An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Whole School Evaluation
REPORT
Scoil Iósaif
Drumkilly, Kilnaleck, County Cavan
Uimhir rolla:19202Q
Date of inspection: 19 October 2007
Introduction – school context and background
Quality of learning and teaching
Summary of findings and recommendations for further development
Whole-school evaluation
This report has been written following a whole-school evaluation of Scoil Iósaif, Drumkilly. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspector held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and representatives of the parents’ association. The evaluation was conducted over a number of days during which the inspector visited classrooms, observed teaching and learning, engaged with pupils and examined their work, and interacted with the class teachers. The inspector reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.
1. Introduction – school context and background
Scoil Iósaif is located in the rural parish of Crosserlough in Co. Cavan and is under the patronage of the Catholic bishop of the diocese of Kilmore. There are currently 150 pupils enrolled in the school. An increase in enrolment has resulted in an additional mainstream teaching post being sanctioned, and this new appointment will be made soon. Average pupil attendance levels are very good. Pupils are very well behaved and respect their teachers and visitors to the school. The teachers work closely as a team and engage professionally and thoughtfully with each other. Their concern for the education and care of pupils is evident and fully reflects the school’s ethos and mission statement.
2. Quality of school management
2.1 Board of management
The board of management is properly constituted and meets regularly. It discharges its management duties appropriately and board members take a keen interest in ensuring that the principal and teachers are supported effectively in the day-to-day management of the school. Minutes of board meetings and financial records are carefully maintained and accounts are audited annually. The chairperson of the board of management is a regular visitor to the school and the staff greatly appreciates the managerial, practical and pastoral support he provides. Board members are allocated specific tasks as required to support the management of the school. Among the current priorities of the board is the advancement of the sanctioned capital building programme to its successful completion. Board members are to be commended for their ongoing commitment to the management and development of the school.
2.2 In-school management
The principal provides strong leadership and promotes collaboration among her colleagues. She values the shared commitment of the staff and builds upon their strengths. She consults with them on school matters, cultivates good communication between school and home and engages in her administrative duties in a responsible and professional manner. The high level of organization that characterises all school activity reflects her unobtrusive, effective management style.
The deputy principal and special duties teacher carry out their duties diligently and their contribution to the management of the school is very much valued by the principal. Individual members account for their management responsibilities. Communication among all members of the in-school management team is very good and staff morale is high. Continuing professional development among all teachers is actively promoted and facilitated.
2.3 Management of resources
At the time of the whole-school evaluation there were five mainstream teachers, a full-time learning support teacher and a shared part-time resource teacher for pupils with special educational needs on the staff. Through the deployment of Department of Education and Science grant aid, the resource teacher also teaches newcomer pupils with English language needs. The pending appointment of a sixth mainstream teacher will result in lower pupil numbers in all class groupings.
All but one of the classrooms in the school are suitably sized and allow for the use of a range of appropriate teaching strategies. The quality of classroom layout and organisation is high. On completion of the major building programme, scheduled to begin soon, the provision of new accommodation will facilitate the further development of information and communication technologies (ICT) and enhance the quality of the learning environment. The school building is maintained carefully and new windows and flooring were recently installed. The board reports that it intends to engage in further refurbishment work after the commencement of the major building programme.
There are very good quality teaching and learning resources in the school. A range of physical education equipment, audio-visual equipment and other curricular materials is used regularly during teaching and learning. Visual displays in all classrooms are of a high standard and reflect the breadth of the curriculum taught. A print-rich environment that includes a wide range of continuous text supports the development of pupils’ reading.
The school caretaker is to be commended for his hard work and the care taken in maintaining the school grounds to a high standard. The Green Schools Committee and all pupils are to be complimented for ensuring that the grounds are kept clean and litter-free. The day-to-day functioning of the school is supported through the diligence and effective administrative skills of the school secretary.
2.4 Management of relationships and communication with the school community
Relations between school and home are positive and the parents are strongly supportive of the teachers’ work. The parents’ association has recently provided practical financial support through obtaining new laptop computers for use by teachers during planning and preparation. Parents are very satisfied with arrangements for formal parent-teacher meetings and report that, on request, opportunities are provided to discuss their children’s progress. The attendance of the principal at the meetings of the parents’ association provides another valuable avenue of dialogue.
Representatives of the parents’ association reported that parents and children take pride in their school. They highlighted the active role parents take in fundraising for the school and organising presentations and community celebrations. They stated they would welcome greater communication between the parents’ association and the board of management. In particular, they would welcome an opportunity to explore how parents could support curriculum delivery.
