deductions, thus deepening their understanding of the nature of historical enquiry. They demonstrate commendable knowledge and understanding of a range of topics studied. In senior classes pupils have developed an enhanced understanding of their own country and that of other European countries through encountering elements of national and international history. It is recommended that further emphasis be placed on local history to enable pupils to acquire an understanding of people, events and cultural experiences which have helped to shape their own local community. The school’s future participation in the Heritage in School Scheme will help to initiate this process. The development of a whole-school plan for History should ensure a balance in curriculum provision and identify opportunities for integration and linkage with other SESE subjects.

Geography

Teachers’ planning and progress records indicate that pupils receive a broad and balanced programme in Geography. Pupils’ awareness of perspective is effectively developed through the use of maps, plans and diagrams and the recording, interpretation and communication of spatial information. Teachers ensure that pupils are afforded opportunities to develop geographical concepts and skills systematically. Pupils’ sense of place is successfully developed through the exploration of a range of human and natural environments in local, national and international contexts. The topic of environmental care is currently being explored as a cross-curricular theme. Sensitivity to the impact of human actions on the immediate environment is being developed through participation in the Green School Initiative. In order to progress a whole-school plan for Geography staff have engaged in sourcing resources for the study of peoples who live and work in their immediate community. Whole-school planning for Geography will greatly enhance this provision.

Science

A detailed whole-school plan for Science delineates content, key methodologies, linkage and integration, and various forms of assessment. A spiral curriculum has been organised for its implementation. A good variety of equipment has been purchased to provide pupils with a broad range of scientific experiences. Pupils study a range of topics, suitably identified from the natural and human environments, to assist them develop knowledge and understanding of scientific concepts. Teachers place a suitable emphasis on the use of specific scientific language. Pupils’ ideas are used as a starting point for all learning activities in Science. Lessons are well structured and generate pupil’s curiosity. Pupils are afforded opportunities, through co-operative learning, to explore, investigate, predict outcomes and record observations in scientific experiments. They display a firm knowledge and understanding of studies and investigations completed. Overall, pupils’ mastery of knowledge, skills and understanding of the Science curriculum is good.

4.5 Arts Education

Visual Arts

An outline of the school plan has been devised for Visual Arts. It is recommended that the plan be developed to include all aspects of the visual arts programme. Through the arrangement of team- teaching among staff the programme is delivered to all pupils by one teacher. Materials and resources are easily accessible and used effectively in classroom activities. During the lesson observed various thought-provoking stimuli were used as a starting point and pupils clearly derived enjoyment and benefit from the lesson. Pupils were urged to explore their creative abilities and their individual talent was appropriately fostered. Various strands of the visual arts programme are evidenced in the appealing displays of pupils’ work, which enhance the attractiveness of classrooms and corridors. Portfolios of pupils’ artwork are also maintained to compile representative samples of completed work. Pupils are encouraged to participate in local art competitions and success in these competitions does much to enhance their self-esteem.

Music

Teachers’ planning and progress records indicate that appropriate provision is made for all strands of the music curriculum. Team-teaching in this subject ensures that pupils are exposed to a broad range of musical forms. A good range of appropriate songs is taught in a structured manner. Pupils sing a wide repertoire of songs in English and in Irish tunefully. Younger pupils perform with enthusiasm on percussion instruments. Music literacy is progressively developed through the teaching of the tin whistle to older pupils. Pupils are encouraged to listen and respond imaginatively to pieces of music. Through these musical activities pupils are developing an awareness of other elements of music such as rhythm, pulse, tempo and pitch. Teaching and learning occurs in a very pleasant and supportive environment, with pupils engaging enthusiastically in the various music activities. A whole-school plan will further enhance this provision.

Drama

A whole-school programme has not yet been developed in Drama. While some teachers allocate discrete time to Drama and productively explore aspects of process Drama, most teachers adopt an integrated approach and use make-believe play, role-play and mime to enhance learning in other curricular areas. In the lesson observed improvisational drama was used to enable pupils to enter fictional scenes in a social context and to develop the social skills necessary to engage openly and playfully with others. Poetry provided a rich context for pupils to respond with expressions of feelings and attitudes. It is anticipated that a whole-school approach to the teaching of Drama as a discrete activity within Arts Education will be adopted when teachers complete the national programme of in-service provided by the Primary Curriculum Support Programme (PCSP).

4.6 Physical Education

A practical whole-school plan for Physical Education (PE) has been drawn up promoting positive attitudes towards physical activity and supporting the implementation of a balance of strands within a certain timeframe. A range of resources are available to support the programme. Particular emphasis is placed on games and pupils develop skills in football, hurling, camogie and soccer. The PE curriculum delivered during school hours is augmented by the school’s commitment to providing a comprehensive extra-curricular physical education programme. Teams participate each year in inter-school competitions and are very well supported by parents and teachers alike. An aquatics programme is organised in the local swimming pool. When the plan is further implemented emphasis should be placed on gymnastics and outdoor and adventure activities to ensure the provision of a balanced programme for pupils.

