This report has been written following a whole school evaluation of St. Felim’s N.S, Leitir. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspector held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and representatives of the parents’ association. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. She interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. She 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.

1. Introduction – school context and background

St. Felim’s NS is a six-teacher co-educational school situated in the townland of Leitir, a short distance from the town of Bailieborough. The school is under the patronage of the Catholic Bishop of Kilmore. There are currently 119 pupils enrolled in the school. Enrolments have remained generally steady over the past number of years and are expected to continue at this level for the foreseeable future. While all children in the locality attend the school, a number of children not living locally also attend. Average pupil attendance levels are good. The mission statement of the school commits to working in harmony with parents and developing each child to his/her full potential.

2. Quality of school management

2.1 Board of management

The board of management is properly constituted and meets regularly. Members of the board have availed of training in the area of school management and they display a genuine interest and a sense of pride in fulfilling their duties as board members. Minutes of meetings are maintained and a financial report and a principal’s report are regularly presented. Minutes of previous meetings were examined during the evaluation. To enhance the structure of meetings it is recommended that the agenda includes a financial report and a principal’s report at all meetings. While individual members of the board are not allocated specific on-going tasks, their expertise in a range of areas is generously given to the board, as the need arises. The chairperson visits the school regularly and displays a keen interest in the welfare of staff and students alike.

The board is dutiful in relation to compliance with Department of Education and Science (DES) regulations regarding class size, the length of the school-day and the school-year, and the retention of pupils. The board discusses policies devised by the teaching staff and formally ratifies them. The board liaises with the parents’ association through the parent representatives on the board, and it is reported that parent representatives on the board attend all meetings of the parents’ association. In recent times considerable work has been undertaken in providing a safe drop-off point for parents bringing children to school. School maintenance is regularly reviewed by the board and work is carried out when necessary. The board is currently in discussions with the DES regarding the provision of additional accommodation at the school.

2.2 In-school management

Excellent rapport between members of the staff is evident and together they succeed in creating a happy learning environment in the school. The principal who was appointed 25 years ago carries out administrative duties in an efficient and competent manner. Central to his leadership style is the cultivation of a shared approach to school development, and collaborative decision making. His practical support for newly qualified teachers, borne out of a belief that staff should experience fulfilment in their work, is to be commended. His commitment over many years to developing good relationships between members of the school community is clearly appreciated by parents and board members. The principal is very ably supported in the internal management of the school by the deputy principal and one special duties teacher. Duties of post-holders are clearly outlined and there is evidence that they are carried out effectively and make a valuable contribution to the quality of educational provision in the school. While some element of curricular responsibility is included in the duties, they are mainly organisational. It is recommended that these duties now be reviewed and that all posts consist of curricular, organisational and pastoral care responsibilities.

2.3 Management of resources

Pupils are equitably divided between the five mainstream class teachers and all class groupings are well within DES guidelines. The recruitment of a number of new teachers over the past few years has presented opportunities for teachers to develop their skills in different class levels and educational settings. A policy on the deployment of staff would provide for a structured approach to facilitating staff mobility. In addition to attendance at Primary Curriculum Support Programme (PCSP) in-service, it is reported that individual teachers have participated in a variety of professional in-service courses. Through financing by the parents’ association an external tutor is employed for three hours per fortnight to support the delivery of the Music programme. A part-time secretary provides valuable assistance in supporting the smooth functioning of the school.

The school building and grounds are very well maintained, and cleaning is carried out on a daily basis. Accommodation consists of four mainstream classrooms, an office, staffroom and a general purposes room. The conversion of a cloakroom has provided a small but suitable room for the learning support teacher. On the employment of the fifth mainstream teacher some years ago, the general purposes room was divided in order to accommodate the additional class, with the result that no indoor facility is now available for physical education. The board is currently in discussions with the DES regarding the provision of an additional classroom in order to restore the general purposes room to its intended use. During the course of the evaluation parents’ representatives expressed their concern about the lack of an indoor facility for physical education and for school concerts. A hard-surface play area and a grass area provide suitable recreational facilities. Concern about the level of traffic on the road outside the school led to collaboration between the board and the parents’ association in funding an extension to the set-down area beside the school. A range of resources has been purchased and are used effectively to support delivery of the curriculum. In addition teachers have prepared a significant amount of visual educational materials to support learning.

