This report has been written following a whole school evaluation of Scoil Náisiúnta Naomh Bríd. 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, and the school’s board of management. The evaluation was conducted over a number of days during which the inspector visited the classrooms and observed teaching and learning. She interacted with pupils, examined pupils’ work, and interacted with the class teachers. She reviewed school planning documentation and the teachers’ written preparation. 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 of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

1.Introduction – School Context and Background

Scoil Naomh Bríd is a four-teacher Catholic co-educational vertical school under the patronage of the Bishop of Kildare and Leighlin. It is located in the village of Knockananna in west Wicklow. It was established as a two-teacher school in 1962. The children attending the school come from homes in which there is a high level of support for all aspects of education. The school is the focus of the small local community.

The school’s stated mission is to guarantee equity, justice and fairness to all and to help the pupils to achieve high standards of behaviour and education. Commitment to that mission is clearly evident in all aspects of the functioning of the school. The children are treated kindly, respectfully and fairly. The teachers and parents have high expectations of the children in terms of their behaviour and educational attainment. The individuality of each child is valued and nurtured in the rich curriculum presented to each class group. Children with special educational needs are enabled to succeed in many aspects of school life. That success is celebrated in individual classrooms and on a whole-school basis. Enrolments in the school have increased in recent years and are now at 77. That trend is expected to continue in view of proposed new housing developments in the area. Attendance is very good at all class levels. The last school inspection took place in 1994.

2.The Quality of School Management

2.1 Board of management

The board of management is constituted in accordance with the relevant rules and regulations. It meets at least once per term and minutes of its meetings are maintained. The board members demonstrate a keen awareness of their statutory duties and a high level of commitment to ensuring that those duties are carried out effectively. The board has, in accordance with section 15(2)(d) of the Education Act 1998, a published policy concerning admission to the school. The school accounts are audited annually and the requirements under the Education (Welfare) Act 2000 to monitor and report on school attendance and to develop school attendance strategies are fulfilled.

The board ensures that Department of Education and Science regulations regarding the length of the school year and school day, the retention of pupils, and class size are observed. The board members are actively involved in organisational policy formulation. They also contribute to devising some curriculum policies for the school. They have ratified all policies contained in the school plan. The board has a strategic plan in place for the upgrading and maintenance of the school building. It recently completed the building of a new staff room and intends to oversee the drainage and re-seeding of the school lawns and the painting of the interior of the building during the summer holidays.

The board is supportive of the many new educational initiatives and developments led by the school principal since her appointment last year. It maintains effective communication with parents through the parents’ representatives who are elected to the board. Strategies for the circulation of the school plan among parents, as required by section 21 of the Education Act 1998, and for reporting to them on the operation of the school as required by section 20 of that Act, are in place.

2.2 In-school management

The principal, who was appointed in September 2005, gives strong leadership. She has an extensive knowledge of and deep understanding of educational and curriculum issues. That knowledge and understanding inform her work as an effective leader and administrator. She deals with all administrative matters thoroughly. She has advanced the process of whole-school planning significantly since her appointment. She ensures that the characteristic spirit of the school is upheld. She demonstrates a concern with the maintenance of high educational standards at all class levels. She sets clear and practical targets for curriculum planning, implementation and review. The principal is diligently assisted by the deputy principal in relation to a number of organisational tasks. It is now opportune to review the role of the deputy principal with a view to ensuring a balance between the curricular, organisational and pastoral responsibilities attaching to that role.

2.3 Management of resources

The teaching staff consists of a teaching principal, two mainstream class teachers and a learning-support teacher based in the school and shared with Rathcoyle National School. The deployment of teachers ensures that Department guidelines regarding class size are observed. The arrangement of the multi-grade class groupings facilitates the effective delivery of the curriculum. A part-time computer tutor, funded by the parents’ fund-raising committee, and a football coach funded by the board of management, provide additional specialised services for the children during school hours. A part-time school secretary and a part-time cleaner/caretaker are also employed.

The teachers have availed of the services of the Primary Curriculum Support Programme (PCSP) and the School Development Planning (SDP) initiative. The teachers also attend summer and evening courses. The development of a continuing professional development policy for the staff is advised.

