An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

St Daigh’s National School

Inniskeen, Dundalk, County Louth

Uimhir rolla:  19251G

 

Date of inspection:  24 April 2008

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of support for pupils

Summary of findings and recommendations for further development

School response to the report

 

 

 

 

Whole-school evaluation

 

This report has been written following a whole school evaluation of St Daigh’s National School, Inniskeen. 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 pupils and teachers, examined pupils’ 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 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

 

St Daigh’s National School, a school under Roman Catholic patronage, serves the rural village of Inniskeen near Dundalk, Co. Louth. The Catholic ethos is reflected in the daily interaction between pupils and teachers. The school, through its mission statement, seeks to nurture the holistic development of pupils and celebrate the uniqueness of each child. There are currently 123 pupils enrolled in the school and it is anticipated that this level of enrolment will remain steady for the foreseeable future.

 

 

2.     Quality of school management

 

2.1 Board of management

The board of management is constituted properly, meets regularly and is committed to working in the interest of the school and its pupils. Its members have been assigned specific responsibilities related to the board’s management functions. The board supports the school development planning process through discussing and ratifying school policies. Minutes of meetings and financial records are maintained carefully and accounts are audited annually. The board is to be commended for the recent improvements to the school building and environment.

 

2.2 In-school management

During the evaluation evidence was found of specific and significant difficulties concerning the principal’s day-to-day management of the school. These relate to areas such as leaving unqualified personnel in charge of pupils during the school day, a practice which contravenes written school policies. It is recommended that the board of management investigates and addresses these issues as immediate priorities.  

 

The principal is appreciative of his staff and affirming of their commitment. He has taken an active role in improving the school building for pupils and teachers, and has adopted a central role in seeking development of a community childcare building. The deputy principal and post-holders work collaboratively and fulfil their duties. Professional development of staff is encouraged and supported.

 

In the main, duties of post-holders relate to organisational and administrative functions only. There is also some overlap of functions between the duties of post-holders—for example, more than one post-holder has duties related to physical education and a similar position exists in relation to the library. No responsibilities for coordinating curriculum implementation have been allocated. Post-holders acknowledge this deficit and report their willingness to engage in curriculum leadership. As a means of supporting the improvement of learning across the curriculum, duties should now be reviewed to include responsibility for the co-ordination of curricular areas.

 

2.3 Management of resources

There are five mainstream teachers, a full time learning-support teacher, a shared resource teacher and two special needs assistants on the school staff. School policy provides for teachers to gain experience of teaching at different grade levels; this is a good approach. School accommodation, including the building and grounds are maintained to a high standard providing a stimulating learning environment for pupils. The board of management, principal and staff plan appropriately to ensure maintenance of school accommodation.

 

Teacher-designed and commercial resources are used effectively to support teaching and are maintained appropriately for longevity of use. There is scope, however, to expand the school’s mathematics resources and to ensure their greater deployment in lessons. Good use has been made of community resources for learning during local study. Staff could explore the potential of using the immediate school environment and grounds outside classrooms more often as a learning source. Through funding obtained from the School Completion Programme external tutors are employed who provide tuition in drama, music and art.

 

Teachers report their satisfaction with the support provided by cuiditheoirí. In order to assist the teachers’ continuing professional development consideration should now be given to availing of support from the Primary Professional Development Service.

 

2.4 Management of relationships and communication with the school community

The school has an active parents’ association and the parents take a keen interest in the education and care of their children. Teachers and board members report that communication between school and home is valued. Officers of the parents’ association meet with school management when required and the principal and deputy principal attend the annual general meeting of the parents’ association.

 

At a meeting with the evaluation team, parents’ representatives expressed satisfaction with overall education at school level and with arrangements for annual parent-teacher meetings but suggested that written reports should be provided for infant pupils. They expressed dissatisfaction about lack of parental involvement in the development of school policies, lack of awareness about formal procedures through which parental concerns can be raised and insufficient notice about some school closures. It is recommended that these issues be raised at a board of management and decisions be taken as to how they should be addressed.

 

A local community committee is seeking to develop a facility for childcare on the school grounds. Every effort should be taken to ensure that the proposed development impacts minimally upon the existing recreation space for primary school pupils and on space for the delivery of the curriculum.

 

2.5 Management of pupils

The evidence gathered in the course of the evaluation suggested that the code of behaviour is implemented successfully. The pupils were very well behaved and engaged respectfully with their teachers and with one another at all times. Good levels of confidence and self-esteem are in evidence. These are fostered through affirming teacher-pupil interaction and a range of extra-curricular activities.

