This report has been written following a whole school evaluation of Corlurgan National School (NS). 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. The inspector interacted with students and teachers, examined students’ 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 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. INRODUCTION-SCHOOL CONTEXT AND BACKGROUND

Corlurgan NS is a six teacher, co-educational primary school situated on the periphery of Cavan town and is part of the parish of Urney and Annagelliffe. This Catholic school is under the patronage of the Bishop of Kilmore. The school is committed to the provision of a holistic education for all pupils. It aims to promote a strong sense of community within the school and a high level of co-operation among staff and between staff, parents and pupils. It succeeds in achieving both admirably. The last School Report was filed in 1997.

2. THE QUALITY OF SCHOOL MANAGEMENT

2.1 Board of management

The board of management is properly constituted and carries out its responsibilities most competently. The members give generously of their time and discuss, amend and ratify policies on a regular basis. Some members have served on the board of management for a considerable length of time. They value the high esteem in which the school is held and the school’s commitment to a quality educational output. The board works collaboratively with the staff and parents association. Meetings are held regularly and members attend in-service training. It complies with Section 18 of the Education Act, 1998 in keeping accounts and records. The school interior and grounds are properly maintained. The board of management has made an application for the Summer Works Scheme (SWS) to improve safety at the front of the school. The board displays a strong commitment to the welfare of the staff and pupils.

2.2 In-school management

The school principal was appointed in April 2006. She performs her teaching and administrative duties with complete dedication, integrity and energy. She is resourceful, hard working and is commended on the high quality of collaborative school relationships that she has maintained and fostered since she joined the staff. She enjoys the confidence and support of staff, board of management and parents and promotes the school with enthusiasm. She has harnessed the very good professional relationships that existed among the staff and together they continue to work in unison with commendable zeal to their teaching task.

The in-school management team assume their responsibilities thoroughly and conscientiously and gives undivided support to the principal. The team meets weekly to discuss issues that arise. Responsibilities have been assigned based on strengths of staff. Official documents such as roll books and registers are carefully maintained. There are no discipline issues. Creative, appealing art displays are visible in corridors and in the general purpose room. Pupils participate in the school choir and form part of the parish choir for liturgical events. All teachers are challenged, empowered and motivated by the in-school management team as each staff member assumes ownership and responsibility for some particular aspect of the curriculum. Collegiality permeates all that happens in Corlurgan NS. This was highly evident during the involvement of all the staff in the successful Comenius project over the past six years with countries in Europe.

2.3 Management of resources

There are currently 105 pupils on rolls. There are four mainstream class teachers including the teaching principal. Pupils are distributed evenly over the various classes. The special education team consists of a resource teacher for pupils with special educational needs, a special education teacher and two full-time special needs assistants. They work co-operatively with the staff in a highly dedicated manner and are vigilant of the care needs of the pupils. A diligent cleaner and a highly organised secretary complete the staffing roster. The school avails of the skilled tuition available through the Gaelic Football Association (GAA) and of the services of a gymnastics coach to compliment learning in Physical Education. The teachers carefully supervise pupils during these sessions and pupils derive benefit and enjoyment from the lessons. They engage in professional development apart from the in-service provided by Primary Curriculum Support Programme (PCSP) and School Development Planning Support (SDPS).

The school building, constructed in 1964, was refurbished and extended in 2000. The school building now consists of four classrooms, two in the original building and two larger ones in the extension. Learning support rooms are formed from previous cloakrooms areas. The extension also houses a large general-purpose room, a staff room, an office, a storeroom and a kitchenette. A corridor links the older section with the newer section. Space is adequate at present but the board is cognisant that as enrolment increases in the future, they will have to explore further possibilities in relation to housing extra classes.

A very wide-ranging array of materials and resources to enhance teaching and learning has been appropriately accessed and utilised. Currently, there are eight desktop computers available in the school and some of these are in need of replacement. A digital camera is used effectively to record educational trips and events such as the Comenius project. The school has accessed broadband and all computers are networked. A wide range of science equipment has been purchased and used frequently in the school. Concrete materials to enhance learning in Mathematics have been purchased and used to good effect. The local environment, which includes the local business park, the trees and the schoolyard are all used judiciously in the teaching of the curriculum.

