This report has been written following a whole school evaluation of Coosan National School. 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 in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

Introduction

Coosan National School is a full-vertical, fourteen-teacher, co-educational school situated on the outskirts of Athlone Town. The school was established in 1964 as a two-teacher school. Enrolment has expanded rapidly in recent years because of the extensive development and growth of this area and the current enrolment of 248 pupils is comprised of 127 boys and 121 girls. Pupil attendance is very good and there are clearly defined structures in the school to promote regular and punctual attendance. Coosan NS is a Catholic school under the patronage of the Bishop of Ardagh and Clonmacnoise and the school’s mission statement supports this Catholic ethos. However, other pupils are also welcome regardless of creed, culture or social status. The characteristic spirit of the school, as stated in the mission statement and as exemplified in the general atmosphere throughout the school, is one of caring inclusiveness, where all pupils are cherished equally. This is the first whole school evaluation conducted in the school. The last school report was furnished in December, 1996.

1. Quality of school management

1.1 Board of Management

The board of management is constituted in accordance with Department of Education and Science (DES) regulations. The board presents as well informed and is clearly supportive of the work of the principal and staff. Board meetings are held each term and additional meetings are convened as the need arises. Minutes are recorded and a structured agenda is agreed in advance. The board manages its finances carefully and there is a clearly defined system for tracking income and expenditure. A financial report is presented at each board meeting. The current priority for the board is the extension and renovation of the school building and, to this end, negotiations are ongoing with the Building and Planning section of the DES. Six new classrooms are being sought, together with a range of special education rooms, administration offices, a staff room, a computer room cum library, and a general-purpose room. Other priorities identified by the board include the extension of internet access to the pre-fab classrooms at the rear of the building, the upgrading of the electrical system and the development of the hard-core playing area. The board is commended for its commitment to the provision of a well-equipped, well-maintained school building, for its support of the principal and teaching staff and for its attention to the rules and regulations of the DES.

1.2 In-school Management

The principal of the school has acted in that capacity since 1999. Given the number of teachers in the school, the role is administrative and there are no teaching duties assigned to the post. The principal is pro-active in developing the curriculum within the school and creates an environment supportive of learning among pupils. A congenial working environment is fostered in the school for all staff. The functions of the principal are discharged in an effective manner. The needs of the pupils are paramount and procedures are in place to ensure that pupil progress is monitored and reviewed. Strategic management duties are attended to with diligence and the principal works effectively with staff to co-ordinate the planning of school activities. Teaching staff, middle management, support staff and ancillary personnel are managed effectively. The principal’s consultative style of delegation ensures that staff members are motivated to take responsibility for various aspects of school life. Administrative duties are carried out efficiently. The principal liaises regularly with the chairperson of the board of management, with outside agencies and with the representatives of the parents’ association.

The middle management team consists of a deputy principal, an assistant principal and four special duties teachers. The most recent review of middle-management posts took place in the current school year. Specific duties have been assigned to each post and contracts have been put in place. The range of duties assigned to each post represents a combination of administrative, social and curriculum responsibilities. The aspects of curriculum included relate largely to the provision and management of material resources and to the organisation of related extra-curricular activities rather than to curriculum planning. It is suggested that this aspect of each post be reviewed with a view to placing greater emphasis on the management of curriculum policy throughout the school. The work of each post-holder is carried out in a manner that assists in the smooth and efficient daily running of the school and, consequently, there is a sense of order, good organisation and efficiency. Current practice, however, does not provide opportunities for the middle-management team to meet or plan collaboratively. It is advised that a schedule be formulated to provide for formal meetings of the middle-management team. In order to strengthen policy and practice in the monitoring and review of duties assigned to post-holders, it is advised that each member would submit a brief forward plan at the start of each school year and a progress report at the end of each year for submission to the board of management. Such procedure would foster a partnership approach and allow for collective team application of the enthusiasm, competence and expertise displayed by all post-holders.

In-school communication systems are characterised by openness, clarity and effectiveness. Formal staff meetings are held twice per term and these meetings are timetabled in line with DES recommendations. The principal chairs the meetings, an agenda is agreed in advance and minutes are recorded. A summary of the key decisions taken is circulated prior to the next scheduled meeting. Topics for discussion include aspects of school organisation, administration, curriculum and pastoral care. Discrete time is allocated for the development of whole school policies and this practice is commended.