The main school building is very well maintained. Pupils, staff, management and parents take pride in and contribute to the maintenance of the building and grounds. The board of management recently provided a bright, attractive staff room. The overall accommodation requires upgrading and extension. Children from first to sixth classes inclusive are accommodated in two small, inadequate, permanent classrooms and share one small, inadequate cloakroom and basic toilet facilities. Junior and senior infant pupils are accommodated in a temporary structure that was provided in 1987 and is now a potential risk to pupils on health and safety grounds. One small, inadequate room in that temporary building is used as a computer room, office and learning-support room. This places restrictions on the children’s access to the computers. It also places some restrictions on the methodologies that can be used in the delivery of special education support to the children. There is no general purposes room in the school.

The school has a good range of resources to support teaching and learning at all class levels. They include computers, CD players, DVDs, CDs, an excellent range of science equipment, music resources and class libraries. The updating and extension of class libraries in junior and middle standards is advised. Department grants for resources are prudently used to improve the quality of teaching and learning in the school. Resources are purchased in accordance with emerging curriculum and pupils’ needs. A good range of resources is available to support children with special educational needs. A print-rich and mathematics-rich environment is created in the classrooms. The children’s work in the visual arts and across the curriculum generally is celebrated in attractive classroom displays. There is a significant lack of suitable and safe space for the storage of materials and equipment.

2.4 Management of relationships and communication with the school community

Although there is no parents’ association affiliated to the National Parents’ Council, the parents contribute much to supporting the work of the school. They are actively interested and involved in their children’s learning and they meet the teachers and principal regularly in relation to their children’s progress. They make a significant contribution to school events such as the annual Christmas concert and book fair. Through fund-raising they have facilitated the provision of additional tuition for the children in ICT. They organise school football leagues and help with other school-related events such as transport to sports fixtures. Formal and informal meetings between teachers and parents are complemented by annual written reports to parents on their children’s progress. Through their representatives on the board of management and the fund-raising committee, the parents are consulted in relation to the school’s organisational policies.

2.5 Management of pupils

The children are managed effectively at all class levels. Relationships between the teachers and children are very good. Routines and expectations regarding behaviour are understood by all. A positive code of discipline and behaviour is successfully implemented through the school in a manner that accords with the provisions of the Equal Status Act 2000. The children’s application, efforts and achievements are celebrated.

3.Quality of School Planning

3.1 School planning, process and implementation

The teachers deserve much praise for their commitment to the planning process during this school year. Under the guidance and leadership of the principal, and with input from the board of management and parents, they have worked collaboratively to devise a range of key organisational policies and curriculum plans. School priorities for development and improvement are clearly identified. Realistic timeframes for achieving practical targets are set.

The school plan is of a high quality. It is clear, detailed and practical. Among the organisational policies devised are policies on health and safety, enrolment, child protection, substance use, supervision of pupils, gender equity, anti-bullying, discipline and special education. The curriculum policies include policies on mathematics, history, and social, personal and health education. Priorities have been set for future development planning. They include review of the school plan for English, science, music, physical education, Irish and the visual arts. The school plan to date is in keeping with the strands, strand units, methodologies and principles of the Primary School Curriculum 1999. It takes cognisance of the particular context of the school and provides a useful, supportive framework for teaching and learning in each classroom. It makes provision for review of the implementation and effectiveness of the plan at regular intervals. It is intended that the children’s progress as measured through standardised tests and other forms of assessment will contribute to the planned reviews of the school plan.

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.

3.2 Classroom planning

All mainstream class teachers prepare detailed long-term and short-term written plans for teaching and learning with provision for differentiated learning experiences according to individual pupil need and ability. Two main approaches are identifiable in that planning. In one approach there is a definite link between the classroom planning, the strands and strand units of the curriculum, and the school plan. A wide range of key teaching and learning resources is identified. In the other approach, planning is text book focussed with less specific reference to the strands and strand units of the curriculum or to the school plan. Extension of the use of the approach to classroom planning that indicates how it is linked to the curriculum and to the school plan is recommended.

Planning for children with special educational needs is thorough. Individual education plans are prepared for all children receiving additional support. Those plans indicate the children’s learning strengths, priority needs and learning targets. Learning targets are specific, achievable and measurable. Strategies for the achievement of those targets are identified.

Monthly progress records are compiled by all teachers and are maintained centrally by the principal. The use of a standard school format to document monthly progress is advised.