2.4 Management of relationships and communication with the school community

The school has co-operative and interested parent representatives on the board of management who liaise with the parents’ association. There is a high level of parental involvement in the school where parents assist with sports’ events, serve on the parents’ association and fundraise on behalf of the school. Regular contact with the parents’ association and the principal is a laudable feature of the school. Parents are represented on policy committees and this constitutes good practice. The school communicates regularly with parents through newsletters, circulars and notices. Parents receive a written school report on the progress of their children at the end of the year while parents meet teachers formally at an organised parent teacher meeting in February. Communication is very good in this school.

2.5 Management of pupils

The pupils’ behaviour is exemplary. Teachers engage with the pupils in a very positive and affirming manner. Pupils are pleasant and respectful. They work consistently and co-operatively for their teachers. Pupils are motivated and encouraged by their teachers through numerous interesting projects and events organised by the principal and staff and approved by the board of management. Pupils learn in a stable, secure and happy environment.

3. QUALITY OF SCHOOL PLANNING

3.1 School planning, process and implementation

The school plan has been prepared in a co-operative manner over many years. Procedures and practices have been clearly discussed. A comprehensive range of organisational policies including the statutory administrative policies have been formulated. Some of these require some modifications as discussed at the post-evaluation meeting and would benefit from the inclusion of some key headings from the SDP organisational templates. All curricular policies are devised in accordance with the SDP guidelines, are relevant and are of a very high quality. Parents discuss policies such as homework, healthy eating and substance misuse collaboratively while the board of management discusses policies further and finally ratifies them. The development section and the list of priorities formulated by the staff are praiseworthy. This aforementioned list could be recorded in the SDP planning diary, which would indicate a timeframe for dealing with issues. The action plan template, the planning diary template and the strategic plan template available from SDP should be considered by the staff as a convenient method to deal with areas for development.

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, 1999, updated issue May 2004) and Child Protection Guidelines for Primary Schools (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.

3.2 Classroom planning

The teachers create appealing and stimulating classroom environments for their pupils. All teachers prepare long-term and short-term plans of work. However, some teachers only plan content objectives and content. It is recommended that all teachers plan for methodologies, resources, assessment and differentiation. All teachers need to direct attention to the achievement of differentiated learning outcomes through team teaching in classrooms and by placing more emphasis on inclusion rather than withdrawal. A template might prove beneficial in this regard. All teachers are commended on the very attractive and colourful displays of pupils’ work and teacher prepared materials, which help to create an environment conducive to learning.

4. QUALITY OF TEACHING AND LEARNING

4.1 Overview of learning and teaching

Overall the quality of teaching is very good. Teachers give clear instructions to pupils, present the content in a structured way and include opportunities for group and collaborative work. Classroom interaction is of a very high quality where teachers affirm and acknowledge pupils’ contributions. However, teachers need to implement a very structured listening programme to improve the overall listening competence of pupils. Excellent group work was noted during practical Geography and Science classes. It is recommended that pupils be given more opportunities to practise the language phrases and functions in Irish through further pair work, games and other strategies. Teachers’ communication skills are effective. Resources are used efficiently. Consolidation and revision are included through assignment of written and oral tasks to pupils. Teachers are implementing the 1999 curriculum efficiently.

Pupils’ overall knowledge and understanding of the curriculum are appropriate to their age and class level. They are motivated in their own learning and engage in tasks with enthusiasm and interest. The overall quality of pupils’ written outcomes is of a good quality. However, teachers need to seek a higher standard of presentation from certain pupils.