It is evident from the conduct of the pupils and from their response to teachers and other staff members that the school’s code of behaviour is applied effectively. Throughout the school, there is a strong emphasis on pastoral care, health and safety, and the provision of a happy, secure learning environment. Suitable structures are in place to ensure that pupils are supervised carefully at break times and at arrival and dismissal times.

1.3 Management of Resources

DES grants have been used in an appropriate manner for the provision of material resources. An inventory of resources carried out shortly after the appointment of the current principal indicated that some classrooms, particularly at infant and junior class level, were poorly resourced. The board of management allocated additional funds and this imbalance was addressed as a matter of priority. The school currently has an extensive range of equipment and useful materials that support teaching and learning at all class levels. Additional class libraries, equipment for Science and Physical Education, and resource materials for special education have been purchased recently. Teachers and pupils are commended for the close attention that is paid to the responsible, efficient and economic use of materials and resources.

Praiseworthy progress has been made to date in relation to information and communication technologies (ICT). A whole school review of ICT has been carried out. An extensive inventory of hardware and software for all class levels has been compiled and the board of management has adopted an internet use policy. Many classes already have access to the Internet and this will be extended to the remaining classrooms by the end of the current year. All classrooms have desktop computers and where there is more than one computer in a classroom, these are networked and linked to a printer. Pupils are encouraged to use ICT for project work and for research purposes. Many software packages linked to various curricular areas are available. Altogether, there are sixteen desktops computers, one laptop, thirteen printers, and one digital camera. The board of management has allocated funds for the purchase of seven additional desktop computers, a multi media projector, a scanner, a laptop, and a CD burner. To build upon the commendable progress made to date, and to expand the general aims as outlined in the school plan, it is recommended that a whole school plan for teaching and learning using ICT be drafted. Such a plan would provide teachers with guidelines on the actual use of ICT at each class level.

The school building is set on a site of approximately 2.5 acres. Outdoor amenities include ample playing areas and an attractively landscaped green area to the front and side of the building. The grounds are maintained to a very high standard and the entire area is litter-free. It is evident that careful consideration is given both to health and safety and to the aesthetic appearance of the school grounds. The main building consists of five mainstream classrooms with toilets. There is a small general-purpose (GP) room and some ancillary accommodation for special education and administration. To the rear of the building there are five temporary classrooms and two special-education rooms, one of which is in a poor state of repair due to its age. The board ensures that the building is maintained to a high standard and teachers are conscious of the need to present a stimulating learning environment in the public areas of the school as well as in the classrooms. Display areas are used effectively to present samples of pupil work, and to celebrate success in sporting, artistic and musical achievements. The proposed extension and renovation of the school building will provide much-needed additional accommodation.

Suitable policies and procedures are in place to facilitate the effective management of human resources. The teaching staff consists of an administrative principal, ten mainstream class teachers, one part-time and three full-time special education teachers (SETs), and one part-time language teacher for international pupils who is employed for six hours weekly. Teaching duties and allocation of classes are decided each year by the principal in consultation with the staff, and in a manner that encourages teachers to gain experience at various class levels. Specific skills and expertise among teachers are used in a beneficial manner.

In addition to the teaching staff, the school has the services of six special needs assistants (SNAs) who look after the care needs of some pupils in the classroom and the playground. Five of the SNAs are employed on a full-time basis and one on part-time basis. The school has the service of a part-time caretaker. He tends to general maintenance of the building and external amenities, all of which are maintained to a very high standard. Inside, the school is cleaned on a daily basis and contract cleaners are also employed at mid-term and during annual holidays. The board of management maintenance plan provides for one major project each summer in some section of the school, such as painting, laying new paths, provision of a bus park and a teachers’ car park. The school also has the services of a part-time secretary who provides effective administrative support. The teachers and board of management members unanimously commend the contribution made by all ancillary staff and acknowledge that they make a valuable contribution to the school. Payment of the ancillary staff is financed through DES ancillary services grant.

2. Quality of school planning

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

The school planning process involves the principal and teachers, and, to a lesser degree, the board of management and parents. The teachers discuss the areas in which policies are required with the principal and, when planning priorities have been identified, the principal prepares draft policy statements. These are presented to the teachers for analysis. Their recommendations and amendments are incorporated and a second draft is prepared and presented to the board of management. The board ratifies all policies, after discussion, and review dates are noted on some policies. Copies of policies are provided to all teachers and to members of the board. The general body of parents is informed about the content of policies when the parent representatives on the board of management attend monthly meetings of the parents’ association. It is recommended that parents should be afforded a more consultative role in the development of policies prior to the ratification of policies by the board.

