This Whole School Evaluation

This report has been written following a whole school evaluation of St. Paul’s NS, Portlaoise. 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 inspectors 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 inspectors visited classrooms and observed teaching and learning. They interacted with students and teachers, examined students’ work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors 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

St Paul’s Boys’ National School (BNS) is a senior boys’ school situated in Portlaoise town. The Christian Brothers initially set up a boys’ school in Portlaoise in 1847. The primary school, which was then called St Mary’s, moved to the current location when the new school was built in 1962 and was re-named in 1994. The Christian Brothers maintained a teaching presence in the school until 1994 and involvement at board of management level until 1996. The school has a current enrolment of 291 boys from second to sixth class and enrolment has been stable in recent years. School records indicate that pupil attendance is very good. St Paul’s BNS is a Catholic school under the patronage of the Bishop of Kildare and Leighlin. While it has a predominantly Catholic ethos, school policies and procedures uphold principles of inclusiveness and equality, and all pupils are cherished equally regardless of religious, racial or social status. The underlying philosophy of the school is to provide a pleasurable environment where each pupil, regardless of academic ability, can achieve his full potential and develop a positive self-image. The school motto is ‘Live life to the full’ and, through the provision of a balanced, holistic education, the school endeavours to enable each child to realise this aspiration. This is the first whole school evaluation conducted in the school. The last school report was furnished in 1995.

1. Quality of School Management

1.1 Board of Management

The formation and functioning of the board of management of the school are in accordance with Department of Education and Science (DES) regulations. The board presents as well informed, active and earnestly committed to supporting the principal and staff in providing a high quality, balanced education to cater for the academic, social and pastoral needs of all pupils. At least one board meeting is convened each term and in excess of this when necessary. An agenda for each meeting is circulated in advance. Official minutes of all meetings are recorded and retained. School finances are managed carefully and a long-term maintenance plan is in operation for ongoing upkeep and renovation work. A detailed treasurer’s report is furnished to the board at each meeting and an external audit is conducted on school accounts annually. The board has sought additional accommodation through the Building and Planning section of the DES, and one additional classroom has been sanctioned. Board members report very positively on the quality of teaching and learning, the pastoral care provided in the school, and on the commitment shown by teachers in the voluntary provision and supervision of enriching extra-curricular activities for the pupils. They also commend the cordial communication that exists between the board of management, staff and parents, and the strong links that have been forged between the school and the local community. The board is open and amenable to suggestions for enhancement of the management process in the school. During the evaluation, the board’s attention was drawn to the agreed rules and procedures for appointing teachers, with particular emphasis on the appointment of substitute teachers and the arrangement for classes where student teachers are placed while doing teaching practice.

1.2 In-school Management

The principal has acted in that capacity since 1994. A highly efficient, professional leadership style ensures that the principal’s responsibilities are attended to conscientiously and competently. Ardent commitment is given to supporting staff, to providing a pleasant working ambience in the school, to fostering collaboration between all school partners and to ensuring high quality education for all pupils. High visibility throughout the school, and regular personal contact with teachers and pupils, result in a commendable awareness of the quality of teaching and learning in each classroom and of the progress and needs of individual pupils. The principal’s particular attention to pastoral care permeates the atmosphere of the entire school and commitment to the holistic development of the pupils is reflected in the range of educational, social and sporting extra-curricular activities provided. School records are carefully maintained.

A dedicated, hard-working middle-management team makes an essential contribution to the day-to-day administration and management of the school. The team consists of a deputy principal, an assistant principal and four special-duties teachers. At the time of the evaluation two members of the middle-management team were on leave and two other members of staff were appointed in acting up positions. The procedures for appointment to posts of responsibility are in accordance with DES regulations but individual contracts have not been drawn up with the post-holders. It is recommended that this be addressed. The duties assigned to each post represent a variety of curriculum, organisational, social and pastoral tasks. Post-holders execute their duties individually with a highly professional sense of responsibility and they are committed to making a genuine, worthwhile contribution to the overall effectiveness of the school. It is recommended that structures be set up to facilitate team meetings of the post-holders where middle management issues could be discussed collaboratively. The role of post-holders in the monitoring of curriculum plans could also be explored.