4.7 Social, Personal and Health Education

A whole-school plan for Social, Personal and Health Education (SPHE) has been devised which reflects the characteristic spirit of the school and the developmental needs of its pupils. It outlines the school’s aims and objectives for SPHE and identifies appropriate methodologies for effectively implementing the programme. The principles of SPHE are promoted through the positive school and classroom climate. The school fosters a sense of care and respect among pupils and an appreciation of the dignity of other human beings. The teaching staff provides a safe and healthy environment for pupils promoting positive health behaviours and providing a sound foundation for healthy living. Inclusive and respectful language is fostered to facilitate pupils in expressing their feelings and in interacting appropriately with other pupils, thus building effective communication within the school. During discrete lessons participative methodologies are used to enable pupils to develop self-esteem and to make informed decisions and choices. Pupils are also facilitated to develop a conscientious sense of social responsibility and a commitment to participative citizenship in a democratic way of life. Overall the SPHE programme has been implemented successfully on a whole-school basis.

4.8 Assessment

A range of assessment modes is employed by the staff to monitor pupil progress in the school. These include teacher observation, checklists, work samples, pupil profiles, individual profile and learning programmes, teacher-designed tasks, diagnostic tests and standardised literacy tests. Some teachers regularly use the outcome of assessments to evaluate their implementation of the curriculum and to inform future planning of whole-class, group and individual work. Results of formal and informal testing are systematically maintained and analysed to assist in the identification of pupils for supplementary teaching and in progressively tracking their achievement levels. The development of a whole-school policy on assessment will assist in tracking the progress of all pupils in each curricular area with regard to attitude formation, achievement of objectives, understanding of concepts and skills development. It is recommended that standardised tests be used in Mathematics in order to inform teachers of pupils’ achievements in this area and to compare their attainments to that of children nationally.

5. Quality of support for pupils

5.1 Pupils with special educational needs

A comprehensive whole-school plan for pupils with special educational needs has been developed. It outlines prevention strategies, an early intervention programme, criteria for the selection of pupils for supplementary teaching, procedures for discontinuation of pupils and the various roles of the partners involved in the pupils’ learning. Effective links have been established with outside agencies, where required.

Support for pupils with special educational needs (SEN) is provided primarily in the areas of literacy and numeracy. Two pupils avail of the services of a resource teacher. While much of the supplementary teaching takes place on a withdrawal basis either individually or in small groups, provision for in-class support has been initiated. The Middle Infant Screening Test (MIST) test is administered in senior infants to identify pupils experiencing difficulties with the development of early reading skills. Early intervention strategies are used to support pupils who require additional assistance in developing literacy and numeracy skills. The learning support teacher organises a well-structured buddy system of paired reading involving all pupils from the senior and junior classes. Teachers report that this system encourages pupils at all levels of ability to read.

Detailed individual profile and learning programmes (IPLPs) have been devised for each pupil in receipt of learning support and resource teaching. The clarity of both the learning targets that are based on the pupils’ priority needs and the teaching and learning approaches employed is to be commended, as is the consultation with pupils’ parents and class teachers in their development. Teachers engage in appropriate short-term planning. Pupils’ progress is regularly recorded and reviewed at suitable intervals during the school year. Stimulating print-rich learning environments are created by teachers and a range of commercial and teacher-designed resources are effectively employed to support learning. Lessons observed were very well structured with teachers ensuring that pupils’ engaged in appropriate learning activities. Pupils were intellectually challenged and they engaged purposefully in the tasks set. The interactions observed between teachers and pupils receiving supplementary teaching were very affirming and encouraging of the pupils. The continuous, effective use of ICT and the choice of the quality software employed to assist pupils in the development of specific auditory and visual skills is praiseworthy. Overall the quality of the support for pupils with special educational needs is very good.

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

The inclusive environment of the school ensures appropriate provision is made for all pupils. The principal and teaching staff are sensitive to isolated instances of disadvantage among pupils and Department of Education and Science grants are discretely used to ensure that all pupils have access to the full range of school activities. Currently, the staff reports that no pupils from minority groups are enrolled in the school

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

The school is characterised by a welcoming, caring and well-ordered school environment where pupils enjoy learning and where their development is nurtured.

Very good co-operation exists between management, parents and staff to the benefit of pupils. It is also acknowledged that the school has a very positive relationship with the community.

The board of management and parents are to be commended for their admirable efforts in securing a suitable physical learning environment for pupils and staff.

The spirit of collaborative leadership promoted by the principal leads to a very positive working atmosphere within the school.

The school enjoys the services of a capable, conscientious professional teaching staff who evaluate and develop their classroom practice for the good of pupils and the development of the school.

Pupils’ learning is enriched by the range of effective teaching methodologies evidenced in aspects of Mathematics, Science, SPHE and Visual Arts.

The school’s provision for pupils with special educational needs is of a very high quality and is to be commended for its good organisation and effectiveness.

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

It is recommended that the board of management review certain statutory policies to bring them into line with relevant legislation and Department of Education and Science regulations.

Some curriculum policies require further development to ensure comprehensive guidance for teaching and learning across the breadth of the curriculum particularly in areas of SESE and Arts education.

Sa Ghaeilge ní mór plean uile-scoile a leagan amach agus a chur i bhfeidhm d’fhorbairt chórasach na scileanna teanga. In Irish, a whole-school strategy for the systematic development of language skills should be set out and implemented.

It is recommended that the variety of teaching methodologies used be extended to ensure differentiated learning experiences for all pupils particularly in literacy development.

Further use of the local environment as a context for learning would greatly enhance the quality of provision especially in areas of the SESE programme.

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 Board of Management accepts the findings of the report. It portrays an accurate picture of the school and reflects the high standard of education provided for the children and the positive contribution of parents and the wider community.

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

Key changes have been made to the ‘Code of Behaviour’ and ‘Gender Equality’ policies to bring them in line with Department of Education & Science regulations.

New strategies are being implemented to deal with other areas of recommendation.