2.4 Management of relationships and communication with the school community

The cultivation of positive relationships between school and home has been a feature of this school for many years. A parents’ association, affiliated to the National Parents’ Council, meets regularly and supports the work of the school through financing the purchase of resources and the provision of supplementary music tuition in the school. Parents support a range of events organised in the school, and manage the resale of second-hand books among pupils. Parents report that they are happy with the quality of education provided for the children in the school and that a balanced programme of work is delivered. Further development of pupils’ IT skills would be welcomed by parents. Parents also report that the open door policy in the school facilitates co-operation between school and home, and stated that issues raised by individual parents are dealt with promptly.

Formal parent-teacher meetings are held annually during the first term, with individual parents allocated a specific time to meet teachers. An invitation to request an evening meeting on receipt of the end of year school report is also extended to all parents. A new initiative by the school has been the holding of a meeting with parents of new pupils prior to entry to the school. This years’ meeting was well attended and the initiative was welcomed by parents. At a meeting with the inspector during the evaluation, parents stated that they would welcome the opportunity to assist with school activities if the school authorities so desired. It is recommended that the board explore ways in which the desire of parents to become more actively involved in aspects of the life of the school could be realised. It is also suggested that the provision of a dedicated notice-board in the school would further facilitate the sharing of information with parents.

2.5 Management of pupils

Respect for the dignity and individuality of each child is at the core of the relationship between staff and pupils. Pupils’ self-esteem is actively fostered during the range of every-day interactions and this has a positive influence on the manner in which pupils relate to each other and to visitors to the school. Pupil behaviour is managed effectively and clear procedures for dealing with breaches of discipline are set out in the school’s code of behaviour, where the emphasis is on promoting positive behaviour.

3. Quality of school planning

3.1 School planning process and implementation

Teachers have participated in recent in-service for aspects of the curriculum and the school has availed of the cuiditheoir service provided by the PCSP to assist with school planning. Work has been done in recent years in developing a range of policies both organisational and curricular to respond to the needs of the school and to take account of the requirements of legislation. To further develop this work an attendance strategy could be now devised.

In general, policies have been drafted by the staff and presented to the board for consideration, prior to being ratified. Policies that address a range of organisational and administrative aspects of the school are clearly stated and are helpful in informing practice throughout the school. While parents report that they have not been directly involved in the development of the school plan, they have participated in devising the policy regarding the Relationships and Sexuality Education programme. Policies are included in an information pack given to all parents at the start of the school year. Parents say they are happy with the school policies, which they see as being sensible and practical. All teachers have a copy of the school plan. There is evidence that some policies have already been reviewed and review dates are included in some policies. Consideration should now be given to preparing an annual report for parents as provided for in the Education Act 1998, and the role of the general parent body in policy formulation might be enhanced.

The curricular section of the school plan contains plans for most aspects of the curriculum. It is recommended that the plans for Gaeilge and English which were drawn up some years ago now be reviewed. Focusing on whole-school approaches to skills’ development and to matching learning activities to the range of pupils’ abilities in various aspects of these curricular areas will enhance the ease with which these plans inform teaching and learning. Further work is needed in developing policies for Arts Education and for Physical Education to facilitate the delivery of a broad and balanced curriculum in all aspects of these areas. The use of a thematic approach to planning for cross-curricular learning would facilitate maintaining the good levels of attainment in basic skills that are currently being achieved while providing richer learning experiences for pupils.