One staff meeting is held each term. Meetings are scheduled to ensure that half is within and half outside of school hours. Each member of staff is notified of staff meetings five days in advance and afforded an opportunity to include items on the agenda. The principal chairs the meetings. Official minutes of all meetings are recorded and revisited at the subsequent meeting to monitor progress. The agenda generally covers varied aspects of school life, including staff issues, curricular issues, pupil issues, school policies and extra curricular activities. It is recommended that discrete time be assigned at all staff meetings for consultation, planning or review of a curriculum area. Incidental staff meetings are frequently held outside of school hours to discuss specific issues or to disseminate items of information. Practice observed during the evaluation indicates that the staff complies with statutory requirements and adheres to the school’s organisational policies with care.

Management of Resources

Material resources are managed and utilised efficiently in the school. Outdoor amenities on the school campus consist of a concrete play area, a large grass area, a games pitch, an outdoor shelter and a staff car-park. With the cooperation of the local community and Laois County Council, the school also has the use of a five-acre field adjoining the premises. The school also avails of the local swimming pool, which is within easy walking distance. The two-storey building was constructed in 1962 and consists of: ten mainstream classrooms, a large hall, two special-education rooms, a principal’s office, a staff room and toilets. The classrooms are small and are furnished with old-style desks. This militates to some extent against the collaborative learning methodologies that are central to the Primary School Curriculum. The large hall with a full-size stage is a valuable asset to the school and is utilised very effectively to accommodate a variety of musical, drama and physical education activities. The building is equipped with a security alarm and an intercom system. The school building is used extensively outside of school hours by local groups and organisations.

The building is maintained in a clean, hygienic condition throughout. It is cleaned on a daily basis by contract cleaners, employed jointly by the board of management and Laois School of Music. A full-time caretaker tends to day-to-day maintenance tasks and maintains the external amenities in a tidy, litter-free state. The competence and cooperation of the caretaker are commended by the board of management and staff. The entrance hallway is decked attractively with photographic, artistic and floral displays and the corridors are adorned appealingly with samples of children’s work. A number of refurbishment projects have been undertaken in recent years including renovation of the car-park, replacement of gutters, down-pipes and fascia, carpeting of corridors, external and internal painting, replacement of windows and blinds and provision of a new heating system.

The school has a plentiful supply of technological and concrete learning resources. Each classroom has a computer and printer and all computers have been upgraded and networked to the broadband system. In addition, all teachers have access to photocopiers, laminators, projector, digital cameras and a wide range of educational computer programs and CD ROMs. More extensive use of information technology (IT) as a pedagogical tool across classrooms is recommended. DES grants have been used efficiently to provide a wide range of useful concrete resources to enhance teaching and learning across a variety of curriculum areas. Very effective use of these materials was noted during the evaluation. Each classroom has an abundant supply of age-appropriate books, which is supplemented by Laois County Library. There is clear evidence that children’s interest in reading is cultivated and that they are familiar with an appropriate range of reading material. The variety and efficacy of teacher-made illustrative materials displayed in some classrooms is highly commendable.

Human resources are deployed gainfully throughout the school. The teaching staff consists of an administrative principal, ten mainstream teachers, one learning support teacher, two full-time and one part-time resource teachers for pupils with special educational needs, and one resource teacher for travellers who is shared amongst a cluster of three schools. Allocation of classes is decided annually by the principal, taking due cognisance of the personal preferences expressed by teachers and the most effective utilisation of individual aptitudes to best meet the needs of the school. Some shared teaching in the areas of Music, Art and Physical Education is in operation in order to make best use of individual talents amongst staff. In addition to the teaching staff, four full-time and one part-time special needs assistants (SNAs) are employed to tend to the care needs of individual pupils.