2.5 Management of pupils
Pupils are valued members of the school community. Mutual respect characterises all interactions between teachers and pupils. Teachers’ care for the educational, pastoral and emotional welfare of pupils is evident and they consistently build pupils’ self-confidence through positive interaction and affirmation. Pupils’ behaviour is of a high standard and the school’s code of discipline and behaviour is implemented very successfully.
3. Quality of school planning
3.1 School planning process and implementation
The teachers have engaged fruitfully in the whole-school planning process and an extensive range of relevant and appropriate polices has been developed and has been ratified by the board of management. In accordance with current statutory requirements, a comprehensive code of discipline and behaviour that incorporates a school policy to counteract bullying has been prepared. A health and safety statement and an enrolment policy have also been developed. A practical policy on promoting good attendance is being implemented successfully. Other policies provide practical and clear support and guidance to teachers, parents and pupils, in respect of a range of aspects of school administration and functioning. In accordance with best practice, dates of review should be included in all policies. Whole-school curriculum plans have been developed effectively for all subject areas and support the full implementation of the curriculum. Many curriculum policy documents outline the content to be taught, the approaches and methodologies to be employed and identify assessment approaches to be used.
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 for Primary Schools (Department of Education and Science, September 2004). 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 guidelines.
3.2 Classroom planning
In general, teachers’ planning is of a high standard with long-term and short-term schemes of work being prepared. Pupils’ expected learning outcomes and differentiated learning experiences are clarified in the most effective planning observed. Some short-term planning differentiates the plan of work for each class group, focusing clearly upon content and skills. To support a consistently high quality in classroom planning for group teaching and learning, teachers could usefully share their approaches to planning. Monthly progress records are carefully maintained and form the basis for ongoing planning.
4. Quality of learning and teaching
4.1 Overview of learning and teaching
Effective preparation supports teaching and learning in the school. Teachers prepare resources carefully and all lessons are taught energetically with evidence of teachers’ reflection. The child-centred approaches and active learning methodologies that underpin the Primary School Curriculum (1999) are employed and pupils’ previous knowledge forms the starting point of most lessons. Teachers are clearly aware of the importance of managing the use of textbooks and this commendable approach enriches the teaching methodologies being practised constructively in the school. Reference material is used in an appropriate manner to reinforce and extend learning.
Provision for early years’ education is very good. Infant pupils engage in sustained play as a key aspect of their daily learning. Very fine toys, role-play and sand-play resources provide regular opportunities for self-initiated constructive play, manipulative play and imaginative play. Development of pupils’ language through play is a key feature of teacher-pupil and pupil-pupil interaction. Discretionary time could be used to optimise the amount of self-initiated play, and additional play material for the senior infant class would further extend opportunities to learn through imaginative play.
Participative, purposeful methodologies are used to good effect throughout the school. Dynamic whole-class teaching and grade-level teaching were observed and work in pairs is a feature of daily classroom learning. Team-teaching between mainstream teachers and support teachers is practised effectively and enables teachers to provide more focused support for pupils. Differentiation is in evidence mostly in terms of the reinforcement tasks designed for pupils or the length of time spent in addressing content. It is recommended that teachers extend teaching of smaller groups using differentiated content to further enrich and deepen individual pupils’ learning experiences.
4.2 Language
Gaeilge
Tá raon modhanna ó churaclam na Gaeilge á gcleachtadh go fiúntach agus múintear an Ghaeilge go hábalta. Léirítear dearcadh dearfach i leith na teanga. Tá tuiscint an-bhreá ag an gcuid is mó de dhaltaí uirthi agus tá caighdeán fíor-bhreá ag líon díobh sa chomhrá nádúrtha. B’fhiú áfach tabhairt faoi réimsí le haghaidh forbartha chun iad a shaibhriú níos mó.
Baineann an-chúram le múineadh díscréideach foclóra nua agus úsáidtear fearas súl, ábhar soláimhsithe agus postaeir fhiúntacha go héifeachtúil chuige seo. Is inmholta mar a úsáidtear an Ghaeilge mar theanga idirchaidrimh laethúil sa scoil agus tá an straitéis seo lonnaithe go buan, torthúil inti. Aithrisíonn naíonáin agus daltaí sóisearacha cnuasach breá rann agus amhrán. Aithrisítear dánta le brí i ranganna tríd an scoil mar scafaill ar fhorbairt chúlra beo teanga sa scoil. Forbraítear scileanna na héisteachta go hábalta le tascanna cuí, le húsáid áiseanna pictiúrtha agus gníomhú. Cleachtar obair i mbeirteanna go fiúntach le linn na ngníomhaíochtaí seo. Tacaítear go díreach le daltaí indibhidiúla d’fhonn tuiscint ar an nGaeilge labhartha a threisiú ach tá gá anois leis an aistriúchán a chleachtar in amanta a sheachaint mar go mbaineann sé den líofacht sa chomhrá.