Good use has been made of supports available from Primary Curriculum Support Programme (PCSP), School Development Planning Support (SDPS) and the Regional Curriculum Support Service (RCSS) in the development of policies to date. In line with DES guidelines, many aspects of policy and procedures relating to the general administration of the school are described in the school plan. The school’s mission statement is clearly articulated and a safety statement has been compiled. Priorities for development are identified and these include the green flag project, the development of a critical incident management plan, substance abuse policy and the establishment of a schoolbook rental scheme. It is recommended that the board of management and staff should now take 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). The board of management should adopt and implement the policies and a designated liaison person should be appointed in line with the requirements of the Departmental guidelines.

The school plan identifies whole school approaches to teaching and learning in various curricular areas, including English, Irish, Mathematics, Science, Visual Arts, and Social, Personal and Health Education (SPHE). Policies have also been formulated in the areas of special education, information and communication technology (ICT) and internet use. It is anticipated that policies will be developed in History, Geography, Drama, Music, and Physical Education as the PCSP in-service programme for each of these areas is completed.

2.2 Implementation and Impact of the School Plan

The organisational section of the school plan is monitored closely and implemented effectively throughout the school. It is evident that the teachers adopt corporate responsibility in the implementation of policy. The principal liaises daily with all teachers, including members of the in-school management team, and he reports regularly to the chairperson on the day-to-day management of the school. Organisational policies are reviewed regularly and updated as necessary.

Much valuable work has been done to date in the development of curriculum plans and the teachers are commended for their collective input. The structure and content of these plans vary considerably. A few plans, including English, Science and Mathematics, are very clearly laid out and contain a sequenced outline of content to be covered in each strand and strand unit linked to available resources, detailed guidelines on teaching methodologies, and approaches to assessment. The organisation of these curricular areas at whole-school level is carefully considered and their effective implementation is readily monitored. Other plans are more general in nature and, as a result, their impact on individual teacher planning and on teaching and learning is less extensive. In reviewing the existing curriculum plans, and in preparing those not yet developed, it is recommended that the approach taken to structuring and describing the content in the more comprehensive curriculum plans be adopted.

At classroom level, all teachers prepare schemes of work, both long-term and short-term. Monthly progress records are also maintained and, in keeping with best practice, copies of these are stored centrally. Some schemes are comprehensive in nature and are linked closely to the structure and content of the curriculum. These schemes do not rely heavily on textbooks as a source of planning and they include clearly stated objectives linked to the various strands and strand units. Close attention is paid to teaching strategies, classroom organisation and the planned use of resources. The inclusion in the school plan of guidelines on individual classroom planning and recording of progress is recommended. These guidelines would ensure that the aims of each curricular area are realised in a more consistent manner throughout the school, and progression and continuity of content and methodology would also be addressed more effectively. Such guidelines would also inform newly appointed teachers, temporary teachers and substitutes of their responsibilities in relation to planning, monitoring of pupil progress and record keeping. Close monitoring of the implementation of these guidelines is also advised.

The board of management has a pro-active and supportive policy on staff professional development. It encourages teachers to participate in appropriate professional development activities through the provision of an annual budget that is allocated on the basis of specific criteria. As a means of fostering the on-going enrichment and motivation of teachers, the principal, in consultation with the staff, identifies the key areas that will be of greatest benefit to the school as a whole. Teachers commend the board for their support in this area.

3. Quality of learning and teaching in curriculum areas

3.1 Language

Gaeilge

Múintear an Ghaeilge go rialta ar fud na scoile agus leagtar béim chuí ar an achar curaclaim seo i ngach rang. Úsáidtear raon straitéisí teagaisc agus modhanna éifeachtacha amhail comhrá beirte, cluichí teanga agus drámaíocht chun rannpháirtíocht a chothú. Tugtar seans do na daltaí an Ghaeilge a úsáid agus a chleachtadh le sult agus taitneamh. Eagraítear gníomhaíochtaí chun scileanna éisteachta agus labhartha na ndaltaí a chur chun cinn. I gcoitinne, múintear stór de ghnathfhocail ó bhéal atá in oiriúint do chumas agus d’aois na ndaltaí i ngach rang. Bíonn rainn, dánta agus amhráin Gaeilge á n-aithris go hanamúil ag na daltaí i ngach rang.

