This report has been written following a whole school evaluation of Scoil Náisiúnta Rath Corr, Riverstown, Dundalk, Co. Louth. 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, observed teaching and learning, engaged with pupils, examined their 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, 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.

Introduction

Rath Corr N.S. is a highly effective four teacher school located in the Cooley Pensinsula. There are 70 pupils enrolled in the school. It is envisaged that pupil numbers will remain stable for the foreseeable future. Management fulfils its duties effectively with regard to the reporting of absences required in the Education and Welfare Act 2000.

1. Quality of school management

1.1 Characteristic spirit of the school

The ethos of the school is reflected in the very warm and welcoming atmosphere, which was evident during the period of inspection. 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 inspection was excellent at all times. Teachers have high expectations of their pupils and they strive to provide a rich educational experience for them. The emphasis being placed on the grounding in key skills in respect of language, literacy and Mathematics and the resultant high standards being achieved by many pupils in these areas are worthy of note.

1.2 School ownership and management

Rath Corr NS is a co-educational, Catholic school under the patronage of the Archbishop of Armagh. The patron co-operates with the board of management in the governance of the school. The board of management is properly constituted and its members are very supportive of the school. During the last academic year the board met termly and meets more regularly when required to consider planning and building issues. The board’s procedures for the management of the school’s financial resources are established and audited annually. Immediate priorities include the provision of an IT room and modification of the room used for learning support. The board is familiar with recent legislation in education and is involved in monitoring and approving a code of discipline, anti-bullying, enrolment, and health and safety policies and in reviewing the updating of school planning documents.

1.3 The in-school management team

The teaching staff comprises the teaching principal, the deputy principal, an assistant teacher and a shared special education teacher who is based in this school and shared with another local school. A collaborative approach to decision-making is promoted and all teachers on the staff are committed to the enhancement and development of the school. Organisational and curricular responsibilities are shared between teachers and a professional and responsible attitude is adopted in relation to their duties. This helps to ensure that the school functions smoothly and effectively. Management and teaching duties are undertaken by the principal in a very professional and competent manner. Commitment to the achievement of high standards in Irish, English and Mathematics is a cornerstone of leadership in this school. Official documents including the attendance book, roll books and the register are maintained accurately. Excellent leadership skills are in evidence on the part of the principal, in terms of affirmation and encouragement of staff working in the school. Very positive working relationships have also been created with parents and board of management.

1.4 Management of resources

An excellent range of teaching and learning resources is available in the school. Considerable investment has been made in information technology and very good use is being made of this technology to support the teaching and learning process. The use of the digital camera to provide a photographic record of local fauna and seashore is worthy of particular note. All classrooms have a considerable range of appropriate charts, maps and posters on display, which contribute to a stimulating learning environment. The school has a range of videos covering topics in history, nature study, safety, health, religion and school concerts and events. There is an extensive range of Physical Education, Science and Mathematics equipment, percussion instruments, videos, CDs and Visual Arts supplies in the school. The teachers use these resources very effectively in their teaching. Further resources for the development of reading for pleasure should now be sourced.

2. Quality of school planning

2.1 The School Plan

All teachers have cooperated on the development and review of a number of school policies. These policy documents and the school’s curricular programmes form the school plan. The plan is highly organised, very well presented and has been developed in accordance with the guidelines from the Department of Education and Science (DES). The clarity of curriculum planning, coupled with the explicit and structured nature of its content, are to be commended. This planning is appropriate to the school’s circumstances and has regard for the needs, aptitudes and interests of the children. It also takes cognisance of the challenges pertaining to multi-class situations. The school is also to be commended for the range of non-curricular policies in place which facilitate the effective functioning of the school. Further involvement of parents and the Board of Management in school policy development should now be considered.

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, September 1999) and Child Protection: Guidelines and Procedures (Department of Education and Science, April 2001). 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.