Tá ar chumas daltaí abairtí a struchtúrú agus an teanga a úsáid go hoiriúnach i raon comhthéacsanna. Cleachtar obair i mbeirteanna go tairbheach agus baineann daltaí sásamh nach beag as an obair ó bhéal. I mbeagán ceachtanna caitear an-iomad ama ar ainmniú foclóra agus ní léir go bhfuil muinín gach dalta in úsáid na teanga ar chomhchéim leis an sásamh a léiríonn siad le linn an cheachta. Chun na daltaí a chumasú i labhairt go leanúnach agus go neamhspleách faoin saol mórthimpeall ba cheart béim sa bhreis a leagan ar dhrámú agus ar chumarsáid i gcomhthéacsanna réalaíocha, agus eilimintí cuí gramadaí agus na briathra a chleachtadh, i ngach ceacht ó bhéal.
Ullmhaítear an scoil mar thimpeallacht saibhir prionta Gaeilge. Léann an chuid is mó de na daltaí os ard go sásúil le tuiscint bhreá acu ar an téacs. Tá raon fíorleabhar faighte do na daltaí sinsearacha ach léitear sleachta ó théacsleabhair go príomhdha le linn ceachtanna. B’fhiú cur le léamh fíorleabhar anois chun taithí níos leithne a chur ar fáil ag na rangleibhéil chuí. Scríobhann na daltaí i malairt genres agus tá próiseas na scríbhneoireachta á chleachtadh go tairbheach ag rangleibhéil áirithe. Cuirtear gníomhaíochtaí feidhmiúla scríbhneoireachta chun cinn le tacaíocht chnuasach téacsleabhar agus saothairleabhar. D’fhéadfaí teacht anois ar chur chuige comónta maidir le conas sleachta ó leabhair a úsáid mar spreagthaí don scríbhneoireacht chruthaitheach.
Irish
A range of methodologies from the Irish curriculum is practised and Irish is taught proficiently. Pupils demonstrate a very positive attitude towards the language, most have a very fine understanding of it and some pupils display a good ability to use the language naturally during conversation. However, some areas require development to further enrich teaching and learning of Irish.
Particular care is taken with the discrete teaching of new vocabulary for communication and visual apparatus, manipulatives and valuable posters are used very effectively to achieve it. The use of the Irish language during daily social communication in the school is laudable and this policy has been implemented fruitfully in the life of the school. Infant and junior class pupils recite a fine collection of rhymes and songs. Poems are recited in a lively manner in classes throughout the school as a support for developing an authentic Irish language background in the school. Teachers develop listening skills capably through practising appropriate listening tasks, using pictorial resources and physical movement. Pair-work is used to good effect during these activities. Teachers directly support individual pupils during lessons in Irish to strengthen their understanding of the language but there is now a need to avoid translation, practised at times, as it takes from fluency during Irish conversation.
Pupils are able to construct and structure sentences and use the Irish language appropriately in a range of contexts. Work in pairs is practised profitably with pupils deriving great satisfaction from oral language tasks. In a small number of lessons too much time is spent on naming words and it is unclear if pupils’ confidence in the use of Irish is at the same level as the satisfaction derived from the lesson. In order to enhance pupils’ ability to converse independently and continuously about the world around them, more emphasis should be placed on dramatisation and communication in realistic scenarios using grammar and verbs appropriately, in each oral language lesson.
The school is prepared carefully as a print-rich Irish language environment. Most pupils read aloud in a satisfactory manner readily comprehending what they read. A range of real books has been obtained for senior pupils but excerpts from textbooks are read primarily during lessons. The reading of real books should now be extended to provide greater breadth in reading at appropriate grade levels. Pupils write in Irish in different genres and the writing process is being practised gainfully at various class levels. Functional writing tasks are advanced through the use of a selection of textbooks and workbooks. A common approach might now be adopted to the use of excerpts from books as stimuli for creative writing activity.