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

All teachers provide written schemes of work, both long-term and short term, and maintain progress records of work as it is completed. Planning for a broad and balanced curriculum in some classes is noted and in some instances clear learning objectives and methodologies are outlined in teachers’ plans. Planning however is often based on the content of textbooks and workbooks, with less emphasis on the expected learning outcomes. A school template, based on the structure of strand, unit and curriculum objective would facilitate consistency in practice throughout the school regarding short-term and long-term planning, and this might now be considered by teachers. While all teachers prepare well for their day-to-day teaching, planning for differentiated learning tasks that suit the abilities of pupils at either end of the ability spectrum would enhance the quality of learning experiences for pupils.

4. Quality of learning and teaching

4.1 Overview of learning and teaching

Attractive visual displays of educational materials and samples of pupils’ work provide a stimulating learning environment in classrooms. Lessons are well structured and new learning is based on previously acquired knowledge. A wide range of suitable resources is well used to enhance pupils’ learning, with IT being used to support learning in some curriculum areas. Activity learning methods are used effectively, notably in Mathematics and in subjects within Social, Environmental and Scientific Education. Opportunities for cross-curricular learning are well exploited in some aspects of the learning programme.

All but one of the teachers teaches a dual-grade class. A variety of methodologies are used, including whole-class teaching, group-work and pair-work. To further develop pupils’ independent learning skills, it is recommended that group-work be used regularly during literacy and numeracy activities and that learning tasks be designed to match the levels of ability of all pupils. Pupils display commitment to their work and undertake tasks with enthusiasm. Learning is progressing well and good standards of attainment in aspects of all curriculum areas are noted in all classes. Provision for further breadth in some curriculum areas will enhance the quality of pupils’ learning.

4.2 Language

Gaeilge

Ar an iomlán tugtar faoi mhúineadh na Gaeilge go cumasach tríd an scoil. Cothaíonn na hoidí suim na ndaltaí sa teanga agus is inmholta mar a bhaintear úsáid as an teanga go rialta i mbeagchaint an lae. Leagtar béim inmholta ar struchtúir na teanga a theagasc agus mealltar na daltaí le caint leanúnach a chleachtadh. Cruthaítear timpeallacht phrionta sna ranganna agus i roinnt ranganna is léir go mbaineann na daltaí úsáid thairbheach as an ábhar scríofa le tacú leo ina gcuid cainte. Ar an iomlán baintear úsáid as an nGaeilge go leanúnach mar theanga teagaisc le linn na gceachtanna Gaeilge. Níor mhiste, áfach, an taistriúchán a sheachaint mar mhodheolaíocht i múineadh na dara teanga.

Bunaítear an t-ábhar teagaisc ar thimpeallacht na ndaltaí. Baintear úsáid thairbheach as ábhar léirithe chun foclóir nua a mhúineadh. Cleachtar réimse breá cluichí cainte chun scileanna cumarsáide na ndaltaí a fhorbairt. Cuireann úsáid na dramaíochta mar mhodheolaíocht le rannpháirtíocht na ndaltaí a chothú. Léiríonn daltaí tríd an scoil tuiscint bhreá ar an teanga agus tá ar a gcumas ceisteanna a chur agus a fhreagairt bunaithe ar ábhar na foghlama. Tá caighdeán maith le sonrú maidir le scileanna labhartha na ndaltaí. Tógtar ar a gcumas teanga go céimniúil tríd an scoil agus leagtar béim inmholta ar mhúineadh na mbriathar go foirmeálta. Éiríonn le formhór na ndaltaí abairtí a chumadh go neamhspleách agus tá tuiscint an-bhreá acu ar struchtúr na teanga. Tá foclóir leathan ar eolas ag na daltaí agus is inmholta mar a thugann daltaí sna ranganna sinsearacha faoi scéalta ó bhéal a chumadh as a stuaim féin. Aithrisíonn daltaí cnuasach breá rann agus amhrán le dea-fhoghraíocht agus le rithim nádúrtha na teanga. Le forbairt bhreise a dhéanamh ar eispéiris teanga na ndaltaí b’fhiú cur leis an méid filíochta a fhoghlaimíonn daltaí i roinnt ranganna agus áit níos lárnaí a thabhairt don scéalaíocht mar fhoinse do shaibhriú na teanga.