2.2 Implementation of the School Plan

A challenging and holistic school plan is being implemented with the full support of the board of management and parents. The teachers’ timetables are organised to facilitate the implementation of the curriculum plans and appropriate attention is afforded to linkage and interpretation within and between subjects. The school has prioritised the implementation of the subjects of the curriculum for which in-service has been provided. Targets for implementation have been set in the plans and the teachers are engaging in some review of these action plans. The school is engaging dynamically in a self-evaluation process, allied to the current phased introduction of the Primary School Curriculum (1999). The focus on priorities in terms of teaching and learning objectives for the long and short-term is worthy of note. The self-assessment check lists to monitor progress in IT are most noteworthy and are being used effectively by children. Equally, the explicit focus on the development of literacy and numeracy skills, as well as a very clear plan for a structured approach to the teaching and learning of Irish, are worthy of much commendation.

3. Quality of curriculum provision

3.1 Curriculum planning and organisation

It is evident from individual teacher planning and also from the school inspection that the pupils experience a broad and balanced curriculum. This allows the teachers to cater for the full and harmonious development of all the pupils in their care. The teachers undertake comprehensive long-term and short-term planning and maintain monthly progress reports. The teachers are commended for the manner in which they have linked their long-term planning to the strands and strand units of the 1999 primary curriculum. Integration is an established principle in the school planning documents and is used effectively in all classrooms. The timetable in the school is appropriately arranged and there is a palpable sense that time is used effectively, efficiently and creatively in this school. A part-time school secretary should be appointed to support the administration of school business. This was discussed at the post evaluation meeting.

3.2 Co-curricular and extra-curricular provision

Very good use is made of ICT to enhance work in many areas of the curriculum through the use of specific software programmes and, in particular, through the use of the research possibilities on the internet. Pupils also engage in project work in History and Geography and engage in a range of open-ended scientific investigations. The school also provides opportunities for pupils to participate in an excellent range of extra-curricular activities. The parents support activities such as football, quizzes and dramatic activities. These activities are used to establish a strong sense of community within the immediate locality of Rath Corr.

4. Quality of learning and teaching in curriculum areas

4.1 Planning and preparation

The approach to school development planning is collaborative and ongoing. Teachers’ long-term and short term planning is extremely well-presented and in line with the school plan. In some cases, planning, however, could be greatly simplified by adopting whole-class thematic approaches and differentiating according to class groupings and pupil ability and attainment. Some long-term preparation includes meaningful reflection upon the process of curriculum implementation. Comprehensive references to methodologies and objectives of the Primary School Curriculum (1999) are consistently in place. Some evaluation of pupils’ progress is presented and clearly detailed. All teachers complete the cuntas míosúil, which is primarily content-based at present and retained on file by the principal.

4.2 Teaching and learning

The quality of teaching and learning in this school is very good. Lessons are presented in a highly competent manner and teachers succeed in creating secure and attractive classroom environments. Illustrative materials are used effectively to stimulate the interest of the pupils. There is a balance between pair work, group work, individual work as well as whole-class teaching.

Concrete materials are used effectively in the teaching and learning process. Good emphasis is placed on the environment as a resource and as a starting point for learning. The teachers are commended for introducing experimentation, discovery learning and for providing opportunities for pupils in the middle and senior classes to undertake independent learning and project work. A broad range of methodologies is deployed, targeted at developing a diverse range of skills in the children. Practice in all classes reveals the use of highly effective approaches to differentiation. The engagement of the children in their learning is excellent. Pupil-teacher and pupil-pupil interactions are open and mutually respectful relationships are maintained. The school cultivates an atmosphere where the self-esteem of the pupils is fostered. In all classes, rote learning has been used to very good effect, with pupils having memorised, internalised, applied and understood a very significant amount of core historical, geographical and scientific facts, writing conventions, grammatical rules, poems and mathematical functions. This body of knowledge provides the children with a rich cultural canon and a knowledge framework that will be extremely useful tools in future learning.