2. Quality of school planning

2.1 The School Planning Process and the Content of the School Plan

Some commendable work has been done to initiate a consultative planning process in the school and to compile a comprehensive school plan to inform and direct administrative and curriculum procedures. Organisational policies address the relevant in-school procedures and structures. They are stated clearly and add significantly to the smooth and safe running of the school. Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 2004) and Child Protection: Guidelines 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. Extensive policies for all curriculum areas have been formulated and this work is ongoing as teachers continue to participate in the national programme of in-service provided by the Primary Curriculum Support Programme (PCSP). The curriculum policies are customised carefully to suit the school context. Curriculum content is stated clearly, on a class-by-class basis, and appropriate guidelines for methodology and assessment are addressed. The principal and staff draw up initial drafts of policies. A number of policies have been presented to the board of management for consideration and ratification and it is recommended that this procedure be followed with all policies. Approaches to the further development of the planning process, to ensure the involvement of all relevant partners at each stage of the planning process, were discussed with the principal during the evaluation. The principal and teachers are commended for their diligent work in compiling the school plan to date.

Implementation and Impact of the School Plan

The system of dissemination of statements of policy and practice is organised very effectively. A hard copy of the school plan is stored in the principal’s office and electronic copies on CDs are provided for all members of teaching staff, board of management and parents’ association. This practice is highly commended. The day-to-day running of the school, evidenced in routines and practice observed during the evaluation, is in accordance with the administrative strategies outlined in the school plan. Advice was given regarding the school’s internal review mechanism and the need for closer monitoring of how the curriculum policies are implemented in individual classrooms. Some excellent practice in relation to individual teachers’ preparation was observed, where long and short-term schemes were closely aligned to the policies outlined in the school plan. However, an over-reliance on textbooks as a main source of planning was observed in some classrooms. The impact of the school plan would be significantly strengthened if the practice of planning in accordance with school curriculum policies were adopted consistently at whole-school level and extended to all classrooms.

The school recognises the importance of supporting continuous professional development (CPD) of staff to sustain and enhance the quality of planning and practice in the school. Teachers are encouraged to avail of courses to augment their personal and professional development or to meet a perceived need in the school. Courses undertaken recently in curriculum areas include PE and Music. Some teachers have attended a neuro-linguistic programme practitioner’s course and further courses in special education and broadband use have been prioritised for the near future.

3. Quality of learning and teaching in curriculum areas

3.1 Language

Gaeilge

Is léir go gcaitheann na hoidí dua le teagasc na Gaeilge agus go bhfuil dearcadh fábhrach agus dea-thoil á gcothú don Ghaeilge sa scoil. Roghnaítear ábhar cainte atá in oiriúint do chumas na ndaltaí i ngach rang. Déantar cúram breá d’fhoclóir na ndaltaí a chothú agus a leathnú agus a scileanna éisteachta agus tuisceana a chur chun cinn. Múintear an Ghaeilge ó bhéal i ngach rang ar bhealach taitneamhach, gníomhach agus baintear feidhm as raon straitéisí teagaisc agus acmhainní oiriúnacha chun suim na mbuachaillí a mhúscailt. Tugtar deiseanna do na daltaí an teanga a úsáid i gcomhthéacsanna cumarsáideacha trí mhodhanna gníomhacha idir chluichí, obair bheirte, dhrámaíocht agus agallaimh a úsáid.

Tá cumas léitheoireachta agus scríbhneoireachta na bpáistí curtha chun cinn go measartha maith. I gcoitinne, tá caighdeán creidiúnach sroichte ag na daltaí sa léitheoireacht agus tá tús maith déanta sna ranganna uilig ó thaobh áiseanna teagaisc a sholáthar chun go mbeadh éagsúlacht sa cheacht léitheoireachta. D’fhéadfaí caighdeán agus raon na scríbhneoireachta pearsanta a fhorbairt agus a leathnú, ámh. Moltar béim sa bhreis a chur ar an saorscríbhneoireacht agus plean cuimsitheach a ullmhú do phróiseas na scríbhneoireachta tríd an scoil. Tá cnuasach rann agus amhrán ar eolas ag na páistí i ngach rang agus aithrisítear le beocht agus le taitneamh iad. Déantar comhthathú aibí idir na snáthaonaid sa Ghaeilge agus idir an clár Gaeilge agus gnéithe eile an churaclaim. Déantar iarracht mhacánta an Ghaeilge a úsáid go neamhfhoirmiúil i mionchaint an lae ar fud na scoile.