Tugtar deiseanna do na daltaí sna bunranganna brí ghinearálta a bhaint as scéalta agus bíonn fógraí ar crochadh timpeall na háite mar bhunús don léitheoireacht. Eagraítear cleachtaí foirmiula léitheoireachta sna meánranganna agus na hardranganna. Bunaítear na cleachtaí seo ar théacsleabhair nó ar leabhair saothair, de ghnáth, agus léann cuid mhaith de na daltaí le brí agus líofacht. Úsáidtear réamhcheisteanna go cliste i ranganna áirithe chun fócas a thabhairt do na daltaí le linn na gceachtanna léitheoireachta agus bíonn caint ghinearálta faoin topaic ar siúl chun an foclóir nua a mhúineadh agus a dhaingniú. B’inmholta, i ranganna áirithe, áfach, breis ábhair a roghnú agus saghasanna éagsúla téacs a chur ar fáil, chun deiseanna a thabhairt do na daltaí níos mó chleachtaidh a fháil sa léitheoireacht agus chun a líofacht agus a muinín a mhéadú. Níor mhiste a thuilleadh airde a thabhairt ar fhorbairt na tuisceana agus ar chruinneas na foghraíochta i ranganna áirithe. Bunaítear an obair scríofa ar chleachtaí tuisceana agus gramadaí, don chuid is mó. I ranganna áirithe, áfach, cumann na daltaí abairtí agus altanna, scríobhann siad cártaí ócáide, litreacha agus agallamh beirte. Tugtar seans dóibh saor-scríbhneoireacht a dhéanamh agus is inmholta an cleachtas é seo.

English

The quality of teaching and learning in English is very good and teachers at all class levels are commended for the manner in which they have adopted the principles of the curriculum. There is a strong emphasis on language enrichment and vocabulary extension in discrete oral language lessons and pupils display a high level of confidence in making oral contributions to all lessons. The clear structure and suitable pace of these lessons is particularly noteworthy at some class levels. All classrooms have a print-rich environment and many samples of pupil writing and print from other sources are on display. Pupils’ phonetic and phonemic awareness is well developed in infant classes through a variety of suitable reading readiness activities. Large format books and picture books are easily accessible and used frequently. Pupils are aware of the conventions of print and they acquire a broad basic sight vocabulary. Letter-sound relationships are well developed and these are extended gradually to build word recognition skills and foster independent reading in junior classes. Word-attack strategies are reinforced through creative integration with other curriculum areas. In middle and senior classes, an appropriate range of reading material is used to encourage reading for pleasure and purpose. Class novels complement the graded reading scheme in use, and pupils choose books from the class libraries to read for pleasure. The standard of accuracy, fluency and comprehension of reading is generally high and pupil progress in reading is closely monitored.

Suitable activities are used in infant classrooms to enhance motor skills and manual dexterity. Basic writing skills are taught carefully with suitable emphasis on correct starting point and direction in letter formation. Writing skills are extended appropriately throughout the school through a range of functional and creative writing activities. Pupils’ copybooks indicate that written work is monitored regularly and corrected carefully. The majority of pupils write with care and attention and some reach an impressively high standard. Pupils are afforded opportunities to use ICT to print selected samples of their work, which are displayed attractively throughout the school. In recent years, sixth class pupils issue a class publication called Memories. This involves interviewing, researching and editing material, and the quality of the finished product is praiseworthy. Pupils in infants and junior classes learn a variety of rhymes, jingles and simple poems and they recite these with great enthusiasm. As they progress through the school, pupils in middle and senior classes become familiar with a wider range of poetry and they are encouraged to write their own compositions and present them to their peers.

3.2 Mathematics

There is a strong emphasis on discovery learning in the majority of Mathematics classes throughout the school and this approach is supported through the easy availability of a wide range of concrete materials. Pupils engage industriously with the materials and resources provided and their accurate use of terminology when explaining their findings is commendable. Mathematical topics are linked meaningfully to pupils’ everyday experiences and tasks are suited to their age and ability. Pupils in infant classes show a good ability to complete early mathematical tasks such as sorting, ordering, matching, counting and partitioning. This ability is extended in junior and middle classes to generate understanding and practical use of number operations, recognition of properties of shapes and practical application of simple measures. In senior classes pupils show good ability to perform mental and written computation tasks and solve problems involving number, shape, measure, data and sequence. Proficient questioning and purposeful employment of estimation skills ensure clear understanding of the processes involved.