English
The quality of teaching in English is good. Discrete oral language lessons are taught at each grade level. The approach to developing oral language skills at infant level is innovative and purposeful and teachers encourage pupils to think, describe and discuss. Some classroom resources are open to being used in a variety of ways and promote language learning through both free and structured play. Teachers’ understanding of the value of sustained shared play in developing language skills is worthy of specific commendation. In middle and senior classes teachers use pair and peer-group discussion effectively and dynamically. Pupils are enabled to engage in fluent discussion about a range of topics. In all oral language lessons observed questioning was noted to be skilful and to elicit quality responses from pupils.
Picture books, stories and print-rich environments develop pupils’ sight vocabulary appropriately. Very good quality big books have been obtained for infant and junior classes to introduce pupils to print conventions, promote attending to text and listening skills and support the move to formal reading. Teachers use visual materials and structured schemes systematically during their teaching of phonics. Pupils have good phonological awareness appropriate to their class levels and can use onset and rime skills during reading. Many read fluently and confidently, have a good understanding of word meaning and comprehend well. Some pupils need further support with comprehension and proactive measures have been recently introduced to address this. Team-teaching between mainstream and support teachers has begun in the area of reading comprehension. Some planning for English focuses clearly upon the full range of skills taught during reading lessons. In some plans however the main focus is on developing phonics skills with others skills underemphasised. Agreeing a suite of common skills to be taught during lessons would further support differentiated teaching of reading and skills progression throughout the school.
Poems are chosen carefully to stimulate pupils’ imaginations and promote their thinking skills. The teaching of poetry is integrated successfully with other subject areas. Pupils throughout the school recite a range of poems clearly and confidently. Classroom libraries are of good quality and all have suitable books across a range of genres. Some particularly high quality children’s literature has been obtained recently.
Pupils engage in creative writing in different genres. Writing tasks are linked to oral language activities and topics from other curriculum areas. Engaging and effective home-school activities, integrated with early shared writing experiences, provide scaffolding for oral language development and creativity. Writing skills are appropriately advanced and, although reported that improvement in handwriting, punctuation and grammar conventions are school priorities, penmanship is of a good standard overall. Creative writing exercises are taught in accordance with approaches delineated in the curriculum and editing and redrafting are elements of the writing process in the school. Many good examples of creative writing in a range of genres are on display in classrooms and reflect pupils’ ability to express their ideas clearly and with imagination.
4.3 Mathematics
The teaching approaches used in Mathematics are good. Teachers prepare carefully and choose enjoyable activities for mathematical learning. Good quality displays to support learning are provided in classrooms. Skills are developed through regular active learning and refinement of these approaches will further address the range of learning needs in classes.
Pupils engage in extensive, valuable early mathematical work. Number rhymes, songs, appropriate concrete and pictorial resources and play are used effectively to develop young pupils’ mathematical thinking. Teachers teach concepts clearly through carefully-prepared physical examples, linking with pupils’ previous related knowledge and their manipulation of concrete material during tasks. Pair and small group work extend pupils’ understanding of concepts and their knowledge of mathematical language. The extent of pupils’ manipulation of concrete material during learning tasks varies at different grade levels. There remains some need to ensure all pupils have sufficient opportunity to manipulate mathematical material during lessons to support their learning.
Pupils answer questions confidently and use mathematical language appropriately. An analysis of attainment records confirms that the majority of pupils have a good understanding of concepts that have been taught. Written work is monitored carefully. Teachers use mathematical games appropriately at all grade levels to develop pupils’ understanding and very good quality pair work is particularly effective in this area. A small number of pupils would benefit from additional oral problem-solving and estimation activities.
4.4 Social, Environmental and Scientific Education
History
The school plan for the teaching of History is comprehensive and incorporates a broad range of local, national and international topics for study. Care is taken to prepare a range of appropriate visual resources to support teaching and learning. Opportunities are provided for pupils to work as historians through the manipulation of artefacts and analysis of written records. This type of activity is promoting the ongoing development and consolidation of study skills. The emphasis on local studies, observed during the evaluation, is worthy of particular commendation. Pupils engage actively in discussion during lessons, answer questions competently about topics studied and recall facts clearly.
Geography
Lessons are characterised by clear questioning that focuses upon encouraging pupils’ thinking about geographical topics. Pupils are enabled to explore aspects of their immediate environment and of the wider world. Pictorial and representational materials are used constructively to develop pupils’ understanding about topics that relate to their real-life experiences. Age-appropriate physical materials are also used in suitable child-centred ways to help them to formulate and represent their own ideas. Pupils have a good overall understanding of topics and phenomena. While maps and globes are displayed in middle and senior classes the staff might now extend the collection of maps suited to age and grade levels, and display them in all classrooms or shared areas to further support pupils’ developing sense of place.