4.3 Language

Gaeilge

Is an-éifeachtach mar atá leas á bhaint as modheolaíocht spreagúil, chruthaitheach i dtaca le múineadh agus foghlaim na Gaeilge i ranganna uile na scoile seo. Mar chuid de ráiteas físe na scoile seo deirtear “Déanfaimid iarracht an Ghaeilge a labhairt.” Tá gach iarracht á déanamh an aidhm sin a bhaint amach; baintear úsáid as an nGaeilge go neamhrialta mar mhionchaint i rith an lae chun leathnú ar fhoclóir na ndaltaí agus daingniú rialta a dhéanamh ar na bunstruchtúir. Is léir go ndéanann na hoidí an-iarracht atmaisféar fabhrach don teanga a chruthú sa scoil agus sna rangsheomraí. Leagtar béim chóir ar éisteacht agus labhairt sna ranganna uile. Tá réimse an-leathan rannta ar eolas ag na páistí agus déanann siad iad a aithris le brí, le beocht agus le taitneamh. Tá modh na cumarsáide á úsáid agus baintear leas an-éifeachtach as drámaíocht, amhránaíocht, aithris agus cluichí teanga chun an teanga nua a mhúineadh i gcomhthéacsanna difriúla. Leagtar an-bhéim sna meánranganna ach go háirithe ar fhoghlaim na teanga trí mheán scéalta agus comhráití faoi leith. Is an-éifeachtach ar fad mar atá gnéithe den Oideachas Sóisialta, Imshaoil agus Eolaíochta á múineadh trí mheán na Gaeilge, go háirithe faoi mar a bhaineann sé le leathnú foclóra faoin dúlra máguaird sna ranganna sinsireacha. Tugtar faoi deara go bhfuil sár-chaighdeán labhartha bainte amach ag céadatán suntasach de dhaltaí na roinne seo.

Cuirtear béim chuí ar léitheoireacht agus scríbhneoireacht sna meánranganna agus sna hard-ranganna. Léann na daltaí go beacht agus is féidir leo an t-ábhar léitheoireachta a phlé go tuisceanach. Treoraítear na daltaí san obair scríofa trí fhoclóir an-chinnte a mhúineadh agus trí dhruileanna briathra a dhéanamh go rialta. Múintear an ghramadach fhoirmiúil ar dhóigh leanúnach agus chéimnithe. Tá ard-chaighdeán á bhaint amach ag formhór na ndaltaí i genres difriúla scríbhneoireachta agus tréaslaítear leis na hoidí as a bhfuil á chur i gcrích ag na daltaí sa ghné seo. Déantar maoirseacht chúramach ar a saothar.

English

Whole school planning for English is very comprehensive, revealing a structured and sequential approach. Likewise, teachers’ planning for the subject is detailed, with very commendable attention being given to differentiation. It is recommended that such careful planning could be further enhanced by more specific references to assessment practises.

English lessons are undertaken in warm and supportive learning environments. The school boasts a structured reading programme, which is supported at intervals with class novels. Teachers use a wide range of strategies to encourage pupil interest and involvement in English lessons. In so doing, very satisfactory provision is made for all four strands of the curriculum, especially, those strands concerned with Receptiveness to Language and Developing Cognitive Abilities through the Use of Language. Oral English is afforded a central role at planning and implementation level in all classes, with pupils discussing a wide variety of topics at all levels. In the junior classes, pupils showed strong levels of competence in their sight vocabulary, phonological awareness and oral reading ability. At this level, basic reading skills are well taught through the development of phonemic awareness and a whole-word sight vocabulary. The written English of the pupils in the junior classes is of a good standard. Pupils in the middle and senior classes in the school similarly show very high standards of reading ability, being able to read with fluency and ease. Furthermore, it is very notable that the pupils in these classes are encouraged to write in a number of creative genres. It is evident that the pupils undertake such writing with both pride and enthusiasm, with some very fine examples of personal writing being noted in these classes. These commendable writing skills are integrated very creatively into other subject areas such as History and Geography. Pupils are also encouraged to enjoy English poetry and are able to recite a rich, varied and challenging number of poems from memory. In some classes, the joy, sadness and full emotional spectrum of poetry are explored by the children in their evocative renditions of these poems. It is also worth noting that, in a number of classes, the pupils are actively involved in writing their own poetry. High standards are being achieved in these literacy endeavours.

It is recommended that the strong levels of competency observed in both English reading and creative writing could be further developed by extending the school’s collection of library books and by stressing reading and writing for pleasure. The quality of handwriting is developed in a developmental manner through the different class levels, with samples of the pupils’ work being displayed on the classroom walls. It is recommended that the school should also display such commendable pupil work on the school corridors.