3.3 Social, Environmental and Scientific Education

History

An interesting programme of work is implemented in each classroom, representing a balanced blend of the various strands and strand units of the curriculum in History. Suitable topics are chosen in infant and junior classes to focus the pupils’ attention on sequence, chronology and change within familiar contexts. Throughout middle and senior standards, a broader range of topics is introduced to stimulate pupils’ interest in more eclectic cultures, circumstances and perspectives. Purposeful integration with oral language topics, English novels, Geography and Drama was noted in History lessons observed. Some very appropriate pictorial and concrete resources are used effectively. In all classes, pupils display a good understanding of the topics they have studied and in a few classes the balance achieved between the development of historical research skills and the acquisition of knowledge and historical facts is impressive. Well-researched individual and group projects are put on view in many classrooms. Pupils display comprehensive knowledge of the subject matter of these projects. They discuss the processes involved in doing collaborative project work with enthusiasm and it is evident that significant use is made of relevant literature and the Internet to hone pupils’ research skills.

Geography

Teaching in Geography focuses carefully on human and physical geography, and on environmental issues. Through the regular and imaginative use of story, “show and tell”, class discussions and drama, pupils in infant and junior classes become aware of themselves as members of the family and of the school community. In middle and senior classes, pupils study aspects of people’s lives and places in a more systematic way. Some aspects of the physical geography of Ireland, Europe and the wider world are explored and teaching approaches have begun to address the development of geographical investigation skills. Maps, globes and other visual materials are used effectively to develop pupils’ awareness of the inter-relationship between the human and natural environments. At all class levels pupils demonstrate a very good understanding of the content they have studied and they are developing a keen understanding of environmental awareness issues.

Science

A review of the facilities and resources available to support teaching and learning in Science has been carried out recently and many materials and resources are now readily available at each class level. Teaching approaches provide regular opportunities for pupils to work scientifically and it is evident that pupils are encouraged to try out, challenge and change their scientific ideas. A blend of textbook-based activities and practical experiment work is employed to stimulate pupils’ scientific awareness and pupils participate enthusiastically in their experiment work. While all strands and strand units are addressed at each class level, the designing and making section of the curriculum could be more carefully developed at various class levels. Science lessons are structured to generate pupil interest and curiosity and to stimulate collaborative discovery learning. Middle and senior class pupils participate annually in the Award of Science Excellence programme under the auspices of the Discover Primary Science initiative. Oral language is central to teaching and learning in Science and pupils use accurate terminology with confidence when discussing activities and recording their findings.

It is anticipated that as the school plan for SESE is developed there will be a significant focus on the local area. The plan will also emphasise the importance of developing pupils’ critical thinking skills and address how historical and geographical investigation skills will be developed and applied through each of the strands of the programme of work at each class level.

3.4 Arts Education

Visual Arts

Activities in Visual Arts are very well organised and this aspect of the curriculum is well resourced. Pupils experiment with a range of interesting materials and there is a good balance between making art and responding to art. The lessons observed were structured clearly and a range of appropriate materials was used as a stimulus. Evidence was provided that the six strands of the Visual Arts programme receive close attention and much of the pupils’ work is displayed attractively in classrooms and corridors throughout the school. Pupils are provided with frequent opportunities to develop their artistic skills and to explore their creative abilities.

Music

In Music education, all pupils are enabled to participate fully in a wide range of music-making activities and a broad range of age-appropriate activities is used to develop their sense of rhythm, tone, pitch and tempo. A suitable variety of recorded instrumental and choral music is used to foster skills of listening and responding. Pupils at all class levels have a repertoire of songs in both Irish and English, which they perform with enjoyment and enthusiasm. A visiting tutor teaches tin-whistle to pupils in middle and senior classes and the tunes are played with melodious precision and proficiency. The pupils from these classes come together as a school band and they take pride and pleasure in performing at various school concerts and at local public events. Pupils in senior classes display an admirable knowledge of the lives and works of famous composers and show commendable ability to analyse and discuss musical works.