4.2 Language

Gaeilge

Tá polasaí an-mhaith leagtha amach don Ghaeilge sa phlean scoile. Tá suim mhór ag na hoidí san ábhar agus tá sé le feiscint sa raon áiseanna agus straitéisí éagsúla a úsáideann siad i dteagasc na Gaeilge. Úsáidtear an Ghaeilge go neamhfhoirmiúil i rith an lae. Baintear úsáid as cluichí, obair bheirte agus agallaimh bheirte le linn an teagaisc. Cuirtear béim ar chumas éisteachta agus labhartha an pháiste a fhorbairt ach moltar do na hoidí deiseanna níos mó a sholáthar do na daltaí chun an Ghaeilge a úsáid. Tá téacs agus focal scríofa sa timpleallacht agus tá póstaeir curtha ar fáil mar thaca don fhoghlaim. Déantar an-chúram de scileanna réamhléitheoireachta. Tá caighdeán na tuisceana ag an léibheál seo le moladh. Tugtar tascanna do na daltaí chun abairtí a chumadh le luaschártaí agus baineann na daltaí tairbhe as obair den saghas seo. Baintear úsáid as réamhcheisteanna agus múintear foclóir nua go cruinn chun ullmhúchán cuí a dhéanamh don léitheoireacht. Tá saibhreas teanga, líofacht agus cruinneas foghraíochta bainte amach ag daltaí sna hardranganna. Tugann na daltaí faoi thascanna scríbhneoireachta go cumasach mar scéalta, ailt, litreacha, cleachtaí gramadaí agus dánta. Ar an iomlán tá Gaeilge á múineadh go héifeachtach sa scoil.

Irish

There is a very good Irish policy in the school plan. The teachers have a deep interest in the subject and this is evident from the range of resources and strategies the teachers employ during the teaching of the subject. Irish is used informally during the day. Games, pair work and dialogues are used in teaching Irish. Emphasis is placed on the development of pupils’ listening and speaking abilities but it is recommended that the pupils be given further opportunities to use Irish. There is a print-rich environment in the school and posters are provided to support learning. Teachers give good attention to the pre-reading skills. Pupils’ understanding at this stage of development is commendable. Pupils are given tasks such as making sentences with flashcards and pupils benefit from this type of work. Questions are used and new vocabulary is taught accurately to ensure adequate preparation is done for the teaching of reading. Pupils in the senior classes possess a rich store of vocabulary and display fluency and accurate pronunciation in their reading. Pupils undertake written tasks competently such as writing stories, paragraphs, letters, grammar exercises and poetry. Overall, Irish is taught effectively in the school.

English

The delivery of oral language in English is most impressive as teachers employ a variety of methodologies such as games, circle time, brainstorming, talk and discussion, drama, role play, story and speeches. The structure and pace of lessons are very good. Pupils are encouraged to participate in oral language lessons and their vocabulary is extended appropriate to their age. Pupil’s oral language skills are very good. However, it is recommended that further emphasis be placed on the development of pupils’ listening skills. A very successful early intervention programme is in progress in the school where the special education teacher and the infant teacher work with the infant classes over a number of weeks. This is praiseworthy practice and pupils are benefiting from the intervention.

Phonics is very well taught and pupils possess a good knowledge in this area. The Phonological Awareness Training (PAT) programme is used successfully. Emphasis is also placed to good effect on grammar and spelling. Teachers are commended on the print-rich environments of all classrooms and support rooms. Big books, language experience charts, real books, novels and posters are all used to foster a love of reading. Nursery rhymes and poetry are both well taught and pre-reading skills are emphasised. Some word games are used in the teaching of reading but this could be extended further together with other structured reading activities throughout the junior and middle classes.

The pupils keep a record of books read and undertake book reviews. A paired reading programme is in operation between pupils in second class and fourth class. Plans are in place to extend this to other classes. This programme operated in the last academic year with great success. Silent reading is developed as pupils moved through the school and pupils enjoy Uninterrupted Sustained Silent Reading (USSR) time in school. However, it is recommended that support staff work in the middle classes to support reading which will facilitate more activity time during reading sessions and an opportunity to read aloud and place emphasis on expression and comprehension. The pupils participate in the Multiple Sclerosis (MS) Readathon. The pupils in the infant room, having experienced the story The Enormous Crocodile being read by their teacher, responded through developing a collage on the theme and won first prize in the library competition.