4.Quality of Teaching and Learning

4.1 Language

An Ghaeilge

Múintear an Ghaeilge ar bhealach an-éifeachtach tríd na scoile. Tá an chur chuige i leith teagasc na Gaeilge i ngach leibhéal bunaithe ar na modhanna atá molta i gCuraclam na Bunscoile 1999. Baineann dea-chleachtas as grúptheagasc le páistí ó ranganna éagsúla i dteagasc na Gaeilge. Dírítear béim inmholta ar fhorbairt scileanna éisteachta agus labhartha na ndaltaí. Baintear feidhm sár-éifeachtach as cluichí, fearas, cairteacha, obair bheirte, lipéidí, rólimirt agus agallaimh chun foclóir cinnteachta agus eiseamláirí teanga a mhúineadh. Is inmholta mar a úsáideann na hoidí go léir an Ghaeilge mar theanga chaidrimh tríd an lae. Cothaítear suíomh shaibhir priontála sna seomraí ranga. Cothaítear dearcadh dearfa i leith na Gaeilge sa scoil.

Baintear ard chaighdeán le ghnóthachtál na ndaltaí sa Ghaeilge i ngach rang. Tá an-tuiscint ag na páistí sna bunranganna agus sna meánranganna ar raon leathan fhoclóra agus eiseamláirí bunúsacha agus baineann líofacht agus féin mhuinín lena gcumas cumarasáide. Tá ard moladh le caighdeán cumarsáide, léitheoireachta agus scríbhneoireachta na ndaltaí sna hardranganna. Labhraíonn siad go líofa, léann siad le cruinneas agus baineann ard chaighdeán lena scríbhneoireacht cruthaitheach, leabhair a scríobh san áireamh. Léirítear a ndian eolais ar structúr an teanga agus iad ag labhairt agus ag scríobh.

Irish

Irish is taught in a most effective manner throughout the school. Methodologies as outlined in the Primary School Curriculum (1999) are used in the teaching of Irish at all levels. Very good practice in group teaching in various classes is evident. A laudable emphasis in placed on the development of the pupils’ oral and aural language skills. Effective use is made of games, teaching equipment, charts, pair-work, label cards, role play and conversation in the teaching of definite vocabulary and language exemplars. The manner in which all the teachers use Irish as the medium of communication throughout the day is also praiseworthy. A print rich environment is fostered in all the classrooms. A positive attitude towards the Irish language is developed in the pupils.

The pupils achieve highly and benefit from the teaching of Irish in each class. Pupils in the junior and mid-standard classes have a very good command of a broad range of vocabulary and fundamental language exemplars. They display fluency and self-confidence in how they communicate. The standard of pupils’ communication, reading and writing in the senior classes is to be praised highly. Pupils speak fluently and read with precision. There is a high standard of creative writing discernible, particularly in the books they write. Pupils display a knowledgeable command of language structure in their oral and written work.

English

Oral language is thoroughly taught at every class level. Well-structured, discrete oral language programmes are complemented by focussed oral language work across all curriculum areas. Active methodologies, including games, group and pair work are used to advance the children’s oral language skills. Excellent examples of co-operative and collaborative oral work involving the development of the children’s analytical skills were observed in the senior classes. Very good use is made of ICT in developing the children’s oral language in the senior division. Most children at each class level speak confidently and articulately and are keen to engage in oral discussion of selected themes and topics.

Pre-reading and emergent reading skills are very well taught. Children in the junior classes are making very good progress in learning to read. They enjoy books. All classes have access to the County Mobile Library once a fortnight. Phonological awareness is effectively taught in junior and middle standards. The children in middle and senior classes are generally fluent and confident readers. They demonstrate a very good understanding of what they have read and discuss their reading critically. Detailed analytical work based on class novels is carried out. There is prudent differentiation of that work in accordance with the needs, interests and abilities of different groups of children. Excellent use is made of newspaper articles in developing the children’s ability to read, understand, analyse, evaluate and work co-operatively. Poetry is generally well taught. Many children are provided with opportunities to compose their own poems. There is effective integration of poetry and music in the senior division.