Drama

In Drama, many opportunities are provided for pupils to create improvised responses to various fictional scenarios and real life situations. In the lessons observed, pupils shared their insights enthusiastically. Picture sequences, frieze-frames, and hot-seating approaches were used creatively and various resources and materials were used effectively to stimulate pupils’ imagination. A cross-curricular approach is taken and Drama is frequently integrated with other curriculum areas.

3.5 Physical Education

The school is commended for its approach to Physical Education (PE) and, in particular, for the emphasis that is placed on ensuring a high level of physical activity for all pupils during PE classes. Most class teachers teach integrated PE lessons covering a variety of strands and these lessons are very well structured and suitably paced. For pupils from second to sixth class, these lessons are usually complemented by discrete games lessons in Basketball and Tag Rugby, taught by visiting tutors. A visiting coach also trains pupils in Gaelic football skills. Swimming classes are arranged each year in the local pool. A review of the timetable and of the monthly progress record for PE in some classes indicates that some strands of the curriculum are over-emphasised while others receive less attention. It is recommended that when the school plan for PE is developed, careful consideration should be given to ensuring that a balanced programme is provided at all class levels. The role of the class teacher during coaching sessions provided by external coaches should be clarified, and the weekly timetable for PE should be organised in line with the suggested weekly time framework for curriculum areas.

3.6 Social, Personal and Health Education

Socially acceptable behaviour and good manners are promoted informally throughout all school activities and the overall quality of teaching and learning in SPHE is very good. Programme content cultivates an age-appropriate awareness of issues such as hygiene, health and safety, dealing with emotions, acceptable social behaviour, and good citizenship. Teaching methodologies and resources are selected to suit the ability and level of understanding of the pupils. Collaborative activities foster skills of teamwork, turn taking, cooperation and negotiation. Pupils are encouraged to make active and oral contributions to lessons in a manner that recognises the importance of adherence to rules, mutual respect, tolerance for difference of opinion and expressing and accepting disagreement in a constructive, positive way.

3.7 Assessment and achievement

Overall assessment procedures are good and teachers use a variety of informal and formal approaches. All teachers monitor pupil engagement with tasks during lessons and much valuable information is gleaned about pupil progress in this manner. Various tasks and tests are set to examine pupil mastery of content on an ongoing basis and the results of these tests are used to guide programme planning and differentiation of tasks for pupils experiencing difficulty. All teachers are keenly aware of the strengths and learning needs of their pupils, particularly in relation to literacy and numeracy. Work samples in copybooks and workbooks are regularly monitored and pupils are encouraged to present their class work and their homework in a clear and accurate manner. Class teachers administer standardised tests in English, Mathematics, and spelling to all pupils from first to sixth class on an annual basis and structures are in place to keep parents informed of pupil progress and achievement. The school plan provides comprehensive guidelines on monitoring and recording of pupil progress in English, Mathematics, Visual Arts, SPHE and Science. It is suggested that similar guidelines be developed for the assessment of other curriculum areas and that the implementation of these guidelines be monitored regularly throughout the school.

4. Quality of support for pupils

4.1 Provision for pupils with special educational needs

A comprehensive policy on special education and learning support is included in the school plan. The principal, class teachers and SETs have developed the policy collaboratively and it sets out whole-school provision for pupils with special education needs. Prevention strategies are identified together with early intervention strategies for pupils at risk. Procedures for assessing pupils are outlined and these include both standardised and diagnostic tests. Criteria for selection of pupils for supplementary teaching in English and Mathematics are listed, and procedures for reviewing this support are outlined. Individual learning plans are prepared for all pupils and groups in receipt of supplementary teaching and these plans are reviewed regularly. Advice and support from outside agencies and other relevant professionals is sought as required.

Special-education personnel are deployed effectively. While much supplementary teaching takes place on a withdrawal basis, some support is provided by SETs in the mainstream classrooms and this practice is commended. A close working relationship has been established between the SNAs, the teachers and the pupils. The SETs meet formally as a team in September each year to plan ahead and in May to review progress. They also hold numerous informal meetings during the year and they liaise regularly with class teachers. They meet with parents initially when a pupil is selected for support and later when support is being withdrawn. They also discuss pupil progress with parents at annual parent-teacher meetings and by appointment, at the request of either party, in the interim. During the evaluation, the quality of teaching observed in special education settings was very good. Overall, the policy on special education is implemented in a carefully monitored way and effective practice is evident throughout the school.