At infant level, drawing, pattern work and captions are included in the writing programme. Pupils in the school are given the opportunity to write for a variety of purposes, for different audiences and in a range of genres such as messages, stories, poetry, notes, diary entries, reports and recipes. Pupils draft and then re-draft their work. Pupils’ functional writing skills are well developed through completing word study exercises, cloze tests and grammar exercises appropriate to their age and ability. The pupils from Corlurgan NS won the best school entry in the Cavan Crystal Windows poetry competition in 2004. English is well taught in the school.

4.3 Mathematics

There is a Mathematics-rich environment in this school. Appropriate resources are available and used effectively. There is evidence of a hands-on approach to Mathematics. Talk and discussion are features of lessons and pupils engage in learning activities observed. Mathematical posters, games and activities are used to enhance the learning environment for the pupils. The learning experience at infant level is mostly experiential at the beginning of the year with huge emphasis on early mathematical activities. A range of appropriate assessment modes is used in the school. It is recommended that the support staff work in the middle classes to support teaching and learning in Mathematics. The emphasis will be on inclusion and managing the pupils’ needs in Mathematics in the context of the classroom. This will give more opportunities for teachers to engage in oral language problems with the pupils, which in turn will enhance learning. This was discussed at the post evaluation meeting. Mathematics is taught well in the school.

4.4 Social, Environmental and Scientific Education

Geography

The teaching of this subject is very good. The school has engaged in two Comenius projects, which included schools in Italy, Norway, Germany, Netherlands and Spain. Very good partnerships have been established with these schools and the pupils from the various schools wrote a fairytale collaboratively entitled “The European Rainbow Story” as part of their project. Pupils have produced projects on the partner countries and these have been displayed in the general-purpose room. Pupils have benefited from the various trips conducted by the teachers from these partner schools to Corlurgan and equally from their own teachers following their visits to the schools in Europe. Pupils produced a video on their country for their partner countries. Teachers and pupils have enjoyed the experiences and it adds significantly to pupils’ learning about Europe.

Pupils also engaged in a project on water with Shannon Fisheries Regional board and Corlurgan NS were the winners in 2005 and in 2006. Pupils have produced photographs, artwork, poetry and essays entitled “Water is Life” based on the local Lough Sheelin. This is indicative of the engagement of pupils with local Geography, which is commendable. Pupils’ knowledge of Geography is very good. They have developed a sense of place and space. Senior pupils visited the local Corlurgan business park and junior pupils engaged in simple mapping skills. These skills are developed further throughout the school. Pupils work in pairs and groups. They explore themes such as homes, weather and lifestyles through brainstorming, researching reference books and encyclopaedias and searching the Internet. The pupils working in groups have produced projects on China, Brazil and Pakistan. Geography is taught exceptionally well and the staff plans to focus on environmental awareness in the future.

History

A range of topics from local, national and international History is covered with the pupils. They are motivated through story, artefacts, photographs, posters and project work. The junior classes look at time and chronology through stories and succeed in sequencing the story through pictures and activities. Pupils did a project on their school and compiled a timeline on the homes of pupils in certain classes. There is emphasis on the development of skills as a historian. Other pupils had to interview grandparents and record the games they played when they were young and compare them to the games pupils play today. School trips have been organised over the years, which were of great educational value, and included trips to the American Folk Park in Omagh, Mellifont Abbey and Blacklion Heritage trail. Plans are in place to visit Cavan County Museum in Ballyjamesduff shortly to broaden pupils’ historical knowledge. The middle classes undertook a project on Ancient Greece and pupils proved knowledgeable on the topic. Pupils record historical facts in their copies. History is taught very well.

Science

A comprehensive policy has been formulated which guides the implementation of Science in the school very effectively. Samples and experiments are displayed on nature and interest tables. The work completed is of a very high quality. Pupils have developed scientific skills such as observing, investigating, experimenting, predicting, recording, making and doing. Pupils and staff organised a mini-Young Scientist’s exhibition for parents and families last year. They have photographic records of the event and pupils made a discovery log outlining all the experiments on display. This was a noteworthy event. Staff and pupils have been actively involved in Discover Primary Science for the past three years and won awards of excellence in 2005 and 2006. All pupils enjoy Science. Junior pupils engaged in circle time and compiled a tree book and a bird book based on their findings in the schoolyard. This school won the ESB Environmental Awards twice. They have been involved in a North-South Across the Border Initiative in Science. The quality of teaching and learning in Science is excellent.