 

 

3.     Quality of school planning

 

3.1 School planning process and implementation

In accordance with statutory requirements an enrolment policy, a comprehensive health and safety statement and a well-devised code of behaviour, incorporating a clear anti-bullying policy, have been developed. An examination of planning documents indicates that staff uses an action-planning approach in some policy areas. Other organisational and curricular policies do not always ensure consistent practice in the work of the school, however. Some review is needed to ensure consistency and reduce risk of confusion for teachers. The enrolment policy, in particular, needs to be reviewed to reflect the provisions of equal status legislation and Department circulars in respect of special educational needs. Analysis of school attendance data indicates that good levels of attendance among the majority of pupils contrast with increasing levels of absenteeism among a minority. There is need to analyse this issue and expedite the development and implementation of a separate formal attendance strategy that proactively encourages attendance.

 

Where good practice was observed in whole-school curricular planning it provided for delineation of curriculum objectives and developmental learning experiences for all grade levels. This planning approach effectively supports progression in learning. It is clear most particularly in the school plan for Science. Whole-school planning in certain other subject areas has scope for development. In English and in Mathematics there is lack of specificity with regard to progression of content and development of skills through the grade levels. This is also the case in Irish, apart from the section on the informal use of the language in the life of the school. In some other subject areas such as History and Geography the greatest part of the school plan consists of the structure of a particular scheme of textbooks, with little reference to other sources of learning and insufficient reference to skills development. It is recommended that these curriculum plans are reviewed.

 

Confirmation was provided that, in compliance with Department of Education and Science Primary Circular 0061/2006, the board of management has formally adopted the Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2001). Confirmation was also provided that these child protection procedures have been brought to the attention of management, school staff and parents; that a copy of the procedures has been provided to all staff (including all new staff); and that management has ensured that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) and a deputy DLP have been appointed in line with the requirements of the guidelines.

 

3.2 Classroom planning

All teachers maintain long-term and short-terms plans and monthly progress records. Planning is linked to the strands and strand units of the Primary School Curriculum. A variety of approaches is in evidence. Some long-term and short-term plans are clear and delineate learning for classes taught. However, other planning documentation, long-term in particular, was not contextualised to meet the various needs of pupils. Such planning was found to be obscured by undifferentiated support material or resource material from national educational support services or to be overemphasised listings of textbook content. This approach to planning results in a lack of clarity regarding expected learning outcomes and how learning is progressed. In order to build on existing good practice it is recommended that the staff devises an agreed approach to long-term planning. This should provide for breadth and balance, ensure progression and continuity and strengthen links between the whole school plan and classroom planning.

 

At whole-school level a format for making monthly progress records was agreed recently. In the context of its review, management should ensure that records contain sufficient detail to advance school review, inform curriculum implementation and monitor practice and policy. Comprehensive individual education plans are prepared by support teachers for all pupils with special educational needs. Inclusion in classroom planning of differentiated plans for pupils of various learning abilities, including those of higher ability, should be considered. 

 

 

4.     Quality of learning and teaching

 

4.1 Overview of learning and teaching

Classroom atmospheres are very positive and interaction between teachers and pupils was observed to be of a high quality during the evaluation. Teachers’ communication skills are effective with much higher-order questioning observed. The importance of play in infant children’s lives is recognised appropriately by staff and is a regular feature of the infant pupils’ day. A range of resources provided in infant classrooms supports opportunities for constructive play and role play. The implementation of this strategy is commendable. Teachers regularly use child-centred methodologies throughout the school.

 

Lessons evaluated were very often based on pupils’ prior knowledge and careful integration with other areas of the curriculum was in evidence. Pupils are observed to be motivated and self-directed when learning. Whole-class teaching during the evaluation was judged to be uniformly effective. Pupils engage in group work and demonstrate ability to work collaboratively, most particularly during Social, Environmental and Scientific Education and Social, Personal and Health Education lessons. Analysis of patterns of pupil attainment demonstrates, however, that there is a clear need for group teaching approaches to be used more often. Differentiated teaching should take place regularly at group level in order to more closely meet pupils’ learning needs. It is strongly recommended that such strategies be planned and implemented.

 

4.2 Language

 

Gaeilge

Is spraoiúil, spreagúil mar a thugtar faoi mhúineadh na Gaeilge. Léirítear go mbaineann daltaí sásamh as gnéithe difriúla den churaclam agus tá cleachtais mhaithe ó shnáitheanna éagsúla i bhfeidhm. Tá plean fiúntach deartha do chur chun cinn na Gaeilge go neamhfhoirmiúil agus baineann caighdeán maith le húsáid na teanga go neamhfhoirmiúil sa scoil.