English

The quality of teaching and learning in English is consistently high throughout the school. Curriculum strands are linked creatively and productively, and oral language is a central factor in all lessons. Children are very willing to participate in oral discussion and display a commendable level of aptitude and assurance in their use of language. Independent reading for pleasure and purpose is encouraged through effective use of class readers, novels and a variety of fiction, factual and functional reading material. The majority of pupils in all classes read with age-appropriate accuracy and fluency and appropriate activities are planned to develop and extend comprehension and critical thinking skills. It is evident, from the content of book reviews compiled by children and from their willingness and ability to discuss books they have read, that pupils in all classes are familiar with a wide range of age-appropriate books. Standardised tests are administered to second class pupils twice a year and to all other classes annually. Analysis of the results of these tests is a significant factor in decisions regarding the allocation of supplementary support with literacy.

Writing activities represent an appropriate blend of functional and creative exercises. Samples of functional writing indicate careful attention to basic writing skills and to precision in grammar, spelling and syntax. Effective use is made of pictorial, concrete and technological resources to stimulate pupils’ imagination and enrich their vocabulary for creative writing. Samples of finished products in copybooks, storybooks, diaries and on classroom walls indicate a high level of pupil creativity and originality. In most classrooms written work is monitored and corrected consistently but it is recommended that this practice be extended to all classrooms. Appreciation of poetry is cultivated in all classes through providing pupils with opportunities to discuss, critique and memorise a suitable variety of poems. Children in all classes recite a repertoire of poems from memory with enthusiasm and feeling. Some admirable samples of poems composed by pupils were noted.

3.2 Mathematics

Methodologies used in delivering the Mathematics curriculum and pupils’ level of attainment are commendable. Lessons are well structured and paced and the emphasis on active learning contributes to the level of pupil interest, enjoyment and attainment. Purposeful, focused discussion and relevant concrete materials are used to introduce mathematical topics in a practical, meaningful way. Consequently, pupils at all levels demonstrate very good ability to apply mathematical concepts to everyday situations. In line with best practice, guided discovery learning is central to teaching and learning in Mathematics lessons. This enhances assimilation and reinforcement of concepts.

Standards of attainment in mental and written computation and problem-solving are generally high. Pupils in each class show good ability to explain processes with accurate and confident use of appropriate vocabulary and terminology in line with their age and ability. Very intuitive linkage of strands and integration with other curriculum subjects were noted in some lessons observed. Standardised tests are administered twice yearly to second class pupils and once yearly to all other classes to monitor progress and to inform decisions regarding pupils’ requirement of extra support with numeracy.

3.3 Social, Environmental and Scientific Education

Comprehensive work in Social, Environmental and Scientific Education (SESE) is pursued at an appropriate level in each classroom. Topics are presented through balanced use of concrete resources, textbooks, project work, investigative work, practical experiments and exploration of the environment.

History

Pictorial and concrete resources and, in particular, original artefacts are used very effectively to stimulate pupils’ curiosity and interest in past cultures and customs. Pupils’ appreciation of local heritage and folklore is very well developed and the extent of interest in and knowledge of local history displayed by pupils in some classrooms is particularly impressive. Individual and group project work on display shows good ability to source and record information independently and pupils display comprehensive knowledge of topics researched. Noteworthy linkage of SESE strands and integration with English, Music and Drama were noted in some lessons observed.

Geography

Appropriate emphasis is given to the study of human environments, natural environments and environmental awareness and care. In junior classes, the home, school and other familiar places are explored to good effect. In middle and senior classes, pupils’ knowledge is gradually extended beyond the locality and many environmental features, both national and international, are explored. Lessons are well structured and suitably paced. Pupils learn considerable amounts of information about flora, fauna, and natural seasonal events and they speak knowledgeably and with enthusiasm about the themes they have studied. In some classes, the emphasis on learning content is carefully balanced with the development of pupils’ geographical investigation skills and concepts and pupils have access to maps, plans, globes, sketches, models and photographs. As the school plan for SESE is reviewed, it is recommended that the implementation of this aspect of the curriculum should be re-assessed on a class-by-class basis.