Science
Teachers’ plans and monthly evaluation records indicate that a broad and balanced programme is taught in Science. Experimentation and examination are key features of the learning programme. Through careful preparation teachers ensure that pupils engage regularly in experiments and in direct manipulation of material. Concepts and content are clearly explained during lessons and teachers’ good, structured questioning and the use of work-cards and other extension material contribute to the success of learning. Pupils recall facts from experiments in which they have engaged with suitable levels of clarity.
4.5 Arts Education
Visual Arts
Visual Arts lessons are well organised. Techniques are explained clearly and teaching resources are prepared carefully to ensure appropriately satisfying learning outcomes for pupils. The creative process is strongly emphasised and pupils are given the freedom to work creatively in a variety of media. Pupils derive high levels of satisfaction from their visual arts’ activities and talk enthusiastically about the very fine work they have done in the various strands of the curriculum.
Music
The teaching of Music is very good and a broad range of learning experiences is provided in the various strands of the curriculum. A good variety of songs is taught and the quality of singing is very high. Pupils’ voices are appropriately developed through singing in suitable pitch levels. Good teaching of percussion was observed during activities in which pupils displayed a keen interest. Consideration could now be given to obtaining additional small instruments to support the development of pupils’ awareness of rhythm.
Teachers have received training in the Music curriculum through the Primary Curriculum Support Programme. During the pre-evaluation meetings, representatives of the parents’ association requested that the employment of an external tutor for the tin-whistle, which was discontinued some time ago, be reviewed. Evidence obtained during the evaluation shows that an external tutor is not required to deliver the music curriculum.
Drama
Teachers make careful preparation for the teaching of Drama and pupils’ creativity and expression are suitably developed during lessons. Pupils engage in role-play with enthusiasm. Learning activities are integrated with many areas of the curriculum and stimulate pupils’ imagination and promote their self-confidence.
4.6 Physical Education
The school has a large playing field and two hard-surface areas in which Physical Education is taught. The school plan provides for the delivery of a programme of activities that includes all strands of the curriculum. All pupils attend swimming lessons in a local pool for a six to eight week period each year. A visiting GAA coach provides training in Gaelic skills throughout the year. While the school has no general-purposes room, the use of the parish hall, along with the school’s external playing areas has enabled the teaching of a balanced physical education programme.
Lessons in Physical Education are characterised by high levels of participation. Lessons are conducted purposefully and appropriate use is made of equipment and resources. Emphasis is placed on vigorous activity that encourages suitable gross and fine-motor development. There is a comprehensive range of small apparatus in the school for use during lessons.
The school has a long tradition of participation in sporting competitions and parents play a very valuable role in complementing the work of the teachers, by providing sporting opportunities for pupils. Parents have been actively involved in training the football and camogie teams and in providing coaching for mini-sevens leagues and for athletics. Pupils have been successful in competitions organised by Cumann na mBunscol, in local athletics competitions and in sporting leagues within the school during the summer term. These achievements are a source of great pride to the school community.
4.7 Social, Personal and Health Education
Circle-time and work in pairs are used effectively as methodologies during the teaching of Social, Personal and Health Education. Shared exploration of personal life experiences forms a key element of lessons. Resources from the Walk Tall programme are used to support teaching and learning. Pupils recall facts concerning self-care and safety and articulate their personal opinions about these issues clearly.
Teachers actively affirm pupils in all aspects of school life. Their evident respect for pupils and concern for their well being contribute to developing pupils’ self-confidence and self-belief. Pupils engage openly and confidently with each other. They are very respectful of their teachers, of each other and of visitors to the school. The involvement of all pupils in the Green Schools Initiative and the award of green flag status to the school has clearly influenced their view of the school environment and further strengthened the sense of community in the school.
4.8 Assessment
The school policy on assessment outlines the test materials that are used. The Middle Infants Screening Test (MIST) is administered at senior infants’ level while the Micra-T and Sigma-T standardised tests are used annually to determine pupils’ attainments in reading and Mathematics. Teacher observation is a central tool used during ongoing assessment. Teachers regularly use checklists and observation-based assessment schedules from structured schemes in language and Mathematics. It is evident that teachers have a clear understanding of their pupils’ strengths and learning needs. The focus of observation could now be refined, with attention given to both observing levels of pupils’ attainment and the quality of their engagement in learning tasks. Standardised test results might now also be used as a means of structuring group and collaborative teaching in school.