 

Ar an iomlán bíonn struchtúr maith ar na ceachtanna Gaeilge labhartha agus baintear úsáid as modhanna múinte oiriúnacha. Tá tuiscint mhaith ag na daltaí ar an teanga. Is inmholta mar a bhaintear feidhm as gníomhfhoghlaim chun tuiscint a thabhairt do na daltaí ar an teanga. Aithrisíonn siad gníomhamhráin agus abairtí iomlána le brí agus le sásamh. Ullmhaítear áiseanna oiriúnacha ag grádleibhéil áirithe d’fhorbairt foclóra agus mar scafaill d’aithris agus do chruthú abairtí. Cruthaítear deiseanna cuí do na daltaí abairtí iomlána a chruthú le linn obair bheirte fhiúntach. Éiríonn go maith le daltaí le linn ceistithe agus freagartha agus i gceachtanna faoi leith déantar ceistiú agus gníomhaíochtaí a dhifreálú. Nótáiltear caighdeán breá labhartha i measc líon daltaí ar théamaí bunaithe ar an saol mórthimpeall. Sonraítear easpa muiníne, áfach, i measc líon eile a éiríonn as easpa foclóra, briathra ach go háirithe, agus iad ag caint faoi ábhar áirithe. Ba cheart anois díriú ar úsáid bhriathra agus foclóra a chleachtadh i gcomhthéacsanna éagsúla.

 

Dírítear go fiúntach ar scéalaíocht na Gaeilge. Úsáidtear leabhair mhóra agus straitéisí cuí do thús na léitheoireachta. Ceistítear daltaí óga go sásúil agus tuigeann siad a léitear leo. Ullmhaítear áiseanna oiriúnacha d’fhorbairt foclóra agus tuisceana. Léiríonn formhór na ndaltaí go bhfuil ar a gcumas léamh os ard le cruinneas teanga. Forbraítear a dtuiscint ar an léitheoireacht go córasach. Ag grádleibhéil áirithe, áfach, is ar shleachta loma ó leabhair saothair a bhunaítear cuid mhaith léitheoireachta. Léiríonn mionlach daltaí nach bhfuil sé ar a gcumas léitheoireacht neamhspleách a chleachtadh. Tá gá, dá bharr, go dtugtar taithí níos leithne léitheoireachta agus tuilleadh tascanna tuisceana do na daltaí seo. Moltar breis fhíorleabhar cuí do shuim agus leibhéil chumais na ndaltaí a fháil do na gráid ó na meánbhlianta ar aghaidh.

 

Scríobhann na daltaí téacsanna éagsúla bunaithe cuid mhaith ar leabhair saothair. Baintear feidhm as nuacht na ndaltaí chun scríbhneoireacht phearsanta a chleachtadh. Deartar leabhair bheaga Gaeilge a thugann deiseanna oiriúnacha do na daltaí foclóir oiriúnach a úsáid i gcomhthéacs. Ní mór anois plean uile-scoile a dhearadh agus a chur i bhfeidhm chun daltaí a chur ag cleachtadh próiseas na scríbhneoireachta ar bhonn rialta. B’fhiú deiseanna breise a chur ar fáil do na daltaí chun cur ar a gcumas a gcuid oibre a phleanáil, a dhréachtú agus a eagrú ina n-aonair agus ina ngrúpaí.

 

Irish

Teaching of Irish is undertaken in a playful, spirited manner. It is evident that pupils derive satisfaction from different aspects of the curriculum and that good practices from different strands are implemented. There is a beneficial plan to progress the informal use of Irish in the school and a good standard is noted during informal use.

 

Oral lessons are well structured and suitable methodologies are used. Pupils have a good understanding of the language. The use of activity learning to give pupils understanding of the language is praiseworthy. They recite action songs and sentences with vitality and satisfaction. Fine pictorial resources are prepared at specific grade levels to develop vocabulary and as scaffolds for reciting and creating sentences. Opportunities are created for pupils to engage in creating full sentences during valuable work in pairs. Pupils succeed well during direct questioning and answering and during specific lessons differentiated questioning and simple activities are practised. A fine standard is noted among a number of pupils during normal, everyday conversation. A lack of confidence is noted, however, among a number of others arising from lack of competence in using vocabulary, especially verbs, when discussing topics. Practising use of verbs and vocabulary in different contexts should now be focused upon.