Science

Opportunities for pupils to work scientifically are facilitated throughout the school in a developmental way. A suitable range of scientific resources has been acquired with recent DES grants. These materials are utilised effectively to accommodate active pupil participation in scientific investigation. Children show a high level of enthusiasm and industry while engaged in scientific experiments and display age-appropriate skills of prediction, investigation, inference and application of findings. Some creative samples of pupils’ scientific construction work were noted and children’s scientific knowledge and accurate application of relevant vocabulary in explaining the various mechanisms is impressive.

3.4 Arts Education

Visual Arts

Throughout the school, the Visual Arts curriculum has been embraced with enthusiasm and pupils are enabled to explore and express their feelings and experiences through a variety of learning experiences. The stimulus for making art is often found in other curriculum areas and careful planning ensures that opportunities to explore many art elements, using a variety of media, are provided in all classes. Many samples of pupils’ work are displayed attractively throughout the school. However, it is advised that a portfolio of each pupil’s work, containing representative samples of work in progress as well as completed work in each of the strands, should be maintained. There is a good balance between making art and responding to art and judicious use is made of the wide range of materials and resources that is available.

Music

The teaching of Music is well organised throughout the school to develop skills of performing, listening and responding at a level appropriate to the age group of each class. Some shared teaching of Music is organised to derive maximum benefit from the proficiency of some members of staff. Awareness of pulse, rhythm, tempo and pitch is developed appropriately at each class level. Pupils show good musical ability and creativity in responding physically and verbally to music and also in composing musical response and accompaniment to story and drama. Some very resourceful and effective integration of Music with a variety of other curriculum subjects was observed. Pupils in all classes perform a range of Irish and English songs. Fourth, fifth and sixth class pupils have partaken in the bi-annual National Children’s Choir festival for over twenty years.

Drama

Drama is integrated into a range of curriculum areas and is used effectively as a pedagogical tool to combine pleasurable reinforcement of content taught with enhancement of pupils’ confidence and self-expression. Discrete Drama lessons observed were planned and organised proficiently, with commendable attention to cross-curricular integration. Discussion, stories, innovative resources and creative methodologies are chosen to stimulate pupils’ imagination and to encourage enthusiastic participation. Pupils display a very high level of confidence, creativity and self-fulfilment during dramatic activities. The quality of pupils’ acting performance, improvisation and ability and willingness to become totally absorbed in role-play suggests that they are very familiar and comfortable with drama as a learning process. The school composes and produces an original Christmas pantomime show every second year in which fifth and sixth class pupils do all performing roles, stage management, lighting and special effects.

3.5 Physical Education

Excellent indoor and outdoor facilities accommodate comprehensive coverage of a balanced Physical Education (PE) curriculum. The school has acquired a plentiful supply of PE equipment, which is utilised effectively to develop pupils’ motor skills through a variety of challenging and fun-filled activities from across various curriculum strands. Lessons are planned and organised competently. Activities are tailored to the ability of the different classes to encourage a high level of pupil participation and enjoyment. Preliminary explanations and demonstrations are clear and tasks are well monitored, with individual support offered perceptively and sensitively where needed. Annual inter-class football leagues are organised for pupils from fourth to sixth class. The school also participates in inter-school Cumann na mBunscoil football and hurling competitions. The school’s policy with regard to participation in competitive sport is that the primary focus is on involvement of the maximum number of pupils and the promotion of qualities such as self-belief, leadership, team spirit and cooperation, rather than competitive achievement. Swimming lessons are organised for all pupils in the nearby swimming pool throughout the school year.

3.6 Social, Personal and Health Education

A comprehensive Social, Personal and Health Education (SPHE) programme is implemented in all classrooms. Suitable content and methodology are chosen to advance children’s self-esteem and to inspire qualities such as consideration for others, regard for property, appreciation of friendship, respect for difference and ability to make informed choices. Methodologies employed in SPHE lessons focus very effectively on fostering socially acceptable habits such as respectful listening, turn-taking, self-discipline, tolerance of disparate opinions and good manners. In addition to formal SPHE lessons, it is evident that a strong emphasis on pastoral care underpins all curriculum activities and daily routine practices throughout the school. Pupils of all ages regularly and readily reiterate that the two central tenets in the school are ‘try my best always and have good manners’. An impressive array of extra-curricular activities is also organised to encourage cooperative, social interaction and advance personal development.