Approaches to the teaching of writing in the school vary. Very good use is made of group work in the teaching of pre-writing and early writing skills. Children in some classes are provided with regular opportunities to develop their creative writing skills in a variety of genres. That work, particularly in the senior division, is of a very high standard. In other classes the children write less frequently and in fewer genres. Review of the implementation of the whole-school plan for writing is recommended in order to ensure that the children’s potential for creative writing is fully exploited at each class level. Greater use of ICT as a tool in that regard is also recommended.

4.2 Mathematics

The children receive a balanced mathematics education. All strand units are taught as appropriate at each class level. Very good use is made of the environment in the exploration and application of new mathematical concepts. The language of mathematics is taught in a focussed way to each class grouping. The teachers use a range of resources to support learning including mathematical equipment, charts, number lines, and textbooks. Extension of the range of manipulatives available to children in the junior classes is advised. In general, very good use is made of active methodologies during mathematics lessons. The teachers’ differentiation of content and methodology according to individual pupil need and ability is praiseworthy. Regular consolidation of material through oral problem-solving and practical tasks is another praiseworthy feature of the work.

The standard of pupil attainment in mathematics is generally high. Junior pupils competently and enthusiastically engage in early mathematical activities, graph work, shape and space tasks, and number work. Middle and senior standard pupils demonstrate very good computation skills. The overall standard of mental mathematics is high. The children’s problem-solving skills, both in groups and as individuals, are very good. Their written work in this subject is careful and neat and is monitored thoroughly. Standardised mathematics tests are administered annually. The results are carefully documented and are used to inform planning for teaching and learning.

4.3 Social, Environmental and Scientific Education

History

The standard of teaching and learning in history is high. Through active, hands-on methodologies, group activities, individual and group research, project work, integration with other curriculum areas, and the use of ICT, the children are enabled to develop their skills as historians. Children in all classes have an excellent knowledge and understanding of a wide range of the strands and strand units of the history curriculum. The children’s project work, which involves the use of ICT and the sourcing of relevant artefacts and photographs, is of a high standard. The integration of the children’s history work with several of the strands of the visual arts curriculum is particularly praiseworthy. Differentiation of the focus of history lessons and of follow-up activities according to the children’s abilities and needs is another praiseworthy feature of much of the history teaching and learning in this school.

Geography

The teaching of geography is effective at a number of class levels. Good use is made of talk and discussion and of ICT during the lessons. Maps and other relevant illustrations are generally used to good effect. The children in some classes require greater opportunities to learn through active participation in group and paired tasks in order to develop their skills as geographers. The children’s attainment in this curriculum area is generally satisfactory.

Science

A broad and balanced science programme is taught through the school. Good use is made of the immediate environment and the opportunities it offers for scientific investigation. The children engage in practical activities. There is specific and thorough teaching of the language and skills of science at all class levels. Very good use is made of ICT in the teaching of this subject. The children have a very good knowledge of the material taught to date. They demonstrate a keen awareness of important environmental issues including recycling and energy conservation. They take pride in their local environment.

4.4 Arts Education

Visual Arts

Approaches to the teaching of the visual arts vary. In some classes, particularly at the senior level, the children experience a rich visual arts curriculum in which all strands, including looking at and responding to art, are represented. In those classes, very good use is made of talk and discussion during the lessons. Art portfolios are used effectively to record and monitor the children’s progress and there is also prudent integration of the visual arts with other curriculum areas. The children’s work in those classes is celebrated through attractive displays. In other classes, the children experience a narrower visual arts curriculum in which some but not all strands are taught. Review of the implementation of the visual arts school plan is recommended in order to ensure that all children at each class level experience a broad and balanced curriculum in this subject.

Music

Teaching and learning in music are of a very good standard. The strands of performing, listening and responding, and composing are taught systematically to each class group. The children sing tunefully and pupils from fourth to sixth class inclusive play the tin whistle well. Musical literacy is well developed at each class level. The children’s compositions are creative and incorporate a wide range of percussion instruments. They are given regular opportunities to listen to and respond to music in a variety of ways including movement, the visual arts, talk and discussion.

Drama

Very good use is made of drama as a methodology across the curriculum. The use of stimulus, the development of language, and the effective use of characterisation are among the positive features of drama teaching in the school. The children are enabled to use drama to explore feelings and ideas, to develop their communication skills, and to express themselves creatively. Each child is given an opportunity to participate in the school’s annual Christmas concert. Children in middle and senior standards contribute to the writing of sketches for that concert.

