An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

Scoil Eoin Baiste

Carraig Airt, Co. Dhún na nGall

Uimhir rolla: 19252I

 

Date of inspection:  9 May 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

 

 

 

 

Whole-school evaluation

 

This report has been written following a whole-school evaluation of Scoil Eoin Baiste. 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 parents. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. She interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. She 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 of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

 

 

1.     Introduction – school context and background

 

Scoil Eoin Baiste is a mainstream primary school in Carrigart, County Donegal. It is under the patronage of the Catholic Bishop of Raphoe. There are eighty-five pupils enrolled in the school. Pupil numbers, despite having fallen somewhat since the last school inspection in 1997, have remained quite constant over the past five years. The school has in recent years successfully integrated six newcomer pupils into the life of the school. The school participates in the School Support Programme of the Delivering Equality of Opportunity in Schools (DEIS) initiative, the action plan of Department of Education and Science to promote educational inclusion. Whilst school attendance is generally satisfactory, the opportunity to promote and reward school attendance through regular school assemblies should be considered. Immediately prior to this evaluation a major school extension and refurbishment project had just been completed and a new member of staff has been appointed.

 

 

2.     Quality of school management

 

2.1 Board of management

The board of management is properly constituted and is functioning in an effective manner. It had been meeting on a monthly basis for the duration of the devolved building project. The energy, enthusiasm and commitment of members to this project is now acknowledged. Tasks are effectively delegated among members who, collectively, make a broad range of skills available to the board. Training for newer board members has yet to be provided. A suitable record is maintained of all board proceedings. The board is currently taking steps to have the school’s accounts audited on an annual basis. The chairman is very dedicated to the school; he is a regular visitor and a significant support to the staff and pupils. Board members report that the school is a caring environment for pupils. They identify the collaborative, supportive relationships that exist between the board, parents, community and teaching staff together with the strong leadership given by the principal teacher as significant strengths of this school. While the board endeavours to ensure that the school complies with statutory obligations and Department regulations and circulars, it is noted that a number of pupils have repeated classes. This practice should now be reviewed in line with Circular 32/03. The board takes an active role in school planning and policy development. The board reports that parents are given the opportunity to input into school policy and that key policies are sent out to all homes.

 

2.2 In-school management

A significant strength of Scoil Eoin Baiste is the quality of the professional leadership in evidence. The principal leads the school community in a reflective, energetic and collaborative manner. She shares a very supportive working relationship with the deputy principal and together they give positive and effective leadership to the school. Staff meetings are held in accordance with Department guidelines. The principal presides over the school planning process and regularly engages external facilitators to support curriculum development. She is committed to continuous improvement and has clearly outlined the school’s priorities with regard to the development of Irish and the integration of information and communication technology (ICT) into the teaching and learning across the school. The principal is constantly seeking to improve the resources available to pupils and teachers. Very careful attention is paid to the welfare of the staff and pupils. A commendable approach is adopted towards the mentoring of new staff. In keeping with her instructional leadership role, the principal makes frequent visits to all classrooms.

 

The principal is ably supported by the deputy-principal and the special duties teacher. Appropriate duties are assigned and these are reviewed as the needs of the school community change. Both post-holders are committed to their roles, meet frequently with the principal, have decision-making responsibility and contribute effectively to school leadership. One of the duties delegated is the completion of the roll books, daily attendance book and registrars. It is now recommended that yearly attendance figures for pupils be recorded in the school registrars in line with Rule 123 of the Rules for National Schools.

 

2.3 Management of resources

The teaching staff consists of the teaching principal, three mainstream class teachers, one resource teacher and one shared learning-support teacher. The learning-support teacher spends eleven hours in this, her base, school. A DEIS co-ordinator spends one day per week in the school. A language support teacher is employed for eight hours per week in support of newcomer pupils. The school has the services of a cúntóir teanga two days per week to support the Irish language. The school participates in the Modern Languages for Primary Schools Initiative and a visiting teacher provides the tuition to pupils in the senior classes. She also teaches tin whistle to all classes. Pupils currently pay for this instruction. The practice of pupils paying for instruction that takes place during the school day should be reviewed. A local sports coach, funded by Meitheal Forbartha na Gaeltachta, promotes a wide range of games and physical activities in support of the Physical Education programme.