3.7 Assessment and Achievement

Commendable guidelines with regard to formative and summative assessment of each curriculum area are outlined clearly in the school plan. Individual teachers throughout the school employ a range of formal and informal assessment techniques. In general, pupils’ written class work and homework are methodically corrected. Regular teacher-designed tests are used in some classrooms to monitor individual pupils’ progress systematically in some subjects. A variety of purposeful checklists, work profiles and narrative reports documenting individual pupils’ progressive level of achievement was observed in some classrooms. It is recommended that the practice of systematic recording of pupils’ progress be extended to all classrooms. Standardised assessment instruments in reading and Mathematics are used twice each year with second class pupils and annually with all other class levels. Analysis of the results of these tests is instrumental in identifying pupils in need of supplementary teaching support and, to some extent, in monitoring the effectiveness of the school curriculum policies. The services of the National Educational Psychological Service (NEPS) are employed when the school considers that professional assessment is required for children presenting with more specific serious problems. Parents are kept informed of their children’s level of attainment through consultation at the annual parent-teacher meeting and through a formal written report at the end of each school year.

4. Quality of support for pupils

4.1 Provision for pupils with special educational needs

The school has documented policies in the school plan relating to the enrolment and provision for pupils with special educational needs. It is evident throughout the school that all pupils’ social and educational inclusion is given close attention and additional resources have been sought to meet the requirements of pupils with special educational needs. Clear procedures are outlined for the identification of pupils requiring supplementary teaching and there is effective practice in relation to liaising with outside agencies including NEPS and the National Educational Welfare Board.

The special education teachers (SETs) use the results of assessments sensitively in planning programmes of work. Individual education programmes (IEPs) are prepared for all pupils and groups in receipt of supplementary teaching and daily plans and records of progress complement these long-term plans. The SETs are highly commended for their professional and caring approach to pupils with special educational needs and for the quality of their teaching methodologies. Some pupils are withdrawn individually or in groups but there is a growing emphasis on the provision of in-class support and this practice is commendable. During the evaluation, the SETs sought advice on how to improve the content of the IEPs and particular attention was paid to the approaches to planning as set out in the Learning Support Guidelines (Department of Education and Science, 2000). Advice was given regarding the need for a more cohesive approach to the setting of clear targets and the utilisation of these targets to monitor and record individual pupils’ progress. The roles and responsibilities of the Special Needs Assistants (SNAs) were also discussed.

Some of the special education rooms are bright, print rich and conducive to active and co-operative learning. However, because of the shortage of space, some teaching takes place in very small cramped conditions. The board of management is currently seeking to address the accommodation needs of the school through discussion with the DES Building and Planning Section. In order to build upon the existing good practice in relation to provision for pupils with special educational needs, it is recommended that the section of the enrolment policy that allows for the deferral of enrolment of pupils with special needs should be amended to conform to current legislation.

4.2 Provision for pupils from disadvantaged backgrounds

In line with the school’s underlying philosophy of inclusiveness and equality, all school procedures are directed at providing a supportive and caring environment for all children. The school is commended for the effectiveness of the supplementary support systems that are organised sensitively and proficiently to ensure that children who are exposed to social disadvantage at home experience a happy, secure and safe atmosphere in school and are equipped to avail of maximum participation in all curricular and social activities. Special subsidies are available for children from financially disadvantaged backgrounds with regard to provision of uniform, books, track-suits and funding of extra-curricular activities. Eligibility for assistance under these schemes is decided through discreet communication between the principal and individual parents. One member of the middle management team has specific responsibility for organisation of special programmes for disadvantaged pupils. The school participates in the Youth Education Support (YES) project that is co-funded by the Dormant Accounts Fund, the DES, and local businesses. The project aims to create strong links between home and school for pupils at risk and also to establish positive communication with the local second level school to which pupils may transfer. There is significant emphasis on the development of socially acceptable behaviour and the youth worker, who is employed by Foróige, also liaises regularly with the class teachers in relation to pupil behaviour management issues. The YES pilot project is in its first year and it is anticipated that its effectiveness will be reviewed next year.