Baintear feidhm as scéim téacsleabhar chun scileanna léitheoireachta a fhorbairt. Léann na daltaí le tuiscint agus le cruinneas. Tá roinnt fíorleabhar ar fáil sa scoil agus tuairiscítear go mbaintear úsáid astu le linn gníomhaíochtaí léitheoireachta. B’fhiú deis a thabhairt do dhaltaí atá ábalta chuige réimsí éagsúla téacsanna a úsáid agus feidhmeanna éagsúla léitheoireachta a chleachtadh. Léiríonn formhór na ndaltaí sna ranganna sinsearacha cumas an-bhreá téacsanna nua simplí a léamh gan dua. Bunaítear na cleachtaí scríbhneoireachta go príomhdha ar na téacsleabhair agus is scríbhneoireacht fheidhmiúil is mó a chleachtar. Tá roinnt samplaí de scríbhneoireacht phearsanta le sonrú sna meánranganna agus sna hardranganna agus is léir go ndéantar scafláil ar obair na ndaltaí. B’fhiú difreálú a dhéanamh sna gníomhaíochtaí scríbhneoireachta agus níos mó saoirse a thabhairt do dhaltaí cumasacha tabhairt faoi na tascanna go neamhspleách.

Irish

In general Irish is taught competently throughout the school. Teachers cultivate pupils’ interest in the language and the use of incidental Irish throughout the school day is commendable. Appropriate emphasis is placed on teaching the structures of the language and pupils are encouraged to use continuous language when speaking. A print environment is created and in some classes this is used very effectively by pupils as a support when creating language. In general, teachers use Irish as a medium of instruction throughout the Irish lesson. Translation should be avoided as a methodology in second language teaching.

Lessons are based on themes from the pupils’ environment. Visual materials are used to support the acquisition of new language. A good variety of speaking games are used to develop communicative skills. The use of drama as a methodology fosters pupils’ participation. Pupils throughout the school display a good understanding of the language and they are able to both ask and answer questions based on the content being learned. Good standards in speaking the language are evident. Pupils’ language skills are developed systematically through the school and commendable emphasis is placed on the formal teaching of verbs. The majority of pupils can create sentences and they display a good understanding of the structure of the language. Pupils have acquired a wide vocabulary and the ability of pupils in senior classes to create stories verbally is commendable. Pupils recite poems and songs with good pronunciation and a natural flow of language. To further extend pupils’ language experience the staff might consider increasing the amount of poetry learned in some classes and giving a central place to story as a source for enriching pupils’ language.

A scheme of textbooks is used to support the development of pupils’ reading skills. Pupils read with understanding and with accuracy. Some real books are available in the school and it is reported that these are used during reading activities. More able pupils could be given opportunities to read a variety of texts for a range of purposes. The majority of pupils in senior classes read simple unseen text with ease. Writing activities, which are mostly of a functional nature, are based primarily on textbooks. Some samples of personal writing in middle and senior classes are completed with scaffolding by the teacher. It is suggested that differentiated writing activities be designed and that more able pupils be encouraged to write independently.

English

Significant emphasis is placed on developing pupils’ oral language skills in English during a variety of talk and discussion activities across the curriculum. Pupils are encouraged to speak clearly and to express their views with confidence. During discrete oral language lessons pupils’ ability to sequence stories is developed and effective questioning techniques are used to develop their higher order thinking skills. Well-designed activities support the development of receptive language skills. Poetry is used as a stimulus for developing pupils’ emotional response to text. Through well-managed discussion, ideas and issues are explored and an empathy with characters is developed.