 

Irish story is focused upon profitably. Fine large-format books and helpful strategies are used to support the commencement of Irish reading. Young pupils are questioned satisfactorily during reading and they understand what is read with them. Appropriate resources are used to develop vocabulary and comprehension. A majority of pupils demonstrate ability to read aloud with accuracy in the language. Their understanding during reading is developed systematically. At certain grade levels, however, a substantial amount of reading is based on overly-basic extracts from workbooks. A minority of pupils have not developed an appropriate ability to read independently. There is, therefore, need to provide them with broader experience in independent reading and comprehension tasks. It is recommended that more authentic books appropriate to pupils’ interests and abilities be obtained for grades from the middle years onwards.

 

Pupils write different texts based in good part upon workbooks. Use is made of personal news to practise personal writing. Small Irish books are created that provide pupils with appropriate opportunities to use descriptive language in context. A whole-school plan should be devised and implemented now to enable pupils engage in process writing regularly. It would help pupils if they were facilitated to plan, draft and organise their work individually and in groups.

 

English

Effective discrete oral language development is in evidence in some teaching and, overall, pupils demonstrate good ability when using descriptive language during discussion. Pupils recite a range of rhymes and poems clearly in infant classes. In all classes pupils recite poetry with expression. Use of debates and pupil-led discussions are purposeful and successful. Analysis of progress records shows there is need for a discrete oral language programme to be adopted and implemented which is based on the objectives of the curriculum.

 

In junior classes, where a rich print environment is created, pupils are enabled to use a range of techniques such as word identification strategies, well-developed phonological skills and contextual clues to aid their literacy development. Large-format books are used effectively and pupils retell stories with good accuracy. A variety of approaches are used purposefully in middle and senior classes to teach reading and a range of comprehension strategies is used appropriately to enhance pupils’ ability in literacy. Graded reading schemes are used in conjunction with supplementary readers and novels to progress pupils’ reading skill development. Analysis of patterns of attainment shows, however, that there is need for differentiation and closer collaboration with support teachers to take place during the teaching of reading to meet the needs of all pupils. It is recommended that such an approach be explored.

 

Group planning exercises were observed in operation as bases for creative writing. Pupils have opportunities to write in a cross-curricular manner in different genres. In some instances pupils use word processing to publish their work. When engaged in writing activities pupils demonstrated good understanding of writing conventions, including the structuring of paragraphs. They demonstrated good ability to organise their ideas and good understanding of punctuation. Only occasional spelling errors were evident in general in work inspected and handwriting was of a very good standard. Where observed in practice the writing process is monitored carefully by teachers but overall there is need for greater development of pupils’ personal writing styles through more frequent free writing tasks and process writing.

 

4.3 Mathematics

A range of approaches supports the teaching of Mathematics. Many of these are of good quality. Some effective games support pupils during the development of early years’ mathematical knowledge. Understanding of fundamental concepts is developed well and relevant terminology is taught appropriately. Good oral discussion and lively approaches to teaching mental arithmetic were observed during lessons. During the evaluation teachers chose good quality real-life examples to teach mathematical concepts. Differentiated questioning and differentiated tasks were observed in use during some lessons. Pupils have been facilitated with opportunities to work together in pairs and small groups with teachers providing support when required.

 

Analysis of patterns of pupil attainment in Mathematics indicates that existing approaches to teaching small numbers of pupils should be expanded to facilitate clear explanation and understanding of concepts among pupils and monitoring of their progress. During questioning and task completion more than half of pupils demonstrated ability to engage competently in problem-solving tasks across the strands of the curriculum. Concomitantly, however, a minority of pupils demonstrated difficulty when solving different types of problems. Greater attention should be paid to problem solving and using concrete materials during tasks. These should be manipulated regularly by pupils during learning in accordance with curriculum principles. Most of the written work in the subject is monitored carefully.

 

4.4 Social, Environmental and Scientific Education

 

History

A balanced history programme is taught. Very good quality teaching of story, line of development studies and of local history takes place. Visits to local sites stimulate interest in the study of the subject. History displays in the school, including those based on the locality, are of significant value and enrich the school environment. Involvement in project work provides rich opportunities for the development of research skills. Pupils are able to engage constructively in discussing and recording their findings. Work in groups and in pairs is effective and good quality written work is evident. Information and communications technology (ICT) is used successfully during teaching and learning. There has been good internalisation of topics and themes among pupils and almost all recall facts with good accuracy levels. Development of the whole school plan to incorporate how skills are developed through the school will further enhance pupil achievement in this area of the curriculum.