4.4. Mathematics

The quality of teaching and learning in the Mathematics lessons observed during the evaluation was excellent. In all cases, children were very engaged with lesson content. They displayed a notably high level of achievement in terms of the learning outcomes of the lessons observed and the overall level of attainment, as revealed by the assessment tests throughout the school. It is clear that this attainment is the result of a consistently high standard of teaching, supported by a high level of reflection on the part of the teachers in relation to the implementation of curriculum objectives.

Classroom practice reveals that all of the strands of the curriculum are expertly taught. Pupils are taught in whole class, group and individual settings, as appropriate. The structure of lessons also ensures that a judicious balance is maintained between oral and written work and an effective equilibrium exists between the time pupils spend engaging with the teacher and working independently. Lessons are paced skilfully and experiential learning is central to each lesson. Pupils are provided with opportunities to learn using concrete materials and they are encouraged to learn co-operatively and actively. Estimation skills are emphasised at all levels. Regular revision is undertaken and the pupils record their work appropriately. The teachers make conscientious efforts to base the concepts on the environment of the pupils and to use environmental materials.

The approach that is taken to problem-solving is particularly effective. Teachers ensure that these activities are rooted in the children’s everyday experience in an innovative and meaningful way. There is a highly effective and tangible emphasis placed, throughout the school, on the development of mathematical language. This aspect of practice is managed in a very age-appropriate developmental way. There is clear evidence that linkage between strands is effectively used so as to ensure greater conceptual understanding among the children. Cross-curricular activities are also effectively used to support and consolidate children’s understanding of Mathematics. The mathematics environment created in all classrooms is excellent and supports and records the children’s development across a range of mathematical competencies. Written work is presented very carefully and this is regularly monitored by the teachers. Encouraging comments are frequently used to reward the children’s high standard of written presentation.

Regular revision is undertaken and the pupils record their work appropriately. Standardised norm referenced attainment tests, checklists and teacher-designed tests are used. High standards are being achieved in both formative and summative assessments.

4.5 Social, Environmental and Scientific Education (SESE)

The teachers plan according to the strand units of the curriculum in History, Geography and Science and much use is made of the local environment, a range of reference materials and the development of skills. A broad programme in social, environmental and Scientific Education is undertaken in the classrooms. The flexible and creative approach to use of textbooks in this area is commendable, and resources such as maps and charts are available and used very effectively. There is commendable emphasis placed on developing the skills of the historian, geographer and scientist and particular emphasis is placed on local studies.

Geography

Teachers plan a satisfactory programme of geographical activities 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 and the teachers supplement the lessons with a range of charts and other illustrative materials. There is significance evidence of the exploration of the local environment, thus helping pupils develop a sense of space and place. There is an emphasis on project work in the senior section where pupils explore the geography of their locality and that of other countries. On-going project work on Tom Crean and exploration, as observed in this section, was of a very high standard. Children display excellent knowledge of local and national Geography. They also display a sound knowledge of natural and human features in Ireland.

History

Teachers plan a broad History programme that gives children knowledge of the past at family, local, national and international levels. Project work is an extremely important element of the history programme in this school. One excellent lesson on aspects of social history, as remembered by the children’s grandparents, was observed. The children respond positively and are enthusiastic about the topics they have studied. Laudable emphasis is placed on pupils researching topics and on active-learning experiences in general. The use of ICT for research purposes is particularly praiseworthy. Commendable attention is also paid to the study of local history.

Science

The quality of planning for Science is of a very high standard. Teachers’ planning in this area makes very appropriate and insightful use of the local environment. Careful provision is made for the development of concepts. Teaching and learning in the area of Science was at a highly commendable level, being cleverly integrated with many other curriculum subjects. Pupils are encouraged to take a lively interest in animal and plant life in the environs of their own homes and in other environments, including that of the school. Of noteworthy mention was the research trip to ‘Rathcorr Seashore’ undertaken by the senior pupils. Pupils are encouraged to work scientifically and deliberate provision is made to develop pupils’ skills in designing and making. Pupils indicated a keen interest and mastery of many scientific matters and processes particularly with respect to those strands concerned with Living Things and Energy Sources. It is recommended that individual classrooms should consider displaying their many commendable science projects to the other classes in the school. The programme in environmental studies is closely linked to seasonal change and animal and plant life. The provision of investigation tables, which focus on the other aspects of the material and physical world, should be considered and would encourage even more activity and experimentation.

4.6 Arts Education

Music

A whole school plan has been prepared for Music with inclusive planning for content, assessment, differentiation and integration. It is evident that teachers’ planning makes comprehensive provision for all three strands of the Music Curriculum. In general music is taught to a satisfactory standard and the concepts of music, such as rhythm and pitch are well developed. Song-singing and music appreciation are components of the work at all class levels. Teaching and learning occurs in a very pleasant and supportive environment, with pupils engaging enthusiastically in the music lesson observed. Pupils are encouraged to respond imaginatively to music, with the quality of singing being very commendable. Teaching and learning is strongly supported by a wide range of resources, which are easily accessible and which are widely used by pupils and teachers alike. It is evident that teachers integrate music with other areas of the curriculum in a very creative and interesting manner.

Visual Arts

Pupils are exposed to a range of activities in Visual Arts and pleasant, well-worked examples of their work are displayed with care in the classrooms. Appropriate stimuli are provided and pupils are given opportunities to discuss their work and to experiment with different media. Reception areas are used effectively to exhibit both process and product in the visual arts. All pupils are afforded ample opportunity to engage with 2D work at present. Successful work is evident in paint, colour and print and pupils speak confidently and knowledgeably about both process and product. It is recommended, however, that further engagement with drawing and the development of specific skills in this area be considered. Pupils enjoy this creative activity and the attendant opportunities for language development.

A range of effective starting points for purposeful teaching is employed and pupils are afforded opportunities to explore activities through guided discovery methods. On occasions direct teaching methods are employed to enable pupils to develop specific skills. Pupils are active in exploring, experimenting and enjoying the art activities. Teachers encourage them to make their own decisions and pupils demonstrate an understanding of concepts and skills developed. There is evidence that pupils are involved in both making art and in looking and responding to their own work, the work of their peers and the work of artists. Talk and discussion is a feature of these classes and pupils are developing an appropriate visual language and a keen visual awareness of the elements of art. Teacher observation is used to assess pupils’ work and it is recommended that a broader range of assessment strategies be included in the school plan and in teachers’ short-term and long-term planning. This will facilitate a whole school approach to assessment in the Visual Arts and will further extend the progressive development of pupils’ skills.

4.7 Physical Education

The school has a comprehensive plan for the provision of all strands of the Physical Education Curriculum. Similarly, teachers’ yearly and fortnightly plans indicate appropriate provision for all six strands of the curriculum. It is recommended that the school could further develop their planning for Outdoor and Adventure Activities. The school has access to a large hall and to a wide selection of Physical Education resources. The Physical Education lesson which was observed was undertaken in a safe and organised manner. Instructions were clear and succinct. Those skill developments planned for the lesson were carefully thought out and clearly explained to the pupils. Appropriate activities were planned for the lesson and all pupils were actively and enthusiastically involved. Teacher assessment of the various skills and concepts in question is satisfactory. It is recommended that the school consider developing their assessment strategies in the areas of Gymnastics and Dance.

4.8 Social, Personal and Health Education (SPHE)

The individual health needs and welfare of pupils are actively monitored at all times within the school. Much learning activity in the area of Social, Personal and Health Education is addressed incidentally through cross-curricular work. A school-wide programme for Social, Personal and Health Education appropriate to the pupils’ experience and environment, which builds upon the sound methodology observed in other curricular areas, has been devised and is being implemented in many classes. The general atmosphere of the school reflects a firm commitment to the development and extension of the pupils’ skills in this subject. A school plan for SPHE has been developed; teachers implement the social personal and health education curriculum with their classes. A range of topics including healthy eating, exploration of feelings, safety, school and classroom rules, and bullying are undertaken in all classes. During these lessons the opportunity to debate the issues enhances pupils’ understanding of the topic and promotes language development. Care for the school and local environment is fostered and promoted. Pupils are given opportunities to discuss topics and to share experiences and present projects.