Early reading skills are developed during a range of activities in infant classes and pupils display good phonological awareness. Pupils in junior classes can readily use their knowledge of phonics to decode new words. The development of pupils’ reading skills is monitored through the administration of teacher-designed tests and the outcome of standardised assessment tests provides evidence of high standards being attained at all class levels. A suitable variety of reading material is used in junior, middle and senior classes. Class novels are used to supplement class readers during the latter part of the school-year. It is reported that pupils regularly engage in personal silent reading activities. To further develop pupils’ independent learning skills, it is recommended that group-work be a regular feature of English lessons.

Pupils, from an early age, are provided with opportunities to engage in a range of writing activities, both functional and creative. Personal news and stories based on aspects of work from other curriculum areas form the basis for much of the work in junior classes. As pupils’ writing ability develops they are encouraged to explore the appropriateness of vocabulary used in specific writing assignments. While pupils engage in a variety of writing tasks consideration should be given to extending the range of genres in which they write. There is clear evidence of the use of the writing process from an early age. Brainstorming techniques support the development of pupils’ ideas and thoughts and pupils engage in collaborative writing activities. Pupils display a good knowledge of punctuation conventions and most pupils spell with commendable accuracy. The quality of pupils’ handwriting throughout the school is of a very high standard and in some classes pupils also use IT to present their personal writing. Many fine samples of pupils’ personal writing are on display in classrooms, with good quality creative writing evident in middle and senior classes.

4.3 Mathematics

The quality of teaching and learning in Mathematics is good. Lessons are well structured and an appropriate balance is achieved between the various strands of the curriculum. A range of suitable manipulative materials and visual displays are used effectively to develop conceptual understanding and concepts taught are linked with pupils’ experiences in the environment. Appropriate attention is paid to teaching and using discrete mathematical language during lessons. Following a recent review of the whole-school Mathematics plan, emphasis is placed on developing pupils’ estimation skills.

During the evaluation most pupils displayed a very good understanding of mathematical concepts and an ability to apply their computational skills to real life problems. Standardised tests also provide evidence of high attainments in Mathematics by the majority of pupils. Some pupils however would benefit from further emphasis on oral problem solving activities across the strands of the curriculum, to develop their mental processing skills. In general whole-class teaching is used to deliver the programme. Mindful of the range of pupils’ abilities in all classes, it is recommended that differentiated learning activities be provided for all pupils to assist them in reaching their potential and in developing independent learning skills. Pupils’ written work is neatly recorded and very carefully monitored

4.4 Social, Environmental and Scientific Education

History

A wide variety of historical themes and topics is explored at various class levels in the school. Historical artefacts are used effectively as a stimulus to develop pupils’ interest in the lives of people in past times, and through focused questioning pupils are encouraged to identify their uses and to make comparisons with modern utensils. Projects are used to good effect in middle and senior classes to foster active pupil participation, and the focus on topics of local interest enhances the quality of pupils’ learning. Suitable emphasis is placed on developing the skills of working as a historian, using photographic evidence and interviews with people in the locality. The teachers are to be commended for the design of lessons that capture pupils’ interest. A range of IT resources and textbooks is used appropriately to support pupils’ learning.

Geography

Following in-service the staff is currently developing a school plan for the teaching of Geography. From an early age pupils are encouraged to reflect on aspects of their natural and human environments and their geographical investigation skills of questioning, observing, analysing and recording are developed during suitable activities. Pupils in senior classes display a good knowledge of facts about aspects of the physical features of various countries and an understanding of climatic conditions that impact on the lives of people who live in them.

Science

Teachers’ planning indicates that a broad and balanced programme of work is undertaken during Science lessons throughout the school. Teaching and learning observed during the evaluation was generally of a high standard. New learning was based firmly on knowledge pupils have already acquired and lessons were well structured. There was evidence of significant emphasis being placed on developing scientific skills during well-designed experiments. Pupils are enthusiastic about their work and participate actively in predicting, observing and recording during science experiments.