 

There has been some rotation of the teaching staff in the recent past. This is commendable as it permits teachers to experience a range of classes and contexts. Two special needs assistants (SNAs) are employed in support of pupils with assessed special educational needs (SEN). They work under the guidance of class teachers and are commendably flexible and responsive to the needs of their pupils, ensuring that they are fully included in all classroom activities. The school has the service of a school secretary for ten hours per week. She is a most valuable support to the teaching principal. The secretary also assumes responsibility for the active Green Schools Committee. A cleaner and a part-time caretaker are both employed by the board. The school is cleaned to a very high standard and the caretaker is most conscientious in completing any maintenance work necessary. The pupils, teaching staff, cleaner and caretaker are commended for keeping the external environment so attractive and free from litter.

 

Following the recent building works at the school, there are now four spacious, modern classrooms together with two attractive learning-support rooms, a general-purpose room, a library, an office and a staff room. The classrooms are bright, comfortable and well furnished. Playground and recreational space is very satisfactory. A shelter is available to pupils for use in inclement weather.

 

The board is to be commended for the provision of a range of resources available centrally and in individual classrooms to support the teaching in all curricular areas. Additional large-format books (and their corresponding small-format versions for pupils’ use) are required in the junior classes to ensure that a good stock of emergent reading materials is available to pupils. Pupils in the middle classes would benefit from sets of class novels, dictionaries and thesauri in support of the English curriculum. There is evidence of very creative use of teacher-made resources to support the literacy programme in the junior classes. A range of supplementary reading books in the Irish language should be secured for pupils in the middle and senior classes. Print-rich and number-rich environments are developed and designated curricular areas are well presented in most classrooms. Pupils’ creative work is on display along the corridors and throughout the school.  There is evidence of some information and communication technology (ICT) equipment in all classrooms. Consideration should be given to enhancing the ICT equipment available to the school community to allow ICT to be more effectively integrated into the teaching and learning in all classrooms.

 

2.4 Management of relationships and communication with the school community

The parents’ association works hard to secure additional funding for the school. It offered tremendous support to the teachers when the school community moved to temporary accommodation during the building project and indeed afterwards when moving back. Parents’ representatives on the board report that the communication systems put in place by the principal are very effective. The principal organises information evenings for parents and guest speakers are invited to address parents on a range of topics. Parents’ representatives on the board report that all teachers are very approachable and that they are welcomed into the school to discuss their children’s education at any time. Formal parent-teacher meetings are held annually in February. Written progress reports for all pupils are sent to parents at the end of the school year.

 

2.5 Management of pupils

Positive behaviour management strategies are effectively employed and the relationships between the pupils and the teaching staff are very good. Pupils generally fully co-operate with their teachers and are eager and keen to engage in discussion and display a pride and interest in their work. Pupils display appropriate levels of self confidence and co-operate with the school’s rules and code of behaviour. They are properly supervised at all times.

 

 

3.     Quality of school planning

 

3.1 School planning process and implementation

The school plan is devised through the collaborative activity of the principal and the other members of the teaching staff. A comprehensive range of organisational policies has been put in place to ensure implementation of statutory polices and the effective running of the school. The enrolment policy indicates that “the Board may decide to defer enrolment of a particular child pending receipt of an assessment report and provision of appropriate resources by the Department.” It is now recommended that this be reviewed and updated as a matter of priority to ensure that the policy complies with the statutory requirements of the Education Act 1998 and equal status legislation. Curriculum plans are under constant review and development. Areas of curricular responsibility are assigned to all staff members. All polices, both organisational and curricular should be signed on ratification by the chairman and review dates need to be clearly recorded.

 

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

The quality of classroom planning varies. In cases where it is particularly praiseworthy, clear detailed long-term programmes of work are in evidence, indicating time-bound, broad provision that is closely linked to curriculum objectives. Further delineation of differentiation opportunities in respect of pupils with learning difficulties and language needs is recommended in the plans for some classes. The majority of teachers complete their monthly progress reports in a comprehensive manner. Agreement should be reached at a whole school level regarding the manner in which the monthly progress reports are compiled, focussing on the curriculum objectives covered and the learning outcomes for pupils. This would facilitate the use of the monthly progress reports as a tool for curriculum review and would allow in-school management monitor the breadth and balance of the curricular programme on offer across the school.