4.5 Arts Education

Visual arts

There is evidence of the pupils’ engagement in all strands of the Visual Arts curriculum. This subject is promoted through a post holder and excellent work has taken place in the subject over the years. Photographic evidence shows the pupils participating in painting the mural of the legends in the school shelter. Pupils participate in various art competitions with many successes. The standard of pupils’ work is of a very high quality. Talk and discussion are features of lessons and effective use is made of materials and resources. Visual Art is integrated with other subjects of the curriculum. Pupils have a sense of achievement and discuss their art creations with pride. Pupils demonstrate an understanding of skills and concepts of art. The creative aspect is emphasised and there is a good breadth and balance in the work covered. However, it is recommended that staff develop the strand of drawing further with the pupils. Looking and responding is well developed and the work based on Pablo Picasso is noteworthy. All pupils in 2003 and 2004 painted a picture which formed part of a school calendar for that year. The standard of the work in Visual Arts is very good.

Music

All of the strands of the Music curriculum have been addressed. Full participation in music lessons is encouraged and facilitated. Pupils are enabled to play percussion instruments and develop the concepts of music. Music literacy is being adequately developed. The level of engagement with literacy is very good. Pupils are able to sing two-part songs and use simple notation. They have appropriate level of confidence. Pupils participate in the school choir and plans are in place to introduce all pupils to the tin whistle shortly. The listening and responding strand is successfully integrated with other areas of the curriculum. Music is well taught in the school.

Drama

Drama as a pedagogical tool has been highlighted by the staff as an area for development this year. Staff is in the process of receiving in-service from the PCSP at present. However, the quality of drama observed during the inspection was praiseworthy. All staff members are teaching drama and are also integrating it in other areas of the curriculum. Teachers employ mime, role-play, improvisation, dialogues, mirror games and circle work during the teaching of the subject. Pupils reflect on the drama and co-operate and communicate in role.

4.6 Physical Education

All strands are covered and the availability of the general-purpose room facilitates in this regard. A gymnastics coach works with all classes during gymnastics tuition. Corlurgan NS won the best school award in 2003 and 2004 in the Co Cavan school competition. Pupils avail of swimming lessons in a local pool during school hours and some pupils have achieved success in local and national competitions. Pupils also participate in Athletics and have won silver and bronze group awards in the small school category locally. Teachers involve the pupils in Cumann na mBunscoil football leagues for both boys and girls.The school organised educational trips in the past, which included the Outdoor and Adventure strand unit of the curriculum. Pupils and staff visited the Bundoran adventure centre, Craigavon adventure centre and the Lilliput adventure centre. Photographic evidence shows the pupils ready to engage in the activities. A trained GAA coach works with all the pupils in a skills based programme. The structure and pace of these lessons are very good. There are adequate resources for the teaching of the subject. Pupils have a sense of achievement and these successes are celebrated in the school. Pupils demonstrate a positive attitude towards Physical Education.

4.7 Social, Personal and Health Education (SPHE)

There is a warm, welcoming atmosphere in the school where parents, pupils and visitors are valued. An attractive entrance hall adorned with pupils’ artistic creations contributes to this welcoming environment. There is a strong sense of community present in the school and pupils engage themselves in many community events. Children are members of the parish choir, they participate in the Credit Union and Cumann Na mBunscoil quizzes and support charitable organisations such as Rehab. Corlurgan NS was the overall national award winner in the eight to ten age range category in the An Post Education Awards in 2006. Pupils are encouraged to recycle when possible. There is a huge emphasis on the holistic development of the child. All strands of the curriculum are successfully taught. The school availed of visitors such as a dietician and a Garda who contributed expertise to the content being delivered at that time. Teachers use story, drama, talk and discussion and role-play during the teaching of this subject. The SPHE programme in this school is very good.

4.8 Assessment

Pupils’ progress records are maintained systematically and comprehensive records are available for those pupils receiving supplementary support. A range of assessment modes is used which include teacher observation, written tests, standardised tests and oral tests. Teachers furnish monthly records outlining the programme content and skills covered. Various projects prepared for competitions in the past together with photographic evidence of different educational trips and art displays demonstrate the level of engagement of pupils in these areas of the curriculum. All pupils from first class upwards are assessed using standardised tests (Micra-T in English and the Drumcondra Primary Mathematics Test). Parents are kept informed of the progress of their children through parent teacher meetings and meetings with support personnel when required.

5. Quality of support for pupils

5.1 Provision for pupils with special educational needs

The quality of the school policies on learning support and special educational needs is very good. Early intervention is exceptionally well managed. The infant teacher and the special education teacher have a structured programme of work in place at present, which is targeting pupils’ needs. These teachers also implement the Forward Together programme in the third term of the year, as a follow up to the administration of the Middle Infant Screening Test (MIST). The outcomes of the tests are discussed with the staff and pupils are selected for supplementary teaching based on the results of MIST and the standardised tests. Pupils are screened by the support staff using diagnostic tests before and during supplementary teaching. This constitutes good practice.

The support teachers are both working in classrooms on a limited scale but it is recommended that this kind of support will be extended further. Some pupils will continue to work with the support teacher on a withdrawal basis. Appropriate tailored programmes such as the Paired Reading programme with second and fourth class pupils and the Phonological Awareness Training are in place to support pupils. Tests, which the support teachers use, include the Non Reading Intelligence Test (NIRT), Schonnel Reading test and the Schonnel Spelling test.

Support is provided in both literacy and numeracy. Specific time-related learning targets are established following assessment and the programme of work is planned to meet individual needs and group needs. Day to day progress records are maintained and an in-depth review takes place at the end of the instructional term. The strengths of the provision include the commitment of support staff and teachers, early intervention and the sincere interest of the board of management in supporting all pupils.

5.2 Other supports for pupils

The school avails of a grant to support pupils who are learning English in their first and second years at school. The resource teacher for special educational needs provides this support as her post consists of a certain number of hours allocated to special educational needs and the remainder allocated to work as the language support teacher. Support is co-ordinated on a withdrawal basis at present. However, this support could be given in a more integrated manner when the support personnel manage the general learning support in the context of the classrooms. The language support teacher should continue to provide tuition to some pupils on a withdrawal basis where deemed appropriate. It is recommended that the language teacher access the Integrate Ireland language programme and use the contents and assessment tools provided to assist her in her delivery. Use of the assessments will help measure achievement of pupils and help manage future needs of these pupils. It is recommended that a policy on language support be prepared to guide the staff in supporting pupils who are enrolled with limited or sometimes no English.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

A collegial, collaborative work culture permeates the school.
The board of management and parents are highly supportive of the work of the school.
There is excellent leadership in the school.
Pupils are exceptionally co-operative and well behaved in school.
The overall quality of teaching and learning in this school is very good.
The quality of support for pupils is very good.

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

In their teaching class teachers need to differentiate for pupils receiving supplementary tuition.
Staff members should devise a common planning template and incorporate all the headings recommended earlier.
Further development of the strand of drawing is required, together with promotion of looking and responding in the Visual Arts.
There is need to develop listening skills further across the school through a structured programme
Staff should place greater emphasis on encouraging pupils’ communication skills during the teaching of Irish.
Support teachers should work in classrooms where possible to support teaching and learning.

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

7. 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 of Corlurgan N.S. welcomes the very positive comments outlined by the Department’s inspectorate following the Whole School Evaluation process. The identification of a strong sense of community and a high level of co-operation among staff and between staff, parents and pupils within the school concurs with the views of the Board of Management

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

The Board of Management have great pride in Corlurgan school community which constantly aspires towards best practice. To this end we have considered in depth the report’s findings and the following recommendations are currently being implemented.

1. A structured programme to develop listening skills. 2. An extension of the in-class learning support recommendation whereby support teachers are working in all classes throughout the school in order to support children’s learning. 3. Engaging the support services of the PCSP Tús Maith initiative to model development of communication skills in Irish in all classes. The remaining key recommendations will be implemented in the near future. We remain committed to developing our strengths which will allow us to maintain and further nurture our happy school environment.