4.5 Arts Education

Visual Arts

Teachers are responding commendably to the implementation of the Visual Arts curriculum. Samples of pupils’ artwork throughout the school indicate that they have engaged in a variety of art-making activities that include construction, clay work, painting and drawing. The organisation of an art exhibition during the last school year gave a profile to the Visual Arts and afforded pupils an opportunity to share their artistic skills with the community, and to celebrate their work through display. The stimulus for making art often arises from lessons in other aspects of the curriculum, thereby enhancing learning across the curriculum. During Visual Arts lessons painting techniques are taught and pupils are encouraged to explore shade and tone when creating pictures. Consideration could be given to monitoring the development of pupils’ artistic abilities over the period of their years in school through the maintenance of individual portfolios of pupils’ work. A review of the Visual Arts plan should focus on the provision of a broad and balanced programme across all the strands of the curriculum at all class levels.

Music

Pupils throughout the school achieve high standards in the performing strand of the Music curriculum. An external tutor, funded by the parents’ association, teaches instrumental music to all pupils from first to sixth classes once every fortnight, and music literacy skills are well developed in the context of learning new tunes. While most pupils play the recorder participation by some pupils in a local music school, where they learn a range of musical instruments, enhances the quality of the shared playing experience during lessons.

Singing is of a high standard, with pupils displaying good tone and clear diction during song-singing. Attention is paid to the pitch in which pupils sing, and linking singing with sight reading supports pupils’ ability to read music. Pupils’ understanding of rhythm is developed during well structured Music lessons where a range of percussion instruments is used. It is reported that pupils celebrate and share their musical skills through participation in school and parochial events and ceremonies. A review of the Music plan should focus on the development of the composing strand of the curriculum

Drama

Discrete Drama lessons are currently being taught in a number of classes, notably in the junior section of the school. During these lessons story is used as a stimulus to develop pupils’ empathy with characters and to explore feelings through mime. Drama is used as a teaching methodology in various aspects of the curriculum in many classes. During the current year in-service will be provided for all teachers to support them in delivering the Drama curriculum. This should further enhance the quality of pupils’ learning experiences.

4.6 Physical Education

While no dedicated indoor facility is available for Physical Education (PE), a suitable hard-surface area provides a facility for outdoor activities, weather permitting. Under the Co. Cavan GAA scheme, coaching in games and skills is provided for pupils from third to sixth classes. It is reported that pupils from first to sixth classes avail of swimming lessons in a local pool for an eight-week period annually. Activities from the dance strand of the curriculum are included in the learning programme in some classes. PE lessons observed were well structured and provided suitable opportunities for the development of pupils’ physical abilities. Appropriate emphasis was placed on the development of skills during ball handling, movement and athletics activities. Attention to pupils’ safety, participation and enjoyment are notable features of the lessons. A good range of large and small apparatus is well used during some lessons. The school is in the process of increasing the stock of resources through participation in an initiative by a local commercial company. Pupils from the school participate in Cumann na mBunscoil competitions with other schools in the area. It is planned to review the PE school plan at the end of the current school year. It is recommended that the revised plan should take account of the provision of a broad and balanced programme of activities under all strands of the curriculum across all classes in the school.

4.7 Social, Personal and Health Education

The positive, caring atmosphere cultivated in the school contributes significantly to the development of pupils’ social and personal skills. Values and attitudes such as mutual respect and co-operation are fostered and promoted. Throughout the school pupil-teacher and pupil-pupil interactions are respectful and are indicative of the success with which the Social, Personal and Health Education (SPHE) programme is delivered. Children’s efforts are rewarded and their achievements are celebrated. While some aspects of the programme are mediated through lessons across the curriculum, provision is made in all classes for discrete SPHE lessons which include topics from the Walk Tall and Be Safe programmes. During lessons observed pupils engaged in suitable activities to develop their awareness of growth and water safety.