 

 

4.     Quality of learning and teaching

 

4.1 Overview of learning and teaching

Teachers adopt an enthusiastic approach to their teaching duties and overall the quality of teaching is satisfactory with some instances of very effective teaching noted. Where teaching was deemed to be very effective there was highly commendable integration and linkage of curricular areas, pupils were highly motivated and engaged in learning and a range of active learning approaches were in use. The pupils’ progress was being monitored very carefully and careful records of the pupils’ assessment results maintained. A highly effective strategy noted was that of recording and clearly explaining lesson objectives at the outset of lessons and reviewing same at the end. This is praiseworthy practice and should now be adopted by all teachers. All teachers used a range of resources to support their teaching during this evaluation with some very good use of teacher-made resources. There is room, however, for the increased use of ICT by teachers to support and enhance pupils’ learning across the curriculum.

 

Pupils in general receive a broad and balanced curriculum and are motivated in their learning. They are enabled to work collaboratively through the use of pair work and group work. While standardised test results indicate that the majority of pupils are progressing well in Mathematics the patterns of achievement in literacy are more diverse. A good range of co-curricular and extra-curricular activities is available to pupils.

 

 

4.2 Language

 

Gaeilge

Tá an scoil seo suite ar imeall na Gaeltachta agus tá dearcadh dearfach á chothú i measc na ndaltaí i leith na Gaeilge. Is mór an chabhair an cuntóir teanga a thagann isteach chun obair theanga a dhéanamh leo. Déanann na hoidí sár iarracht gníomhachtaí bríomhara a chur os comhair na ndaltaí sna ceachtanna agus tugtar go rialta faoi na snáitheanna Gaeilge uilig. Tá modh na cumarsáide in úsáid tríd an scoil. Baineann cuid de na hoidí leas an-tairbheach as an nGaeilge go neamhfhoirmúil sa seomra ranga. Is fiú béim ar leith a chur ar an chleachtas seo a fhorbairt a thuilleadh tríd an scoil. Is iontach go deo an dul chun cinn atá le feiceáil sna naíonáin agus cé chomh oscailte is atá siad ag foghlaim agus ag úsáid na teanga. Cé go bhfuil tuiscint teanga shásúil ag na daltaí san ardroinn agus go bhfuil siad abálta ceisteanna a fhreagairt, sonraítear go bhfuil gá le forbairt na cumarsáide anseo. Úsáidtear an Ghaeilge go hinmholta don teagasc i roinnt ranganna agus b’fhiú an deachleachtas seo a leathnú chun a chinntíu gurb í an Ghaeilge atá in úsáid go hiomlán le linn an teagaisc i ngach rang. Moltar freisin go gcuirtear níos mó béime ar chumarsáid idir na daltaí trí húsáid níos forleithne a bhaint as cluichí teanga, as tascanna i mbeirteanna agus as an drámaíocht sna ceachtanna i roinnt ranganna. Cuirtear béim thairbheach ar fhoghlaim rainn agus dánta sna bunranganna. Aithrisíonn na daltaí a gcuid rannta le dea-fhoghraíocht, blas agus le rithim na teanga. Moltar an cleachtas seo a fhorbairt sna meánranganna agus sna hardranganna agus breis béime a chur ar dhánta a fhoghlaim de ghlan mheabhair. Moltar anois abhár eile a mhúineadh trí Ghaeilge chun an teanga agus an cumarsáid a neartú tríd an scoil.

 

Déantar freastal cóir ar an léitheoireacht. Léann na daltaí go cruinn agus is léir go bhfuil tuisicnt bhreá acu ar a bhfuil á léamh acu. Cé go bhfuil réimse éagsúla d’ábhar léitheoireachta in úsáid ag na múinteoirí sna meánranganna agus sna hardranganna, moltar an clár Seideán Sí a úsáid chun an clár léitheoireachta a fhorbairt a thuilleadh. Tugtar faoi theagasc na scríbhneoireachta go sásúil agus tá samplaí cuí d’obair scríofa na ndaltaí ar fáil sna cóipleabhair. Tá caighdeán sásúil ar an obair seo. Moltar an scríbhneoireacht chruthaitheach a fhorbairt a thuilleadh sna hardranganna. Déantar measúnú ar fhoghlaim na ndaltaí go neamhfhoirmiúil i ngach rang. Moltar anois an measúnú fhoirmiúil atá le feiceáil sna bunranganna a fhorbairt tríd an scoil.

