An Roinn Oideachais agus Eolaíochta
Department of Education and Science
REPORT
Laragh National
School
Stradone,
County Cavan
Uimhir rolla:
18833A
Date of
inspection: 3 May 2007
Date
of issue of report: 21 February 2008
1. Introduction
– school context and background
2. Quality
of school management
4. Quality
of learning and teaching
5. Quality
of support for pupils
6. Summary
of findings and recommendations for further development
Whole-school evaluation
This report has been written following a whole-school
evaluation of
1. Introduction – school context and background
In addition to the teaching principal there are four
mainstream class teachers on the staff, together with a full-time learning
support teacher and a part-time teacher who provides supplementary support to
two pupils with special educational needs and English language support to three
newcomer pupils. Two special needs assistants support pupils with special
educational needs, while a part-time secretary facilitates the smooth running
of the school. Light maintenance and general cleaning are carried out by a
caretaker who works on a part-time daily basis.
The mission statement of the school commits the school
authorities to the provision of a broad and balanced curriculum that is
responsive to the needs of the individual child. The school aims to provide a
caring, supportive environment in which each child can reach his/her maximum
potential. Pupils’ attendance is good and every effort is made to improve the
attendance of a small number of pupils who tend to be absent on a regular
basis.
2. Quality of school management
2.1 Board of management
The board of management is properly constituted and meets
regularly. It is reported that meetings are conducted in accordance with
correct procedure as outlined in the constitution of boards of management.
Minutes are maintained and a principal’s report and a very detailed treasurer’s
report are furnished at each meeting. An ad-hoc sub-committee of the board
deals with matters that relate to the school building and parent
representatives on the board attend the parents’ association meetings. The
chairperson meets with the principal regularly to discuss school matters and he
is a frequent visitor to the school. There is evidence that school funds are
very well managed. While members of the board have availed of training provided
by the Catholic Primary School Managers’ Association (CPSMA) they would like
training to be more focused on developing skills as opposed to providing
information about the operation of the school system.
The board takes an active interest in developing the
school plan and discusses school policies prior to their ratification. A range of
policies has been developed to respond to legislative requirements. The board
ensures that the school complies with Department of Education and Science
regulations regarding class size, the length of the school day and the
allocation of teaching duties. School records indicate that a small but
significant number of pupils have been retained in the same grade level on
various occasions over the past number of years. The board is advised to take
account of the provisions of Circulars 32/03 (Retention of pupils in same
grade in primary schools) and 11/01 (Retention of Pupils in Primary
Schools) in this regard and to ensure that the parent body is aware of
regulations relating to the retention of pupils. The enrolment policy of the
school clearly articulates the principle of equality of access to, and
participation in, the school and the full inclusion of a number of pupils with
special educational needs attests to the integrity of the enrolment policy. A
reference to the deferral of enrolment of pupils with special educational
needs, pending the provision of additional resources is not in keeping with
equality legislation. The board should now review the wording of the enrolment
policy to ensure that it complies with current relevant legislation. The
criteria used in offering places to pupils, should the school be
over-subscribed, also require clarification.
A major concern for the board at the present time is
the quality of accommodation in the school. Following the amalgamation of two
one-teacher schools with
2.2 In-school management
There is clear evidence from interaction with members
of the school community and from observing the work of the school that the
principal, who has led the school for many years, has gained the respect of the
school community. This is in no small measure due to the commitment he displays
to providing a high quality education for pupils, and the openness with which
he engages with members of the school community. School leadership is
characterised by a shared sense of purpose among members of the school
community and the creation of a positive learning climate in the school.
Difficulty in getting suitable substitute cover results in the principal not
availing of all the administrative days to which he is entitled. Consideration
is being given to the formation of a local cluster of schools where a supply
teacher might be sanctioned to cover for release days for principals.
In addition to the principal the in-school management
team consists of a deputy principal and two special duties teachers. Following
identification by the staff of the needs of the school, duties attaching to
each post have been outlined and these are carried out effectively.