4.8 Assessment

A policy has been developed that informs the practice in the school with regard to assessment. Teacher observation is used to monitor pupils’ engagement in tasks. Much useful information is also gained from monitoring pupils’ written work. Various teacher-designed tasks and tests are used regularly to assess pupils’ learning and the outcomes of these tests are recorded. Pupils’ mastery of early reading skills and concepts in Mathematics are recorded in individual pupil profiles in some classes. Standardised tests in English reading and Mathematics are administered annually, and a range of diagnostic tests are used to identify the specific needs of pupils who are experiencing difficulty with aspects of the learning programme. It is evident that teachers review the outcome of these tests to identify areas requiring additional support. The analysis of assessment outcomes could now be used to plan learning activities to enrich the learning programmes of more able pupils.

5. Quality of support for pupils

5.1 Pupils with special educational needs

The learning support policy was reviewed last year following discussion among the staff. A staged approach to supporting pupils who are experiencing difficulties with aspects of literacy and numeracy underpins the schools’ policy in relation to providing supplementary tuition. The policy also emphasises the crucial importance of parents in working in collaboration with the teachers to support their child. Significant emphasis is placed on early intervention to support pupils who have difficulty in mastering early literacy skills. The team approach to the early identification of pupils with learning difficulties is commendable.

Individual profile and learning programmes have been prepared for all pupils receiving supplementary support. Clear learning targets are set out and learning programmes are reviewed twice a year. Short-term planning and daily record keeping are used effectively to monitor the implementation of the learning programmes. There is evidence of effective communication between the learning support teacher and mainstream teachers in relation to pupils’ learning. The school is proactive in seeking the support of external agencies to assist in identifying individual needs when appropriate. A part-time resource teacher has recently begun to support one pupil in the school and is currently developing a learning programme for that pupil.

Supplementary support is given to pupils on an individual and small group basis as appropriate. A wide range of effective strategies is used to support pupils in developing basic literacy and numeracy skills and to promote self-confidence and a positive attitude to learning. Learning activities are varied, suitably paced and well matched to pupils’ learning needs, ensuring that pupils experience success and build incrementally on skills already acquired. A number of pupils in junior classes have made significant progress and have been successfully discontinued from the supplementary tuition programme.

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

While there are currently no international pupils or pupils from minority groups attending the school, the enrolment policy articulates clearly the right of access for all pupils to the school. All pupils have access to the full range of activities in the school and support for individual pupils in need is sensitively and discreetly given.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

The effective leadership shown by the principal over many years has resulted in the development of a strong sense of community among all the parties involved in the education of pupils in the school.
A shared sense of purpose among the staff is reflected in a highly collaborative approach to the provision of a positive learning experience for pupils.

An attractive, stimulating learning environment has been developed and pupils’ work is widely celebrated through display.

The board of management actively supports the work of the school, through the provision of resources and through the careful maintenance of the school and its environment.
Parents’ support for the work of the school is reflected in the provision of a range of resources, including enhanced Music tuition, and in the close working relationship with the board of management.
Teachers succeed in fostering the active participation of pupils during well-presented lessons, leading to high levels of attainment notably in Irish, English, Mathematics and the performance strand of Music.

The effectiveness of the shared approach to supporting pupils with learning needs is reflected in the progress made by individual pupils and in the success of the early intervention programme.

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

To further develop pupils’ independent learning skills, and to facilitate the matching of learning activities to pupils’ abilities, group-work should be a regular feature of teaching and learning in the areas of literacy and numeracy.
Duties attaching to posts of responsibility should be reviewed, and each post should include responsibility for co-ordinating specific aspects of the curriculum.
A review of school policy in relation to Arts Education should focus on the provision of a broader range of learning experiences for pupils in all strands of the curriculum.
The board of management should explore with parents and staff ways in which parents’ willingness to further support aspects of the life of the school can be realised.

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.