 

Irish

This school is situated on the outskirts of the Gaeltacht and a positive outlook towards the language is nurtured amongst the pupils. The language assistant and the work she undertakes with the pupils is a wonderful support. The teachers make commendable efforts to present vibrant activities in lessons and all the curriculum strands are covered. The communicative approach is in use across the school. Some teachers make very beneficial use of informal Irish in the classroom. Significant emphasis should be placed on developing this practice further throughout the school. The progress of the infant pupils is wonderful in that they are so open to the learning and use of the language. Even though the senior pupils have a satisfactory understanding of the language and an ability to answer questions, there is a need to develop communication skills at this level. There is commendable use of Irish in the teaching in some classes and this good practice should be further developed to ensure that Irish is solely used as the language of instruction in every class. It is also recommended that more emphasis is placed upon communication between the pupils in lessons through the more widespread use of language games, pair work and the use of drama in some classes. Worthwhile emphasis is placed upon the learning of rhymes and poetry in the junior classes. The pupils recite their rhymes with good pronunciation, accent, and rhythm. It is recommended that this practice is developed in the middle and senior classes and that further emphasis is placed on learning poems by rote. It is now recommended that another subject is taught through Irish to strength the language and to develop communication skills throughout the school.

 

Appropriate attention is paid to reading. The pupils read accurately and it is evident that they have a good understanding of what they have read. Even though a range of different reading materials is in use in the middle and senior classes, it is recommended that the programme “Séidean Sí” is used to develop the reading programme further. The teaching of writing is undertaken well and appropriate samples of the pupils’ work are available in their copybooks. This work is of a satisfactory standard. It is now recommended that creative writing is developed further in the senior classes. Informal assessment of the pupils’ learning in Irish is undertaken in every classroom. It is further recommended that the formal assessment noted in the junior classes is developed across the school.

 

English

The teaching of English is satisfactory. Lessons observed were well structured and well paced and activities were generally differentiated to suit the range of learning needs. Oral language activities incorporate a satisfactory range of strategies including drama, story, talk and discussion. Pupils in the infant and junior classes recite a variety of nursery rhymes and poems enthusiastically. In the middle and senior classes there is a need to expose pupils to a wider range of poetry and to encourage pupils to learn a selection of poems. The school encourages reading at all levels. A programme of paired reading is promoted with the co-operation of parents and the SNAs across the school. Enthusiasm for reading is obvious and pupils maintain a reading record of all books read. Classroom libraries are stocked with supplementary reading materials. Consideration should be given to the coding and organisation of classroom libraries to facilitate easier pupil access to appropriate levels of reading materials. A formal, structured approach to reading is apparent at infant level. Some infant pupils are, however, prematurely in receipt of formal textbooks. Further use of big books and the language experience approach is now encouraged. A phonics programme is effectively used in the infant and junior classes. These pupils display appropriate confidence in onset and rhyme activities. Pupils read with varying levels of fluency in the middle classes and would benefit from being taught strategies to deal with unknown words. A more structured approach to teaching phonics in the middle and senior classes would also assist pupils experiencing difficulty.

 

Writing activities across the curriculum serve to facilitate the development of pupils’ competence in their ability to write independently. A satisfactory range of writing tasks is undertaken in each class and emphasis is appropriately placed on the writing process. Pupils use ICT in order to present their own work in English and for project work in other curricular areas. This is commendable and should be developed further. Teachers scaffold the pupils’ writing effectively. Encouraging pupils to review their written work with regard to punctuation, spelling and grammar with the aid of a classroom prompt chart will develop the pupils’ skills further in the middle and senior classes. The presentation of the pupils’ written work and their penmanship skills whilst generally satisfactory needs further attention in some classes. The earlier introduction of the cursive script should now be considered. The progress of the pupils’ sight vocabulary is particularly well monitored in the junior classes. Records of teacher observations and teacher-designed tests provide very useful information on pupils’ skill development.

 

Modern Languages in Primary Schools Initiative

Under the Modern Languages in Primary Schools Initiative pupils in fifth and sixth classes are taught German. A visiting teacher spends an hour and a half per week with the pupils introducing them to the language in a very effective way. Lessons are well structured and effective methodologies are employed. The use of music is particularly praiseworthy. Pupils demonstrate an enthusiasm for German lessons and would appear to be making very satisfactory progress in their acquisition of the language.

 

4.3 Mathematics

The teaching of Mathematics is very good. Teachers have prioritised the development of Mathematics in the school’s three year DEIS plan. Lessons observed were well structured and paced and had clear learning outcomes for pupils. Concrete materials were used to very good effect in support of pupils’ learning. Tasks were differentiated to take account of the differing learning needs of pupils. All teachers place good emphasis on the acquisition and consolidation of mathematical language and on the development of the pupils’ prediction skills. Classrooms are generally number-rich and supportive of the pupils’ learning. Pupils’ mathematical concepts and skills are consolidated and revised consistently. There is very effective use of linkage and integration between the strands to effectively reinforce concept and skill development. Pupils engage well in classroom activities and display an enthusiasm for learning in Mathematics. They display sound computational skills and would appear to enjoy the challenge of problem solving, particularly at the senior stage. Teachers devote a significant amount of time to oral work and the revision and consolidation of concepts through the regular use of teacher-designed tasks and regular tests.

 

4.4 Social, Environmental and Scientific Education

 

History

A review of the monthly progress reports indicates that a range of suitable topics across curriculum strands is examined in history lessons in all classrooms. The pupils display a very good understanding of aspects of history they have studied whilst also demonstrating an ability to recall facts with accuracy. Active teaching methodologies and well chosen resources promote a tangible sense of interest in lessons. The study of a famous Polish scientist in the senior classes gave a great sense of pride to the newcomer pupils and was indeed a very well chosen topic. Pupils are aware of the significant contributions famous people from the past have made and how they influence life today. There is evidence of regular assessment of History in some classes. This should now be developed across the school.

 

Geography

Teachers in all classes deliver a satisfactory programme of geographical activities to allow pupils explore their own immediate environment as well as the world around them. Pupils in the middle classes are knowledgeable about the geography of their county and local area. There is, however, a need for the permanent display of maps; local, national and world maps, in the middle and senior classes. This would allow teachers to continuously link topics to maps and, in so doing, to constantly reinforce the pupils’ sense of space and place. Fieldtrips to explore the natural and built environments are a commendable feature of the school’s geography programme. Senior pupils engage in project work and this is praiseworthy. The school has been particularly successful in developing the pupils’ understanding of environmental awareness and care. Numerous environmental initiatives have been successfully promoted at a whole school level as part of the Green Schools Environmental Project

 

Science

Very good oral discussion takes place during Science lessons. Pupils respond enthusiastically and display an appropriate understanding of topics they have explored. A review of the monthly progress reports indicates that most teachers deliver a broad programme across the four curriculum strands. There is evidence that resources are productively used in science lessons and that pupils have opportunity for hands-on, practical experiments including designing and making activities.

 

 

4.5 Arts Education

 

Visual Arts

Pupils are exposed to a range of activities in visual arts lessons. Most teachers cover an appropriate programme of visual arts activities although it is now recommended that teachers review the six strands of the curriculum to ensure breadth and balance in their individual programmes. Appropriate stimuli are provided for pupils and they are given opportunities to discuss their work and to experiment with different media. The stimulus for many activities comes from other areas of the curriculum as well as being seasonal in nature. Pupils readily engage in creative work. Attention is paid to looking and responding to the work of the great artists in the senior classes. This work should continue to be developed.

 

Music

All teachers have long term plans for Music. These plans should include the programme of songs the children will learn and the programme of music they will listen to. The standard of music teaching observed during the evaluation was very good. There was commendable pupil engagement and participation. The pupils are particularly confident singers in the infant and junior classes in particular and their repertoire of songs includes a number of Irish songs. This is an area for development in the middle and senior classes. The school choir performs songs for special church services and for school masses. They also participate in the Christmas carol service. In the junior classes there is excellent attention paid to listening and responding to music and to the development of the pupils’ awareness of the elements of music. A developmental programme in tin whistle is delivered across the school.

 

Drama

The quality of teaching and learning in Drama observed was very good. Emphasis was appropriately placed on the pupils making drama in groups and in co-operating and communicating in problem solving activities. Pupils displayed confidence and enthusiasm for activities and satisfactory co-operation with their peers in role play. Teachers employ a range of strategies in drama lessons including story and dialogue, games, mime and improvisation. Drama is also effectively used as a methodology in the delivery of other areas of the curriculum such as History, SPHE, Irish and English. The pupils also participate in school productions and show considerable enthusiasm for same.

 

4.6 Physical Education

A varied programme of Physical Education is delivered that provides a good variety of physical experiences for pupils. A range of skills is developed through the use of minor games and activities, major games, dance, swimming and athletics. The school has a strong tradition in the area of athletics and football. The physical education lesson observed during this evaluation was well organised and provided pupils with a variety of structured activities that ensured skill development and the participation and enjoyment of all pupils. The pupils demonstrate an eagerness for the range of sporting activities undertaken.

 

4.7 Social, Personal and Health Education

The principles of the social, personal and health education (SPHE) curriculum are promoted through the very positive school and classroom climate. The school community fosters a sense of care and respect among all pupils and indeed for people less fortunate than themselves through many fundraising activities. Discrete SPHE lessons are taught at all levels. An SPHE lesson observed during the evaluation focussed on personal safety. Healthy eating is promoted across the school. A review of the monthly progress reports indicate satisfactory attention is paid the curriculum strands Myself and Myself and Others with less engagement with Myself and the Wider World, particularly at middle and senior class levels. This should now be reviewed.

 

4.8 Assessment

Pupils’ progress is monitored through a range of assessment tools and the systematic correction of written work is a feature of all classroom practice. In some classrooms there is a comprehensive approach to the regular monitoring of the pupils’ progress across the curriculum with evidence of regular teacher-designed tests in many subject areas as well as comprehensive checklists, anecdotal notes and portfolios of the pupils’ work. This good practice should now be developed in other classrooms. Plans are in place to use the Middle Infant Screening Test to identify the specific learning needs of pupils presenting with learning difficulties in senior infants. Standardised tests in English and Mathematics are administered to all pupils from first class upwards. These tests are used to identify pupils for supplementary teaching. The in-school management team carefully analyse the pupils’ literacy and numeracy performance from year to year and this worthwhile work is acknowledged.

 

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

There is a comprehensive policy in place in respect of the support of pupils with special educational needs (SEN). Conscientious support for pupils with learning difficulties and SEN is provided by a full time resource teacher and a shared learning-support teacher. Individual Profile and Learning Programmes (IPLPs) and Individual Education Programmes (IEPs) have been developed for all pupils and very clear learning targets have been identified. Progress reports are compiled monthly. The standard of teaching in support settings is very good. ICT is used very effectively to motivate and support learning. There is evidence of close collaboration and ongoing communication with class teachers, with parents through the DEIS co-ordinator and with other relevant professionals regarding the progress of pupils with SEN.

 

The learning support system is functioning well and a staged approach, as recommended, towards the identification and support of pupils is implemented. Some early intervention work is undertaken with pupils in senior infants. Diagnostic testing is undertaken and the priority needs of pupils identified. A number of pupils are being given literacy and numeracy support on a one-to one basis while others are supported in group contexts. Consideration should now be given to some in-class support of pupils with learning difficulties. Linking with the PSCP cuiditheoir is also recommended to identify a programme for phonemic awareness and a structured reading scheme for use in the support setting that will allow for practice in reading texts that contain a good proportion of phonetically-regular words so that pupils can apply new phonics skills.

 

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

The work undertaken by the DEIS co-ordinator is particularly effective in this school. Detailed planning, preparation and progress records are maintained. The co-ordinator supports literacy and language development in the infant and junior classes. Her focus is on Mathematics in the middle classes and on bringing the parents into the school to support the Maths For Fun Programme. Very good work is undertaken with the senior classes in social and personal development in preparation for transfer to post-primary education. Close working links have been established with the local post-primary schools in this regard. Home visits are undertaken successfully. An excellent range of courses for parents with an educational focus has been organised. Feedback gathered from parents indicates that these have been well attended and found to be very useful indeed.

 

Language support is provided for six pupils who do not have English as a first language. Lessons are well structured and language targets are clearly set. These pupils have made very good progress in their acquisition of English. It is now recommended that the language assessment resources and support materials outlined in Circular 53/2007 be used to further develop this provision.

 

 

6.     Summary of findings and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

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 November 2008