Responsibilities undertaken by members of the in-school management team
contribute significantly to the smooth running of the school. While formal
meetings of the team do not take place, the close working relationship that
exists in the school ensures that regular consultation and discussion between
members of the team are features of its work. In general, duties comprise
responsibility for organisational aspects of the school and for the pastoral
care of pupils. As provided for in Circular 17/00 (Appointments to Posts of
Responsibility) it is recommended that each member of the in-school
management team be assigned a curriculum leadership role, and lead the
development and review of specific aspects of the curriculum. Staff-meetings
are held one a term at which aspects of the work of the school are discussed.
The implementation of the school plan features on the agenda at all staff
meetings. It is reported that decisions made in relation to school matters are
arrived at following open and shared discussion among teachers.
2.3 Management of
resources
Classes are divided equitably among mainstream
teachers, with all classes ranging between twenty-three and twenty-nine pupils.
Teachers are afforded a degree of mobility, within the context of a small
school. The staff could reflect on the benefits to be derived from providing
teachers with an opportunity to extend their teaching experience and thus
enhance their contribution to whole-school planning. Teachers participate in a
variety of continuing professional development courses. Training in information
and communication technologies (ICT) and in the Reading Recovery Programme have
been identified as areas for further professional development.
The acquisition and maintenance of resources is
overseen effectively by a member of the in-school management team. A range of
resources to support teaching and learning has been purchased though the use of
grant aid from the Department and through funding from the board of management
and the parents’ association, and resources are well maintained. All teachers
prepare a range of visual resources that creates stimulating learning
environments throughout the school. The range of ICT resources in the school
includes a data projector, a digital camera and one PC and printer in every
classroom. Limited use is currently made of these resources in most classes and
consideration should now be given to developing an action plan to promote the
regular use of ICT as a learning tool.
Classrooms are located in three sections of the school
grounds, and it is necessary for pupils to go outdoors to access supplementary
support. Four of the classrooms are small by modern standards, and only one
classroom has en-suite toilet facilities. While a fine classroom is available
for support teaching, the staff room, office and storage facilities are
inadequate. The school building and grounds are very well maintained,
particularly in view of the fact that constant repairs need to be carried out
to the prefabricated classrooms which are over thirty years old. The school is
cleaned on a daily basis.
2.4 Management of
relationships and communication with the school community
Under the
guidance of the principal good relationships between the school, the parent
body and the board of management have been successfully developed over many
years. The school has an active parents’ association and representatives from
the association met with the inspector during the evaluation. They reported
that they are in regular contact with the principal and that the attendance of
parent representatives on the board of management at their meetings facilitates
communication between both bodies. Parents are kept informed about the life of
the school through notes from school and through notices in the parish
bulletin. The major concern of the parent body at the present time is the
inadequate accommodation at the school.
Parents
report that they are very happy with the work of the school and believe that
their children are getting a good quality education. Arrangements for
consultations regarding their children’s progress are satisfactory, and in
addition to formal parent teacher meetings that are held annually, parents feel
welcome to come to the school to discuss any issues that arise. They stated
that the principal and staff are very open and approachable and that they are
always given an understanding hearing and that issues are dealt with promptly.
Parents
assist the school through fund-raising, through organising the sale of
second-hand books at the end of the school year and through organising book
fairs, and they were instrumental in setting up class libraries in the school.
Parents also assist with extra-curricular activities, particularly with
providing transport to matches and coaching sports teams. They also organise
school events at Christmas and on occasions of celebration that include First
Holy Communion and Confirmation. Parents also assist with a range of
maintenance tasks around the school.
2.5 Management of pupils
The culture
of mutual respect that is evident in the school underpins the relationship
between the staff and pupils. Teachers are committed to the general welfare and
pastoral care of all pupils, and pupils co-operate willing in the life of the
school. Pupil behaviour is managed effectively and clear procedures for dealing
with breaches of discipline are set out in the code of behaviour, where the
emphasis is on creating a positive learning environment in which children are
safe and feel secure. Pupils in all classes are very well behaved and are
welcoming and friendly.
3. Quality of school planning
3.1 School planning process and
implementation
The
leadership of the principal in fostering a collaborative approach to policy
development is commendable. Considerable work has been done 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. In
general, policies have been developed by the staff and presented for
consideration to the parents’ association and the board of management prior to
being ratified by the board. Dates have been set for the review of most
policies. Members of the parents’ association report that they have been
consulted and have had an input into some policies, notably policies that
relate to homework, enrolment, the code of discipline and relationships and
sexuality education (RSE). Some plans are included in a booklet given to
parents as pupils are enrolled.