 

Geography

A broad Geography programme is taught. Active learning approaches are practised to develop pupils’ understanding of geographical concepts and phenomena. From infant classes onwards the development of pupils’ understanding of space and place, from the immediate environment outward to the wider world, is emphasised. It was evident during the evaluation that teachers consistently seek to build on pupils’ previously-acquired understanding of topics. Map reading is practised in almost all classes. Exploration and recording of weather patterns contribute to the understanding of weather’s influence on the environment and on pupils’ lives. This commendable activity promotes their skills of observation, analysis and recording.

 

During discussion pupils used geographical terms with confidence and demonstrated good understanding of facts they have learned. Very good quality displays and project work are in evidence. A good range of maps was observed in many classrooms to support the development of map-reading skills. Project work is recorded in scrapbooks and presented very suitably. During further development of the school plan, consideration should be given to determining and listing a range of core themes and topics that could be developed progressively up through the school. The key investigative and communicative skills to be taught might also be listed.

 

Science

A very good whole-school plan supports the teaching of Science. Pupils manipulate structured material during lessons and conduct practical experiments. During the range of good quality experiments observed, pupils considered and discussed their own theories and their skills of investigation were developed. They recorded observations and findings in a manner appropriate to their class levels. During discussion and recall most pupils communicate clearly using relevant scientific language and terms. Consideration might be given to devising a structure, for recording specific terminology, which pupils can readily access during oral discussion and revision activity. This would aid in supporting engagement in discussion among all pupils with greater levels of confidence.

 

4.5 Arts Education

 

Visual Arts

Pupils encounter a variety of creative experiences in the Visual Arts. They are guided when exploring and experimenting with a range of media that supports their imaginative expression. During the evaluation pupils displayed an appropriate understanding of concept, technique and skill and enjoyed participating in all activities. They discuss their work enthusiastically. Activities are integrated successfully with a variety of other curricular areas. Further provision for pupils to look at and respond to the work of a variety of artists would enhance the looking and responding strand unit in the visual arts programme. Assessment of this subject takes place, in the main, through teacher observation. Portfolios of pupils’ work are also maintained in a number of classrooms. Bright, attractive displays in classrooms and corridors celebrate pupils’ creativity.

Music

Particular emphasis is placed on the performing strand of the music curriculum and pupils achieve good standards in performing. Opportunities are provided for pupils to demonstrate understanding and confidence in making music through performing on percussion and melodic instruments. They tunefully sing a varied repertoire of songs of different styles and traditions, both in English and Irish. Musical literacy is developed appropriately and linked suitably to song-singing and performing. Pupils attend professional performances to enhance the listening and responding strand of the curriculum. Further development of the composing strand will ensure that a balanced music programme is delivered.

 

Drama

A whole-school plan informs provision for pupils in this area of the curriculum. Pupils’ imaginative potential is developed appropriately during drama activities. In the lesson observed effective use was made of warm-up drama games and pupils engaged enthusiastically in the process of improvisation and exploration. They were facilitated appropriately in enacting various scenes during which they developed fictional relationships spontaneously. They were also successfully encouraged to cooperate and communicate with others in helping to shape the drama. Teacher-in-role promoted a good level of engagement in post-drama discussion. Drama is also incorporated into many aspects of the school’s curriculum and provides a significant educational opportunity to reinforce language.

 

4.6 Physical Education

The school has extensive physical facilities to provide for the delivery of a suitably broad physical education programme. In the lessons observed clear and precise direction was a key feature of lessons which were well organised and structured carefully to include appropriate warm-up and cool-down activities. Specific skill development was promoted and pupils were provided with opportunities to develop these skills further through a range of collaborative activities. Inter-school sporting activities are supported by teachers and parents and pupils participate in local sporting competitions including Cumann na mBunscol leagues.

 

The whole-school plan for Physical Education (PE) provides for a broad and balanced programme encompassing all strands of the curriculum. However, an over-emphasis on the games strand of the curriculum to the exclusion of other key objectives of the PE curriculum should be guarded against. The extent to which external tutors are used in the teaching PE to the pupils is an issue that needs to be examined by the board of management. It is recommended that all teachers facilitate provision of a balanced programme of Physical Education for pupils that is consistent with the whole-school plan.