4.2 Provision for pupils from disadvantaged backgrounds

Careful and thoughtful provision is made for pupils from disadvantaged backgrounds. The board of management ensures that all activities, whether during school hours or after school, are equally available to any pupil who wishes to participate. A book grant is used to provide textbooks and other materials for necessitous pupils and financial support is also provided for the purchase of uniforms, school tours and swimming lessons.

4.3 Provision for pupils from minority groups

The school’s enrolment policy ensures that pupils are not discriminated against on the grounds of ethnicity and the ethos of the school supports an inclusive education for all pupils. Minority groups are integrated into the mainstream life of the school and additional supports are put in place as required. A language teacher provides purposeful extra tuition for those pupils whose first language is not English.

4.4 Home-School Partnership

There is a very supportive and active parents’ association in the school and strong links are being forged between it, the parent representatives on the board of management, and the principal. The officers of the parents’ association report that communication between them and the board of management is regular and open. They express a high level of satisfaction with the established links between home and school, with the arrangements that are in place for parent-teacher meetings, and with the use made of the homework journal for everyday communication between home and school. The officers acknowledge the positive involvement of the Church in the life of the school over the years. They also commend the teachers for the broad curriculum they provide both during and after school hours, for the strong emphasis they place on sporting, artistic and musical activities, and for the effective pastoral care system that they have put in place.

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 highly competent and well-informed board of management.

· The duties of the principal and post holders are carried out in an effective, professional and diligent manner.

· The life of the school is permeated by an ethos of thoughtful inclusiveness and the dignity of pupils, teachers and staff is cherished and celebrated. Pupil behaviour is managed successfully and interactions observed among pupils were considerate and caring.

· The school is very well resourced and these resources are used in an effective manner to support teaching and learning.

· The organisational section of the school plan informs practice on a day-to-day basis, and effective and safe routines have been established. However, the school plan does not contain policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, September 1999) and Child Protection: Guidelines and Procedures (Department of Education and Science, April 2001) and a designated liaison person has not been appointed.

· The overall quality of education is high, and practice in relation to teaching and learning in oral Irish, English, Visual Arts, Music, and aspects of PE is particularly noteworthy.

· The range and quality of supports provided for pupils is commendable, and policy and practice in relation to special education are of a very high standard.

· The Parents’ Association is very supportive of the work of teachers and strong home-school links have been established.

· While considerable investment has been made in ICT hardware and software, the school plan is not yet sufficiently developed to guide teachers on the application of ICT at each class level.

· The teachers are actively engaged in a cyclical process of school planning. However, a more consultative role for parents is required in the development of the school plan.

· Commendable work has been done to date in the development of curriculum plans. However, the extent to which some of the plans inform classroom planning is limited and, consequently, approaches to teacher planning and recording of progress have scope for development at whole school level.

· The approach taken to PE ensures that pupils are actively challenged during lessons but there is an imbalance across the strands of the PE curriculum at some class levels.

· The school plan for Irish requires clarification in relation to the development of reading and writing.

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

· The board of management should develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, September 1999) and Child Protection: Guidelines and Procedures (Department of Education and Science, April 2001) and a designated liaison person should be appointed.

· The development of a whole school plan for teaching and learning using ICT would provide teachers with constructive guidelines on the actual use of ICT at each class level.

· A more consultative role should be afforded to parents in the planning process.

· The inclusion in the school plan of guidelines on individual classroom planning and recording of progress would inform all teachers of school policy on planning, monitoring of pupil progress and record keeping.

· A school plan for PE should be developed in order to ensure that a balanced programme is provided at all class levels and to clarify the role of the class teacher during coaching sessions provided by external coaches.

· In the school plan for Irish, the strands of reading and writing should be reviewed in order to ensure a cohesive approach throughout the school.

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.

Appendix

School Response to the Report

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

The teaching staff of Coosan National School strongly feel that due to the absence of adequate facilities i.e. PE Hall, it is most difficult to cover the Gymnastics Strand of PE curriculum. The Current General Purpose room is too small, has unsuitable floor covering

and is most inappropriate for PE lessons.

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

There is ongoing consultation with Department of Education and Science representatives regarding an extension to the school. This extension will include an appropriately sized P.E. hall suitable for P.E. lessons at all class levels.