4.9 Assessment and achievement

A range of assessment techniques is used to assess pupil achievement and progress in the areas of literacy and numeracy, to include use of checklists, projects and portfolios. Teacher observation is used in all classrooms and much information is gathered from the careful monitoring of pupils’ completed work. It is recommended that additional formal analysis of both formative and summative assessment results be undertaken with a view to using the results to inform teaching and learning strategies, especially in relation to higher achieving children.

5. Quality of support for pupils

5.1 Policy and provision for pupils with special needs and learning support

Procedures for the admission, enrolment and participation of all pupils with special educational needs are in place. Appropriate teaching resources have been sanctioned by the Department of Education and Science and are employed to meet the needs of the pupils.

School planning for pupils with special educational needs is commendable. Detailed, systematic assessment strategies are in use, both to diagnose those pupils qualifying for learning support and also to monitor their progress while receiving learning support. Individual learning plans are in place for all pupils receiving learning support, and are compiled in a very comprehensive and conscientious manner. In drawing up such plans, both parents and class teacher are consulted. It is notable that parents are encouraged to become involved with their child’s Individual Education Plan and a commendable level of communication exists in this domain.

A positive and affirming atmosphere was noted in those classes observed. Pupils are actively involved in the lesson and clearly enjoy the teaching content. The teacher uses a wide range of strategies to develop the pupils’ oral language abilities, their phonological awareness and their abilities to recognise sight vocabulary. Similarly a number of strategies are adopted in the teaching of Mathematics. In so doing, a wide range of resources are in use, with creative and commendable use of ICT being evident.

It was noted with some concern, however, that the largest proportion of pupils attending learning support is from the more senior end of the school (third to sixth class). The school should re-examine its criteria for selecting pupils for learning support and in so doing, pay closer attention to the benefits of early intervention. Furthermore, it is also suggested that the school should endeavour to reduce the numbers of pupils attending learning support. Support is provided to pupils on an individual basis and in a group setting, on a withdrawal basis. This method of support should now be reviewed and alternative methods of supporting pupils should be explored, to include more approaches for working with class teachers in situating learning support within the classroom. Further links should be established with the National Educational Psychological Service with regard to pupils with SEN with a view to devising a whole school approach to early intervention programmes and in-class provision. It is suggested that the school might also receive valuable and insightful direction from the PCSP cuiditheoireacht service in these matters.

5.2 Provision for pupils from disadvantaged backgrounds

There would not appear to be an obvious problem with regard to pupils presenting from disadvantaged backgrounds in this school. The school, therefore, does not have any policy regarding provision for such pupils.

5.3 Provision for pupils from minority groups

At the time of the inspection there were no pupils from minority groups attending the school. The school, therefore, does not have any policy regarding provision for such pupils.

5.4 Home-school partnership

All teachers make regular use of homework diaries as an effective means of communication with pupils’ homes. The school celebrates a very open approach to communication with parents. Formal parent-teacher meetings are held annually and parents are also welcome to discuss their child’s education with the teachers at any time. School reports for all pupils are sent to parents at the end of the school year. Parents are somewhat involved in the revision of some of the school policies on organisational matters. However further parental involvement in drafting and revising the policies is to be strongly encouraged, particularly in the areas of homework, discipline and relationships and sexuality policies. Reading for pleasure could very effectively be extended by training parents to work with children through paired reading activities.

6. Summary of findings and recommendations for further development

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

The high standards being achieved by children in language, literacy and Mathematics are lauded, with a need for additional emphasis on reading for pleasure noted.

The very good quality of teaching and learning and the delivery of a broad and balanced curriculum are commended. Additional consideration of the results of assessment is required.

Dedicated and committed professional leadership and highly effective teamwork are recognised and commended.

A warm, welcoming, child-friendly atmosphere and happy, confident, motivated pupils are in evidence.

Care and dedication are being paid to pupils presenting with special educational needs, but changes are necessary in the manner of delivery of this provision.

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

An analysis of the standardised assessments should be carried out with a view to using the results to further inform teaching and learning strategies, especially in relation to higher achieving children.

Strategies should be put in place to encourage children to read in a variety of genres for the sheer pleasure of reading about different worlds, characters and lives and so increase both fluency and enjoyment in the reading process.

Changes in the delivery of special education support are recommended, to take account of the need for early intervention, reduction in the numbers of children in the support cohort and a new emphasis on in-class provision

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