Curricular
plans are realistic and provide a suitable basis on which to develop individual
teachers’ plans. In undertaking a review of curricular policies teachers should
reflect on current practices in all classes and identify effective strategies
that can be used on a whole-school basis. An action planning model should form
the basis for a review and it is recommended that a named teacher with a post
of responsibility leads the review in each area of the curriculum as it is
undertaken.
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 (DLP) and a deputy DLP
have been appointed in line with the requirements of the Departmental
guidelines.
3.2 Classroom planning
All
teachers provide written preparation for their work and the inclusion of
learning objectives in some plans is commendable. Consideration should be given
to devising a whole-school approach to teachers’ planning where the expected
learning outcomes for various groups of pupils in aspects of the curriculum are
clarified. Teachers’ plans provide for a broad and balanced programme in all
areas of the curriculum. Teachers maintain a record of content as it is taught
and record activities in which pupils have engaged. These records are passed on
with the class at the end of the school year to support continuity and
progression in teaching and learning.
4. Quality of learning and teaching
4.1
Overview of
learning and teaching
A positive
learning climate is in evidence throughout the school. Attractive visual
displays and samples of pupils’ work create a stimulating learning environment.
Lessons are well structured and presented in a lively manner. Effective stimuli
are used to promote the active participation of all pupils. Significant
emphasis is placed on learning through discovery in various aspects of the
curriculum and good use is made of project work to develop pupils’
collaborative learning and research skills.
A wide
range of suitable resources is used to support learning and teaching. To
enhance pupils’ learning experiences extended use of the ICT resources
available in the school is advised. Whole-class teaching, group work and pair
work are used in the delivery of the curriculum. Further emphasis on independent
learning in group activities is advised in order to provide challenging
learning experiences for all pupils. Pupils display a commitment to their work
and they undertake tasks with enthusiasm. Overall pupils are making good
progress across all areas of the curriculum. Pupils are provided with
opportunities to participate in a range of local competitions that include art,
writing, poetry and quizzes. Participation in the MS Readathon promotes reading
for pleasure.
Some
teachers share responsibility for the delivery of aspects of the curriculum.
This practice could be further extended, to enable pupils to benefit from the
specific skills of individual teachers. As recommended in the Learning
Support Guidelines in-class provision for pupils availing of supplementary
support has been introduced at some class levels. The staff should now reflect
on the models of delivery that best suit the needs of individual pupils.
4.2 Language
Gaeilge
Tugtar faoi theagasc na Gaeilge le dúthracht agus
músclaítear suim na ndaltaí i bhfoghlaim na teanga. Baintear úsáid as an
nGaeilge mar theanga theagaisc agus mar theanga bhainisteoireachta ranga agus
scoile, rud a chruthaíonn suíomh réalaíoch don teanga agus a thugann deiseanna do
na daltaí fuaimeanna agud struchtúir na teanga a inmheanú. Léiríonn
daltaí tríd an scoil tuiscint an-bhreá ar an teanga a chloiseann siad. Múintear
cnuasach oiriúnach filíochta agus aithrisíonn na daltaí dánta le
dea-fhoghraíocht. B’fhiú
áit níos lárnaí a thabhairt don scéalaíocht ag gach leibhéal ranga, chun
deiseanna a thabhairt do dhaltaí saibhreas teanga a bhlaiseadh.
Le linn na ngníomhaíochta labhartha éiríonn leis na
daltaí abairtí simplí a chruthú agus ceisteanna a chur agus a fhreagairt,
bunaithe ar an teanga atá foghlamtha acu. Is inmholta
mar a leagtar béim ó na luath bhlianta ar úsáid na mbriathar agus ar chaint
leanúnach a chothú. Baintear
úsáid thairbheach as an dramaíocht agus as obair i bpéirí chun taithí
cumarsáide a thabhairt do dhaltaí. Leagtar an-bhéim ar
struchtúir na teanga a theagasc ag gach rang leibhéal agus tá tuiscint an-bhreá
ag daltaí ar chomhréir na teanga agus ar an ngramadach faoi mar a oireann dá
n-aoiseanna. Le forbairt bhreise a dhéanamh ar chumas labhartha na ndaltaí
b’fhiú i roinnt ranganna breis deiseanna a chur ar fáil do dhaltaí an teanga a
chruthú agus a úsáid i ngníomhaíochtaí cumarsáide, ar nós scéalta leanúnacha a
chumadh, nuacht a insint agus cluichí cainte a imirt.
Léann na daltaí le líofacht bhreá agus le cruinneas
inmholta agus tá ar a gcumas ábhar an téacs a phlé go horiúnach. B’fhiú
deiseanna a thabhairt do dhaltaí fíorleabhair a léamh le linn na gceachtanna.
Déantar cúram breá de scileanna na scríbhneoireachta a chothú. Cleachtann na
daltaí réimse gníomhaíochtaí scríbhneoireachta feidhmiúla agus spreagtar iad le
scéalta agus nuacht a scríobh le scafláil ón oide.
Irish
The
teaching of Irish is undertaken with diligence and pupils’ interest in learning
the language is cultivated. The use of Irish as a medium of instruction and as
the language of classroom and school management provides opportunities for
pupils to internalise the sounds and structures of the language and to
experience its use in a real life setting. Pupils throughout the school display
a good understanding of the language they hear. A suitable selection of poetry
is taught and pupils recite poems with good pronunciation. To further extend
pupils’ exposure to a richness of language, story-telling at all class levels
could be afforded a more central place in lessons.
During
speaking activities pupils succeed in creating simple sentences and in
composing and answering questions based on the language they have learned. The
emphasis on fostering fluency in speech and on the use of verbs from an early
age is commendable. Good use is made of drama and of pair work to provide
communicative opportunities for pupils. Significant emphasis is placed in all
classes on teaching the structures of the language, and pupils have a very
good, age-appropriate understanding of language syntax and grammar. To develop
pupils’ speaking skills, pupils in some classes would benefit from further
opportunities to create language during communicative activities, which could
include composing stories, telling news and playing language games.
Pupils
read with good fluency and accuracy of pronunciation and they display a
suitable ability to discuss the text. Reading experiences could be extended
through the use of ‘real books’ in addition to textbooks. Good attention is
paid to developing writing skills. In addition to engaging in a variety of
functional writing activities pupils are motivated to write personal stories
and news with suitable scaffolding by teachers.
English
Pupils’ oral language skills, both receptive and
expressive, are well developed during a range of talk and discussion activities
across the curriculum, and during discrete oral language lessons. Pupils listen
respectfully and attentively to the opinions of others and express their own
views with confidence and clarity in an age-appropriate manner. Poetry is used
as a stimulus for developing pupils’ emotional response to language and their
cognitive abilities through language.
Early reading skills are well taught in junior
classes, and most pupils display good phonological and phonemic awareness and a
good sight vocabulary. Further use of continuous text in the classroom
environment would assist in the development of early reading skills. Attractive
class libraries promote reading for pleasure and in some classrooms regularly
updated print environments, that include newspaper articles, relate reading to
real life experiences. Pupils throughout the school read with fluency and
understanding and class readers are supplemented by novels from second class
upwards to further develop pupils’ reading skills. In general whole-class
teaching is used during reading activities. Further use of group work would
enhance pupils’ independent learning skills and facilitate the close matching
of reading material and tasks associated with the text to individual pupils’
abilities.
Handwriting skills are very well developed from an
early age and the quality of pupils’ handwriting in general is of a very good
standard. Pupils throughout the school engage in an extensive range of
functional writing tasks that cultivate good spelling and punctuation and an
understanding of writing conventions and grammar. Pupils write in a variety of
genres and there is evidence of the use of the writing process to develop
pupils’ writing skills. Good use of visual resources as a stimulus for writing
character profiles was observed. Some fine examples of pupils’ creative writing
were noted in their copybooks. To further develop pupils’ creativity and
independence in writing at all class levels, personal writing tasks should be a
more regular feature of the English lessons.
4.3 Mathematics
The quality of teaching and learning in Mathematics is
very good. An appropriate balance is achieved between the various strands of
the curriculum. Significant attention is paid to talk and discussion when
introducing new concepts and mathematical terminology is taught in context. In
general, effective use is made of activity learning methods to develop pupils’
conceptual understanding. Pupils throughout the school display a very good
understanding of mathematical concepts and an ability to apply this
understanding to solving a wide range of problems across all strands of the
curriculum. Written work is very neatly and accurately recorded and work is very
well monitored. Whole-class teaching is generally used during lessons. To
further enhance the quality of pupils’ learning greater use should be made of
group work where pupils would engage in differentiated learning activities that
would be challenging to pupils at all levels of ability.
4.4 Social, Environmental
and Scientific Education
History
A wide range of historical themes and topics is
explored at each class level. Story is used to good effect to promote an
interest in past times and to develop a sense of time, sequence and chronology.
During lessons observed pupils recalled with a good level of accuracy what they
had previously learned. Skills in working as a historian are developed through
using evidence to understand the lives of historical figures. The use of
project work to enhance pupils’ participation and promote their interest is
commendable. Field trips are organised to develop pupils’ awareness of how
historical events impacted on their locality.
Geography
Evidence from teachers’ planning indicates that all
strands of the geography curriculum are covered in all classes. Pupils display
a good knowledge of the physical features of countries they have studied and
good use is made of maps to develop their sense of place. Maps of the locality
and of other parts of the world feature in displays throughout the school.
Project work is well used to develop pupils’ understanding of the social and
physical geography of countries.
Science
Lessons observed in Science were well structured and
through discovery pupils developed an understanding of magnetism and
electricity. Commendable emphasis was placed on linking pupils’ learning with
real life experiences. Scientific skills were developed during well-designed
lessons. Teachers’ planning indicates that a broad and balanced programme in
Science is taught at all class levels. As part of the Green Flag project, plans
are currently being drawn up to develop a school garden where pupils will have
opportunities to plant flowers and vegetables and develop their understanding
of the natural environment.
4.5 Arts Education
Visual Arts
Pupils’ artwork is celebrated through display and it
is evident from samples of their work throughout the school that they have
engaged in activities across all the strands of the curriculum. During
art-making activities that were observed, pupils’ creativity was fostered as
they worked with clay and learning was linked with other aspects of the
curriculum.
Music
The school plan provides for a broad and balanced
music programme throughout the school and evidence from teachers’ own work
plans indicate that the school plan is being implemented. Good questioning
techniques are used during listening and responding activities to
develop pupils’ response to excerpts of music. In general, pupils sing with
clear diction, good tone and in a suitable pitch. Further development of
listening skills would enhance the quality of singing at some class levels.
Opportunities are provided for pupils to share and celebrate their musical
abilities through participation in the school choir at parish events.
Drama
Story is used to good effect as a stimulus for making
drama. Pupils are encouraged to act out aspects of the story and to create
still images. Empathy with characters is fostered effectively during drama
activities. Drama is used as a teaching methodology in other lessons, notably
Gaeilge. Teachers availed of in-service training during the present school year
to support them in implementing the drama curriculum. During the previous
school year a drama tutor was employed for an eight week term to provide drama
activities to pupils for one hour a week. The commendable practice of bringing
pupils to live theatrical performances in local theatres and in the National
Concert Hall enhances pupils’ experiences of drama.
4.6 Physical Education (PE)
Significant
attention is paid in this school to fostering pupils’ physical development.
During a lesson observed, pupils participated fully and enthusiastically in a
range of suitable activities, with a commendable emphasis on the development of
ball skills. All strands of the curriculum are taught and effective use is made
of discretionary school time to facilitate pupils in receiving aquatics
education over an eight week time block. A good range of resources supports the
delivery of lessons. While the school does not have an indoor PE facility, a
local hall close to the school is available during inclement weather. A
suitable hard-court area in the school provides a facility for games. Teams
from the school compete with much success in local and county leagues in
football and camogie. An annual sports day, previously organised by the
community, is now organised by the school with considerable support from the
broader school community.
4.7 Social, Personal and
Health Education (SPHE)
The open,
friendly atmosphere in the school creates a very suitable climate for the
development of pupils’ social and personal skills. Pupils are affirmed and
their efforts are lauded and celebrated. Much of the development of personal
skills takes place during activities across the curriculum. During discrete
SPHE lessons, the Walk Tall and the relationships and sexuality
education (RSE) programmes are used to develop pupils’ personal skills. Parents
are kept informed of the content of the RSE programme and have the option of
withdrawing their child from specific lessons if they so wish. Opportunities to
raise pupils’ awareness of people in need are exploited through initiatives
that include the Blue Peter Shoe Appeal and the collection of unused toys for
the local hospital.
4.8 Assessment
Pupils’
learning and engagement in tasks is monitored through teacher observation and
at some class levels the outcome of observation is recorded. Teacher-devised
tests are a regular feature of the assessment undertaken throughout the school.
A range of standardised tests are carried out to determine pupils’ attainments
in literacy and numeracy. Tests include Micra T, Sigma T, the Young
Group Test and the Middle Infant Screening Test (MIST). To ensure
that assessment informs teachers’ planning, consideration should be given to
recording the outcome of teacher observation in all classes and to using this
information, together with the outcome of tests to modify learning programmes
and to differentiate tasks according to pupils’ abilities.
5. Quality of support for pupils
5.1 Pupils with special
educational needs
A learning
support policy has been drawn up to inform the approach to supporting pupils
with learning needs. Priority is given to supporting pupils in junior classes
and criteria for the selection of pupils and the discontinuation of support are
outlined. A full-time learning support teacher and a part-time resource teacher
provide supplementary tuition to pupils with learning difficulties and special
educational needs. While much of the tuition is provided to pupils on a
withdrawal basis, the recent introduction of team-teaching with some mainstream
teachers is commendable. A range of diagnostic tests is used to identify
specific learning needs. Tuition is provided for pupils in the areas of
literacy and numeracy and in the development of a range of social skills.
Individual
profile and learning programmes are prepared for all pupils attending learning
support, while individual education plans (IEPs) are prepared for pupils with
special educational needs. Suitable learning targets are outlined and plans are
reviewed on a regular basis. Records of work undertaken and of pupils’ progress
are maintained on a weekly basis. Interactions between special education
teachers and pupils are purposeful and positive. To further develop independent
learning skills and to allow additional focus on individual pupils’ specific
learning needs, pupils withdrawn in groups could be given discrete tasks which
would include the use of ICT as a learning tool.
5.2 Other supports for
pupils: disadvantaged, minority and other groups
The
inclusive and caring climate in the school ensures that the dignity of each
child is respected and that all pupils participate fully in the life of the
school. Support to individual pupils in need is given sensitively and
discreetly. A small number of newcomer pupils who have enrolled in the school
during the past two years are given supplementary support in English. Support
is provided on an individual basis. Considerable attention is paid to planning
learning programmes that meet the pupils’ needs. While much valuable work is done
in extending pupils’ vocabulary and developing their understanding of the
structure of the English language, further emphasis on talk and discussion as
core elements in all lessons is advised.
6. Summary of findings and recommendations for further development
The following are the main strengths identified in the evaluation:
·
The leadership given by
the principal over many years has led to the development of a shared sense of
purpose among all members of the school community, and the support
given by the board of management and the parent body enables the smooth
functioning of the school.
·
The staff has succeeded in creating a positive and very pleasant
learning environment in the school, and pupils participate actively in the
broad and balanced curriculum that is delivered by teachers with enthusiasm and
commitment.
·
High standards are achieved by pupils throughout the school in
Mathematics and Gaeilge and a healthy lifestyle is promoted with suitable
emphasis on developing pupils’ sporting abilities.
·
The inclusive ethos in the school supports the participation of pupils
from minority groups and children with special educational needs in all aspects
of the life of the school.
·
Teachers regularly assess pupils’ learning outcomes and pay particular
attention to monitoring pupils’ work.
As a means
of building on these strengths and to address areas for development, the
following key recommendations are made:
· Classroom planning should provide
for further use of group work with differentiated tasks that match pupils’
levels of ability.
· A review of duties attaching to
posts of responsibility should focus on assigning responsibility for curriculum
leadership to each post-holder.
· From an early age pupils should be
given regular opportunities to engage in personal writing activities in English
in a variety of genres.
· The enrolment policy should be
reviewed to ensure that the criteria for allocating school places are clear,
and that the provisions of equality legislation are complied with in relation
to the enrolment of pupils with special educational needs.
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.