4.5 Physical Education

The quality of teaching and learning in physical education is praiseworthy. Notwithstanding the lack of an indoor venue for physical education, the teachers succeed in delivering a broad physical education curriculum in which the emphasis is on technical skill development, physical fitness, team work, participation and enjoyment. Lessons in this curriculum area are well structured and clearly focussed on achieving appropriate curriculum objectives. The physical education curriculum delivered during school hours is supported and augmented by the school’s commitment to providing a comprehensive extra-curricular physical education programme. The children play hurling, camogie and Gaelic football. They take part in Cumann na mBunscoil competitions. They attend swimming lessons and participate in cross country running.

4.6 Social, Personal and Health Education

The principal and teachers are to be commended for their contributions to the creation of a positive classroom and school environment where the children are respected, valued and cared for. Many aspects of the social, personal and health education programme are successfully taught in a cross-curricular manner. A spiral approach to the programme is adopted and a variety of active learning strategies including drama activities, co-operative games, discussion, written activities and ICT are effectively used. Respect for human and cultural diversity is fostered. The children demonstrate a very good understanding of issues related to the strands of myself, myself and others, and myself and the wider world.

4.7 Assessment and Achievement

A range of assessment modes is in use throughout the school. They include teacher observation, teacher-devised tests and tasks, the use of portfolios of pupil work, the monitoring and correction of the children’s written work, and the use of standardised tests in English and in mathematics. In some classes, the focus of the assessment techniques used is on the curriculum areas of English and mathematics. It is important to ensure that when reviewing school policy on assessment that consideration be given to extending formal assessment across all curriculum areas in order to assist in monitoring pupil progress comprehensively and consistently as the children progress through the school. The records of individual pupil progress that are currently being maintained are, in general, quite detailed and they provide a useful guide in planning future work, particularly for children with special educational needs. A yearly, annual written report on the learning achievements and progress of each child is provided to the child’s parents or guardians. Parents/guardians meet the class teachers regularly to discuss their children’s progress.

5.Quality of Supports for Pupils

5.1Pupils with special educational needs

The school’s policy on special education provision is comprehensive. It is in keeping with the key statutory provisions promoting equality of access to and participation in education. It also accords with the Department of Education and Science Learning Support Guidelines and Circular 02/05 in relation to the identification of children with special education needs. It aims to ensure that children with such needs receive the necessary support in an inclusive manner.

The caseload of children with special educational needs consists of twelve children who receive learning support in English and/or mathematics. The inadequacy of the accommodation currently available for the learning-support teacher and her pupils places some restrictions on the methodologies that can be used during the learning-support sessions. The children benefit greatly from the skilled teaching provided in those sessions. Their individual learning targets guide and inform the content of the lessons and the methodologies used. Very good use is made of teaching and learning resources during the lessons. Extension of the range of reading materials currently available in the learning-support room is advised. The children’s progress is reviewed in detail at regular intervals. Diagnostic tests are used as part of such review. The outcome of those reviews informs planning. Greater involvement of parents in the process of reviewing the individual pupil learning programmes is recommended.

5.2 Other supports for pupils: (Disadvantaged, minority and other groups)

The school is aware of its obligations to children from disadvantaged backgrounds and minority groups. It has policies in place to support such pupils. Those policies are in keeping with legislative requirements and departmental guidelines.

6.Summary of Findings and Recommendations for Further Development

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

The school is managed effectively. The principal provides strong leadership and the board of management carries out its duties competently.
The principal and teachers have worked diligently and effectively to advance the planning process.
There is a positive school and classroom environment.
The parents are interested in, committed to and supportive of their children’s education.
The children are very well managed at all class levels. A positive code of behaviour is successfully implemented.
The quality of teaching is very good. The teachers work with commitment and diligence and are open to change.
The quality of pupil learning and achievement is very good.
The school provides a broad and balanced curriculum that is supported and augmented by a good range of extra-curricular activities.

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

It is recommended that overall school accommodation be reviewed and that appropriate steps be taken to ensure the provision of safe and suitable accommodation for all pupils and staff.
It is recommended that approaches to classroom planning be reviewed.
Review of the implementation of the school plan for writing and the visual arts is recommended.
Extension of formal assessment across all curriculum areas is recommended.

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