5. Quality of support for pupils
5.1 Pupils with special educational needs
Provision for pupils requiring learning support and pupils with special educational needs is very good and teachers demonstrate a clear understanding of individual pupils’ strengths and learning needs. The special needs assistant is deployed appropriately and provides extensive and suitable support to a designated pupil and other pupils as required. Teachers in support roles have attended professional development courses relevant to their work. The school policy provides direction to teachers and the rest of the school community in relation to effective planning for teaching, the identification of learning needs and the organisation of teaching and learning. Teachers in support roles engage in the planning process collaboratively and work closely with their mainstream colleagues, demonstrating a clear commitment to teaching cooperatively. Detailed individual profiles and learning plans have been prepared. They are carefully structured and contain appropriate time-bound learning targets.
Some pupils attend both support teachers in order to maximise their learning opportunities. Support is provided in both English and Mathematics where needed. Language-rich displays have been created in the rooms used for support teaching. These provide effective guidance to pupils to support them during decoding and comprehension activity when reading. It is suggested that the staff considers replicating these displays in mainstream classrooms and in shared areas to give further support to pupils. Examples of pupils’ creative work are also on display.
Teaching is purposeful and intensive and is focused upon detailed learning targets. Preparation of resources for support teaching is extensive and effective. Teachers take care to focus upon a range of basic reading and writing skills. Visual games are used to support the internalisation of phonics rules. These enable pupils to extend their vocabulary and apply word attack skills effectively in a practical context. Teachers might consider the further use of games and concrete materials as starting points during lessons especially when developing pupils’ personal writing skills.
5.2 Other supports for pupils: disadvantaged, minority and other groups
Currently there are no pupils from minority groups enrolled and the school does not receive targeted grant aid to support pupils from disadvantaged backgrounds. School policies clearly show that all pupils have equality of access to the school. The resource teacher supports two newcomer pupils in acquiring English and very good modelling of language skills is evident during supplementary teaching. Strategies that support vocabulary development are practised effectively and pupils’ learning is progressing well. To further develop provision for English as an additional language, the teachers are planning to initiate learning through drama in peer groups with newcomer pupils working alongside pupils within their mainstream classes.
6. Summary of findings and recommendations for further development
The following are the main strengths identified in the evaluation:
· The school’s characteristic spirit is reflected in the successful creation of a highly supportive and caring environment where pupils’ self-confidence and self-belief are effectively developed.
· Teachers’ professionalism is demonstrated by their strong commitment to providing rich learning experiences for all pupils in the delivery of a broad and balanced curriculum.
· The consistent and effective use of active teaching methodologies as provided for in the Primary School Curriculum (1999) enables pupils to be fully engaged in learning, resulting in the attainment of good standards in all aspects of the curriculum.
· The strong leadership in the school and the collaboration of the teachers ensure that all aspects of the life of the school are organised effectively.
· Support for pupils with special educational needs is well targeted and need centred. It is effected through collaborative teaching and underpinned by teachers’ commitment to meeting the needs of every pupil.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· It is recommended that teachers extend the practice of teaching small groups using differentiated material to further enrich individual pupils’ learning experiences.
· B’fhiú cur leis an réimse ábhar léitheoireachta a úsáidtear le tacú le forbairt na léitheoireachta Gaeilge. Ba cheart béim sa bhreis a dhíriú ar chleachtadh na drámaíochta agus ar an gcumarsáid réalaíoch d’fhonn cumas comhrá na ndaltaí a fhorbairt. (The range of reading materials used should be expanded to support the development of Irish reading. Further emphasis should be placed upon the use of drama and real communication to develop pupils’ conversational ability).
· The development of problem-solving and estimation skills could be supported through further use of the manipulation of concrete materials by pupils during the teaching of Mathematics.
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.
Published October 2008
Appendix
School Response to the Report
Submitted by the Board of Management
Area 1: Observations on the content of the inspection report
The Board of Management and staff of Drumkilly N.S. would like to thank the Department of Education & Science inspector for the courteous and professional manner in which he carried out the Whole School Evaluation. The board of management and staff are pleased that the report reflects the high standard of work practiced, dedication of all staff to their work, teamwork among all staff and the positive relations and atmosphere in the school and wider community.
Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
The Board of Management accepts the recommendations made in the report and is drawing up action plans on suggestions made.