4.3 Provision for pupils from minority groups

Policy and practice in the school ensure productive and happy integration of pupils from minority groups into mainstream classrooms throughout the school. In line with the principles of The Anti Racism Charter, as published in Intercultural Guidelines for Schools, the ethos of the school acknowledges the reciprocal benefit of inclusion of pupils from diverse cultures in the school. Pro-active procedures are in place to provide additional supports where necessary and these facilitate successful and stress-free integration of minority groups. The resource teacher for travellers monitors the special needs of pupils from the Traveller community and provides supplementary assistance with literacy, numeracy and social skills in accordance with individual children’s requirements. International pupils requiring additional support with communication, comprehension or transition to unfamiliar customs are assigned teaching hours with a resource teacher, in line with needs identified. Appropriate respect for equality and sensitivity to diverse cultures is applied in selection of topics and teaching materials for lessons and pictorial resources displayed throughout the school.

4.4 Home-School Partnership

The school policy on parental involvement accentuates the mutual benefits to the school, the parents and the pupils of collaborative home-school partnership. A high level of productive parental involvement is acknowledged as an essential element in the provision of quality education for the pupils. The school has an active, supportive parents’ association, comprised of two parents from each class year. Formal meetings are held approximately every eight weeks and members of the parents’ association report that attendance at meetings is high. The parents’ representatives on the board of management report to all meetings. The school principal also attends the preliminary session of each meeting to accommodate discussion and interchange of ideas on any relevant issues. Occasionally, the content of some school policies is discussed with parents during such meetings but parents are not formally involved in school planning at any level. It is recommended that structures to accommodate more active parental involvement in planning be established.

Parents are involved actively in fundraising events throughout the year and also in assisting with the organisation of plays, concerts and social activities. The board of management and staff acknowledge with appreciation the level of interest, support and assistance provided by parents. Parents are kept informed on all aspects of their children’s progress through a formal parent-teacher meeting, held during the first term of each year, and a written end-of year report. In the interim, parents are welcome to meet with the principal or class teachers by appointment to discuss any matters of concern. Parents express a high degree of satisfaction with the communication procedures that are in place and with the ready accessibility of the principal, staff and board of management members for consultation.

5. Summary of findings and recommendations for further development

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

· The school is managed by a well-informed, hard-working and supportive board of management.

· Productive links have been established with the parent body and the local community.

· The principal displays a high level of competence and professionalism in the day-to-day running of the school and enjoys the active support of a dedicated, conscientious middle management team. However, official contracts have not been drawn up with post-holders.

· More active involvement of parents and the board of management at all stages of drafting of school policies would enhance a partnership approach to planning.

· Despite restraints caused by lack of space and inappropriate furniture, the overall standard of teaching is high. The range of active methodologies used in teaching and learning is commendable and programme content is suited to the ability and context of the pupils.

· A wide range of extra-curricular is activities provided for the children.

· Significant emphasis is placed on pastoral care throughout the school and this is reflected in the relaxed, happy and well-behaved disposition of the pupils.

· A number of policies in the school plan have not been presented to board of management for consideration and ratification.

· There is some inconsistency in the approach to planning at individual classroom level, to the development of IEPs and to recording of progress.

· Very little utilisation of IT in teaching and learning was observed during evaluation.

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

· Parents and board of management members should be afforded a more consultative role in the school planning process and the board of management should officially ratify the final draft of all policies.

· To build upon existing good practice in school planning, the implementation of curriculum policies should be monitored and reviewed on an on-going basis. The allocation of discrete time for planning and reviewing of the various curriculum areas at staff meetings would help facilitate this.

· A more consistent approach to individual teachers’ planning, to the development of IEPs, and to the monitoring and recording of pupils’ progress is advised, in order to strengthen links between the school plan and individual teachers’ preparation.

· An official contract should be drawn up with each post-holder.

· Consideration should be given at whole-school level to the utilisation of IT resources in teaching and learning.

· When reviewing the school plan for Irish, a comprehensive plan for the development of the writing process should be formulated to ensure that there is progression and continuity from class to class.

· The school plan for SESE should be reviewed in order to ensure that there is a balance between the learning of content and the development of pupils’ investigation skills and concepts.

· The enrolment policy for pupils with special educational needs should be amended to comply with current legislation.

· The board of management should adhere to agreed procedures in the appointment of substitute teachers.

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