 

4.7 Social, Personal and Health Education

The quality of pupils’ learning in Social, Personal and Health Education is very good and good, purposeful teaching was observed uniformly during the inspection. A comprehensive range of appropriate strategies including circle time, activity approaches, stories, activities using pupils’ imagination and shared role-play is used effectively at various grade levels. Questioning is clear and constructive. Pupils engage with topics, contribute answers readily and show understanding of what is being taught. They demonstrate good ability to empathise with characters and understand situations. They are able to make judgements about different scenarios and have developed good ability to construct and express their views and personal ideas clearly.

 

4.8 Assessment

The assessment approaches used to assess pupils’ progress includes teacher observation, monitoring of pupils’ written work, graded tests from commercial schemes, teacher-designed tasks, checklists, pupils’ profiles and projects. Standardised tests are administered in literacy and Mathematics in compliance with Circular Letter 0138/2006. Teachers maintain careful records of outcomes in all assessments and results are shared usefully between class teachers and support teachers. A range of diagnostic tests is used by support teachers to identify the specific learning needs of individual pupils. Staff should now consider devising an assessment policy and extending assessment modes to include all curriculum areas in accordance with the National Council for Curriculum and Assessment’s (NCCA) Assessment in the Primary School Curriculum, Guidelines for Schools. 

 

In general pupils’ work is monitored and it is marked regularly. However, in some pupils’ written work, evaluated during the inspection, there was insufficient monitoring and feedback to pupils for the purpose of improving attainment levels.

 

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

A whole-school learning support policy addresses all areas of support. Tuition is provided for pupils in literacy, Mathematics and in the development of social skills. Appropriate screening mechanisms are used to identify pupils requiring support. Results of assessments, consultation with class teachers and relevant information from parents are used purposefully in the development of plans. A systematic approach to detailing and recording pupil progress and the achievement of targets is employed. In some instances, however learning targets need to be more specific. Some early intervention strategies have been implemented to address learning difficulties at an early stage.  

 

Lessons evaluated during the evaluation, in both learning support and resource teaching contexts, were structured appropriately and suitable resources were used productively to support learning. Teachers employed a variety of teaching approaches and purposeful learning strategies to engage pupils in learning activities. Interactions between teachers and pupils were very affirming and pupils were encouraged consistently. Support for pupils with special educational needs is delivered through withdrawing them from mainstream classrooms to receive group or individual tuition. It is recommended that consideration now be given to further collaboration between support and mainstream teachers and to the introduction of in-class support by all support teachers through the use of team and co-operative teaching approaches. Differentiated learning activities for those pupils within the mainstream setting would also reinforce concept development. The staged approach to assessment, identification and programme implementation, as outlined in Department of Education and Science Circular Letter SPED02/05 should now be adopted. The school employs two special needs assistants and under the careful guidance of class teachers, they make an important contribution to pupil learning and inclusion.

 

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

At the time of the whole-school evaluation there were no newcomer pupils enrolled in the school. Policies indicate that all pupils are treated equally. St Daigh’s National School takes part in the School Completion Programme. Close association is maintained with this programme which funds the provision of a number of initiatives to ensure that children benefit from their time in school. Funding ensures access of all to school tours, provision of a range of co-curricular supports by external tutors and a summer camp for pupils. The School Completion Programme also funds the provision of a classroom assistant, who is deployed to provide general support to certain pupils with learning needs in mainstream classes.

 

 

6.     Summary of findings and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

·         The board of management and parents’ association are very supportive of the work of the school. This provides a strong base for school development.

 

 

 

 

 

 

 

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

 

 

 

 

 

 

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 January 2009

 

 

 

 

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 of St Daigh’s National School acknowledges the WSE report that affirms the excellent work of the staff of the school that teaches and cares for the children on a daily basis. The excellent quality of teaching and learning in the classroom that is affirmed in this report is welcome. The extensive extra-curricular programme offered by the school also enhances the educational experience for the children and is acknowledged by the Board of Management. This extra-curricular programme includes school concerts, wide variety of sports activities, the integration of IT skills into a range of initiatives such as St Daigh’s Diary, book fairs etc., all of which showcase a level of teamwork that is the hallmark of the staff in the school.

 

The recommendations of the WSE are also welcome and the Board of Management will take these on board and work towards further enhancing the quality of the educational experience for all the partners in the school 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

 

Follow up actions undertaken:

The staff are in the process of drawing up:

(a)                 A structured English Oral language programme with the assistance of the Primary Professional Development Service Advisor.

(b)                 A critical incident policy in consultation with The NEPS psychologist

Post Holders duties are being reviewed and curriculum co-ordinator has been appointed.

The following policies have been completed: