This report has been written following a whole school evaluation of St. Ernan’s N.S, Ballintra. 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 parents. The evaluation was conducted over a number of days during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. The inspector reviewed school planning documentation and teachers’ written preparation, and met with postholders as a team, 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

St. Ernan’s N.S. has three mainstream class teachers and one learning support teacher on staff. A resource teacher for children of the travelling community, who is based in another school, is shared with this school. There are 66 pupils attending the school at present and projections indicate that the enrolment will increase gradually in the next three years. The school caters for pupils from Ballintra rural area. The school receives funding from the rural Giving Children an Even Break Initiative (GCEB) and this funding is used towards educational, theatre and trips to the Gaeltacht. Attendance is generally satisfactory. Management fulfils its duties effectively with regard to the reporting of school absences as required in the Education and Welfare Act, 2000.The school nurtures a sense of positive values in the children to ensure a good learning environment and regular attendance at school. The school’s philosophy, as outlined in the School Plan, aims to “develop the whole child, academically, socially, emotionally and physically.” There is a Catholic ethos in the school, which fosters the children’s religious and moral well being, preparing them for sacraments. The school also aims to provide a secure, caring, and creative environment for all its children. The school aims to encourage the children to work to the best of their ability, achieving their full potential. The board, staff and parents are proud of the new school building and hope it will raise the self-esteem of all who have been involved in its success. The school aims to continue fostering good relationships with parents. It is reported in the school plan that the board of management has been a source of encouragement and support to the staff, parents and pupils in the school.

2. Quality of school management

2.1 Board of management

St. Ernan’s N.S. is under the patronage of the Roman Catholic Bishop of Raphoe. It is managed by an active and effective board of management nominated by the patron and constituted in accordance with section fourteen of the Education Act, 1998. The board meets regularly and is functioning very effectively. A satisfactory record is kept of all proceedings and an account is given of financial matters at each board meeting. The board plays an active role in reviewing school policies and in the ratification of curriculum plans, all school policies are signed with review dates set by the board. The board updates the school plan every two years and reviews the plans every three years with the review of the school’s Relationships and Sexuality Education Policy (RSE) on an annual basis. The board displays a keen interest and considerable enthusiasm for all aspects of school life and in particular, in new initiatives in the school. The board is also aware of the support needs of pupils and is very familiar with recent legislation in education. The board is commended for the excellent learning environment, which has been provided and created in this school to cater for the needs of all the children.

There is excellent communication between the board and the parent community and between the board and the teaching staff. This communication includes newsletters, home-school diaries and the annual parent-teacher meeting as well as liaison with the parents’ committee. Parents are regularly consulted when school policies are being formulated. All school policies are circulated to parents at the beginning of the school year. Parents’ representatives on the board ensure that the views and opinions of the parent community are represented fully. The chairperson visits the school regularly and fully supports the work of the principal and teachers. The board ensures that the school is adequately heated, cleaned, decorated and maintained regularly. All classrooms are resourced very well with modern furniture, teaching materials and appliances. The board is very supportive of the continuing professional development needs of the staff. Members of staff are commended for their interest and dedication to continuous professional development on an ongoing basis. The most recent courses attended by staff are those relating to emergent literacy, structured play, classroom management and Irish. The board has recently undertaken the development of the school extension, the upgrading of the school garden and landscaping in the school’s environs. The current priorities of the board as discussed at the pre-evaluation meeting are to support the work of the school and to ensure that all resources are made available for teaching and to ensure the educational, spiritual and personal development of the children.

2.2 In-school management

The in-school management team consists of the principal, deputy principal, and one post of responsibility. The in-school management team work very well together to provide efficient leadership and direction to the school. Post-holders have been allocated a broad range of duties and the team share responsibilities in respect of the management of pupils, discipline, pastoral care and the development and implementation of a range of curricular and administrative policies. The duties of post holders have been described in the school plan and these are in accordance with departmental guidelines. All post-holders adopt a professional and responsible attitude to their duties, which ensures that the school functions smoothly and effectively. The in-school management team is experienced, conscientious and supportive of one another. They engage in reflective practice and are aware of the strengths and areas for development in the school. Posts of responsibility have been reviewed recently by the board to reflect the changing curricular, organisational and special educational needs of the school. There is an excellent team spirit among the in-school management personnel and they are firmly committed to the enhancement of the school. There are open lines of communication between all staff members and strategies have been put in place to facilitate such communication. There is evidence of good forward planning by the management team and records are kept of tasks, thus creating a commendable co-operative ethic. Tasks are efficiently delegated among all staff members. Staff meetings are held regularly and are used productively to support development planning. All staff meetings include curricular, organisational and special education provision. It emerged from the meeting with the post holders during the evaluation that the team spirit among staff and the support from parents are the perceived strengths of the school.

The principal is a very dedicated, conscientious and purposeful leader who has established excellent working relationships with his teaching colleagues, pupils, ancillary staff, parents and the wider community. The principal’s vision of the school is for the pupils to enjoy their time in school and maintain current standards in the school. The principal is a strong motivational influence on his staff, recognising talent and potential and encouraging them to be creative in their teaching and in serving the needs of the school. He is very supportive of the needs of the staff. He has identified teachers’ talents and planned for the sharing of these talents with the pupils through cooperative teaching strategies. Early intervention strategies in literacy and numeracy, music and physical education are particular areas of successful cooperative teaching strategies. It is now recommended that further planning should take place to develop the in-class support by the service for traveller children. The principal has created a warm, inclusive school atmosphere where the all-round development of pupils is nurtured. He displays a deep interest in and commitment to the welfare of all his pupils and in particular those pupils with special educational needs. He undertakes his management duties in a professional and competent manner. The principal keeps school records in exemplary fashion. He ensures that official documents including the attendance book, roll books and the register are maintained accurately. Curricular provision in the school is carefully monitored and the principal ensures that this responsibility is partially fulfilled through compiling and maintaining custody of the monthly progress records. Well-managed staff meetings are held once a term to discuss pastoral, curricular and organisational issues. He attaches significant importance to the development of teamwork and to a collaborative and consultative approach to school development planning. The overall work of the school reflects his effective and efficient leadership approach.

2.3 Management of resources

The school is exceptionally well resourced throughout the building, which contributes to the creation of a welcoming atmosphere and a very pleasant working environment. The teachers have enhanced their working environments and have created attractive and stimulating learning and teaching areas through the judicious use of colourful charts and displays. The corridors are adorned with display areas where seasonal montages, collages, presentations of pupils’ projects and displays of work are a prominent feature. All necessary resources, both material and personnel, are effectively deployed to achieve the aims of the school for all pupils.

Teaching and non-teaching personnel are well managed with evidence of very open, positive staff relations. The teaching staff consists of a teaching principal, two mainstream class teachers and one learning support /resource teacher and one resource teacher for travellers who is based in another school. The support service works collaboratively with teachers in classrooms in the implementation of early intervention strategies. Planning for some in-class support in particular areas of the curriculum could further develop the resource service for the traveller children. This was discussed with staff at the post evaluation meeting and areas such as SPHE and Geography were identified as curricular areas in which this service could be integrated into classroom activities. External tutors have been sourced by the school to teach Music and Information Technology. These tutors work collaboratively with the class teachers and some excellent practice in Music and Computers were seen during the evaluation. A French teacher comes to the school to teach the Programme for Modern Languages. This service is of excellent value to the children, as it assists in preparing the pupils in the basics of foreign language learning which they will undertake at post primary level.

An excellent range of teaching and learning resources is available in the school and equipment is efficiently managed and organised. Considerable investment has been made in information technology with computers and internet connections available in a computer suite, which has been organised in the school. Good use is made of information technology to support the teaching and learning process across the school. There were some excellent examples of representational data on display in the school corridors during the evaluation and the pupils were able to discuss their findings from various cross-curricular projects undertaken. There is an extensive range of physical education equipment, science equipment, mathematics equipment, percussion instruments, a range of videos, board games and visual arts supplies in the school. Teachers generally use these resources very effectively in their teaching. Libraries are well stocked, and there is excellent provision of large format books in the junior rooms and a considerable amount of parallel readers in all classrooms. The school has a committed cleaner and caretaker who plays a significant role in the upkeep of the school and its grounds and ensures that the standard of accommodation is maintained at current levels.

2.4 Management of relationships and communication with the school community

It is evident from both the stated school policy and indeed from the meeting held with parents’ representatives on the Board of Management at the outset of the evaluation that very effective communication structures exist between the school and the parents. It was reported that the relationship between the board and the parents’ committee is excellent. Parental involvement in the children’s education is encouraged and supported by the board and the teaching staff. A report is given to the parents after the board meetings and parents meet with the principal of the school before the parent meetings to discuss the agenda for the meeting. Parents organise fundraising events for additional resources and supports for the pupils. This level of parental involvement fosters cooperation and mutual respect between parents, teachers and the board of management. The school has a range of communication strategies for linking with the parent community including, newsletters, regular notes and letters. The school diary facilitates further two-way communication between home and school. Parents are enabled to discuss their children’s progress the annual parent-teacher meeting. School reports for all pupils are sent to parents and copies are filed in the school. The committee supports the school through fundraising. Parents are invited to the school on enrolment day and the key policies are discussed with them.

2.5 Management of pupils

The management of pupils is effective. Pupils are properly supervised and discipline is very good. The board of management and the teaching staff in consultation with parents have devised a code of behaviour and anti bullying policies that are implemented consistently in the school. Rules are explained to the pupils at assemblies so that they can cooperate with them and the pupils’ excellent behaviour contributes to the effective learning in the classrooms. The pupils are eager to engage in discussion and participate fully in guided and discovery based learning. Positive behaviour is reinforced in classrooms and emphasis is placed on the development of pupils self esteem. The board and teaching staff are very committed to the pastoral care and general welfare of the pupils in the school and this was very much in evidence during the evaluation through the extent to which the teachers and pupils respect one another.

3. Quality of school planning

3.1 School planning process and implementation

The school has a very comprehensive school plan that has been compiled in three sections; organisational, curricular and resource needs. The plan is very well presented and has been developed in accordance with the guidelines from the Department of Education and Science (DES). All policy statements are clear and coherent. The process of planning in the school is well advanced with evidence that it is a highly organised, collaborative process. Parents have been centrally involved in the planning process. The key organisational policies have been drawn up in consultation with parents and pupils and these include homework, code for positive behaviour, relationships and sexuality education and solvent abuse.

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 Guideline for the Protection and Welfare of Children (Department of Health and Children, 2004) and Child Protection: Guidelines and Procedures (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Department’s guidelines.

The school is to be commended for the range of policies in place which facilitate the effective functioning of the school. On the school enrolment day, the parents of the new entrants are invited to the school with their children and they are informed on all key policies by the staff. The planning for provision for pupils with special educational needs is commendable. The plans for the children of the traveller community are very good and suggestions were made at the time of the evaluation as to how this service could be further developed in the school. The planning for the community-based initiatives is praise worthy and is linked to the work of the school. Initiatives such as the Citizenship Programme, Homework Club, Annual Advent Service, Artwork for the local liturgy group, Nativity plays and underage football contribute to the overall development and progress of pupils in the school. All required curricular plans in line with the Primary School Curriculum are in place and all teachers have a copy of the school plan thus ensuring that they are working documents. An abridged version of the school plan should be devised and available for substitute teachers and temporary staff. Overall, there is evidence that there is ongoing monitoring of curriculum implementation followed by evaluation and review. Staff have prioritised history and geography as areas for future development planning. The prompt document and templates developed collaboratively by the Department of Education and Science the Primary Curriculum Support Programme (PCSP), the School Development Planning Support (SDPS) and the National Council for Curriculum and Assessment (NCCA) have been consulted and used effectively in the review of curricular plans.

There is evidence that all teachers are successfully implementing many of the methodologies and principles of the Primary School Curriculum 1999. The timetables of all teachers are organised to facilitate the implementation of the curriculum plans and appropriate attention is afforded to linkage and integration within and between subjects. There are many wonderful instances of teachers using thematic approaches to classroom planning thus ensuring a commendably rich, integrated programme of work for the pupils. All teachers prepare long and short-term schemes of work in each curricular area. In all sections teachers are planning from curriculum objectives. All teachers maintain comprehensive monthly progress reports. Individual Education Plans (IEPs) are available in teachers’ files for pupils with special educational needs. There is evidence of effective collaboration between the support teachers and the classroom teachers in respect of pupils with special education needs (SEN).

3.2 Classroom planning

All teachers deliver a broad and balanced programme to their pupils and there is satisfactory evidence of progression and continuity in the curricular programmes from the junior section to the senior section. Teachers use a variety of active teaching methodologies and this is evident in classroom practice where discovery learning is promoted and where participative methods are fostered to a high degree. Collaborative learning is developed throughout the school with foundations being effectively laid in this active learning approach in the junior section. All teachers engage in excellent project work, which allows for the effective integration of curricular areas. Teachers use a wealth of teaching resources in support of the pupils’ learning. There is evidence that ICT is being well used to support the teaching and learning. The tutors who deliver these programmes in the school implement the plans, which are outlined for ICT, Music and French, very well. Planning for curriculum differentiation is undertaken with specific learning targets set in the classroom plans to meet the needs of the more able and less able pupils. A system of team teaching is being implemented in the junior section for early intervention in numeracy. This practice is praiseworthy and should now be further extended as a possible means to meeting the needs of a small number of pupils in the middle section of the school who are experiencing difficulties with numeracy. Shared teaching is well planned for and implemented in the school where teachers with a talent in a particular curricular area share their skills with other class teachers.

4. Quality of learning and teaching

4.1 Overview of teaching and learning

The quality of teaching and learning in the curriculum was evaluated on the basis of observation of teaching and a review of the samples of work in each classroom. The quality of teaching was excellent at all class levels. Teachers gave clear explanations to pupils, presented new content effectively, and provided appropriate and structured learning activities to the pupils. A variety of teaching methods was observed at each class level, including whole class teaching, group work, and work with individual pupils. The pupils in all sections in the school participated in project work and undertook experiments and investigations. General achievement by pupils in reading and mathematics and in other areas of the curriculum is excellent.

4.2 Language

Gaeilge

Tá plean scoile don Ghaeilge ullmhaithe ag an fhoireann teagaisc chun na prionsabail atá rianaithe sa churaclam Gaeilge a chur i gcrích agus i dtreo go mbeidh leanúnachas ó rang go rang. Tá pleanáil shásúil ag na hoidí iad féin bunaithe ar an bplean scoile agus tá gach iarracht a déanamh acu timpeallacht Ghaelach a chruthú tré thaispeántais Ghaeilge agus lipéidí cuí a chur suas ar na ballaí sna seomraí ranga. Baintear usáid éifeachtach as raon leathan d’acmhainní léirithe chun an curaclam Gaeilge a chur i bhfeidhm i ngach rang agus tá an sár-chleachtas seo le moladh chun tuiscint na ndaltaí a fhorbairt i bhfoghlaim na teanga. Usáidtear pictiúir mhóra go héifeachtach don teagasc leis na daltaí sóisearacha chun na nathanna cainte nua a chur in iúl do na daltaí óga. Déanann na hoidí iarracht gníomhachtaí bríomhara a chur os comhair na ndaltaí agus tugtar go rialta faoi na snáitheanna uilig.

Tá modh na cumarsáide in úsáid tríd an scoil agus tá caighdeán sásúil bainte amach ag na daltaí sa teanga labhartha. Tá tuiscint teanga sásúil acu agus eiríonn leo cur síos a dhéanamh ar ábhair atá pléite ag na hoidí ranga roimhré. Tá na daltaí ábalta ceisteanna a fhreagairt go sásúil ag baint usáide as foclóir foghlamtha sna ceachtanna. Léann na daltaí go cruinn as na téacsleabhair sna meán-ranganna agus sna hard-ranganna agus tugtar faoi deara go bhfuil tuiscint acu ar a bhfuil á léamh acu. Bfhiú, afách, stór níos leithne de leabhair léitheoireachta agus chomhléitheoireachta a chur ar fáil chun píosaí éagsúla léitheoireachta a chur os a gcomhair chun an fhíorléitheoireacht a chothú níos faide. Baintear usáid as an obair phéire agus ról-ghníomh go maith chun an chumarsáid a chothú sna ranganna. Tá múineadh na filíochta le moladh i ngach seomra ranga. Aithrisíonn na páistí a lán dánta, rannta agus amhráin rud a fhorbraíonn dea-fhoghraíocht, blas, luas agus rithim na teanga. Tugtar faoi theagasc na scríbhneoireachta agus déantar an obair scríofa go slachtmhar néata. Déanann na hoidí measúnú ar dhul chun cinn na ndaltaí sa Ghaeilge trí scrúduithe gearra rialta a thabhairt do na daltaí.

There is a school plan in place for Irish based on the principles outlined in the curriculum, ensuring continuity and development from class to class. Teachers have prepared satisfactory classroom plans based on the whole school plan and they make every effort to develop an environment which supports the Irish curriculum by displaying materials through the medium of Irish on the walls in the school. Effective use is made of a wide range of pictorial resources for the implementation of the Irish curriculum and this practice is commended as a means of developing the pupils’ understanding in the language. Large pictures are used to good effect with the junior pupils to familiarise them with expressions in Irish. Teachers use active teaching methods and all strands are covered on a regular basis.

Communicative methods are used throughout the school and the pupils have achieved a satisfactory standard in oral Irish. They have a good understanding of the language and they can discuss topics which have been taught by class teachers to a satisfactory standard. They can answer questions appropriately, using known vocabulary. Pupils can read accurately from textbooks in the middle and senior sections and they understand the content of these texts. It is recommended that a further stock of Irish reading materials be sourced for the school. Paired work and role-play is used to good effect as a means of communication in classes. Poetry and writing is undertaken to a satisfactory standard throughout the school. Teachers assess the work of the pupils in Irish on a regular basis through the use of short tests.

English

The teaching staff has developed collaboratively a detailed school plan in English, based upon the strands and strand units as set out in the curriculum. Accordingly teachers plan a satisfactory programme of activities for pupils addressing the three strands of the curriculum. English is taught very well across the school and standards are very satisfactory. In all classrooms there is evidence of excellent practice with regard to comprehensive planning for oral language activities, for differentiated reading activities and for group work within the classrooms.

Oral language is dealt with comprehensively in all sections and specific oral language lessons are planned and taught. Pupils generally display very satisfactory oral competency. Particular emphasis is placed on the development of pupils’ emergent reading skills in the junior classes and a good programme of reading is organised throughout the school. Classrooms are wonderfully print-rich and encourage the reading habit from the earliest stages. Very good use is made of large format books in the junior section, which allows for an integrated language experience for the pupils. The pupils’ phonological skills are being developed in a structured way in all sections and generally the pupils’ phonological skills are good. Across the school pupils are encouraged to read for pleasure and there are comprehensive libraries with a range of reading materials in all classrooms. All class libraries have coded library books, so organised to cater for the range of reading abilities presenting in the classroom. Novels are used as part of the reading programme in the junior and middle sections to good effect. Pupils read fluently and confidently in the senior section and here class novels are used throughout the school year to support the school’s reading scheme. The school has a central library and pupils are encouraged to read those books on a weekly basis and records are kept of the children’s book reviews. Pupils across the school display a commendable enthusiasm for poetry. They confidently and competently recite a commendable range of poetry and explore links to music in the study of beat and rhythm. Poems are used as a stimulus for discussion in classes and pupils are encouraged to compose their own poems.

The pupils’ writing skills are being developed to a very satisfactory standard across the school. Considerable effort is invested in developing the pupils’ handwriting skills from the infant classes upwards. The standard of the pupils’ handwriting is commendable. The fine work invested in the development of the pupils’ spelling skills, their knowledge of grammar and punctuation across the school is evident in the pupils’ writing. Dictation is used to excellent effect in some classrooms to scaffold the pupils’ writing skills and this practice is commendable. A good balance is achieved between functional and creative writing and ICT is used effectively to support the pupils’ work. The pupils have engaged in writing in different genres and process writing is undertaken to a high standard in all classes. Pupils are stimulated to think and to develop plots and characters in an effective manner. The children enjoy sharing their work at class level. The senior pupils write for the juniors and they share their stories with the junior classes. Some of the storybooks on display during the evaluation were of very high standard. Teachers employ a range of assessment modes and the pupils’ copybooks in particular, are well monitored across the school. Spelling tests are a feature of all classrooms, with evidence that teachers have differentiated spelling in respect of pupils of differing abilities. Standardised reading tests administered across the school indicate very satisfactory pupil performance. All teachers use checklists effectively to monitor pupils’ progress across the curriculum strands and strand units.

French

This school is involved in the Project for Modern Languages and a teacher is employed for two hours each week to teach French to the senior pupils. The programme in French is theme-based and excellent emphasis is placed on communication in French through role-play and songs. Very active and excellent teaching methodologies are used during the French lessons and the pupils display enthusiasm and excitement during those lessons. Assessment and progress of pupils is recorded after each topic and the results are used for further planning.

4.3 Mathematics

In Mathematics, a school plan has been prepared where teachers have considered whole school approaches to significant curricular themes. All class teachers have long-term and short-term planning available for Mathematics derived from various sources. Planning was closely linked to curriculum objectives and a greater breath, balance and linkage to the whole school plan was in evidence. Teachers plan whole class learning programmes. There is a priority need however, for a differentiated programme of work in respect of a group within the middle section of the school and to plan and record teaching targets based on the differing needs and abilities of those pupils.

Many of the changes of emphasis and teaching methodologies recommended in the revised curriculum for Mathematics are being successfully implemented throughout the school. All classrooms have stimulating Mathematical displays and illustrations with ICT being used effectively to enhance the quality of display. Supplementary textbooks and other resources are also employed. Teachers also devise their own materials to support the programme. Emphasis in the school plan is placed on practical experiences using hands-on, exploratory approaches, with the children having access to structured and concrete materials. This approach is facilitated throughout the school through the provision of an educationally valuable and carefully selected supply of structured and concrete mathematical materials at each level. Teachers use a range of concrete materials effectively to enhance the teaching and learning in the classrooms. Active methodologies are in evidence across the school and pupils have opportunity to engage in pair work or group activities. Pupils display an enthusiasm for Mathematics and enjoy collaborative learning opportunities. Pupils display a very satisfactory knowledge of number facts and have little difficulty with the basic number operations. To consolidate number of facts and shapes the pupils devise little maths books. Standardised testing in Mathematics is undertaken on an annual basis. Further analysis of standardised tests are undertaken however further analysis should now be undertaken of maths checklists in the middle section of the school to plan for direct teaching strategies between the learning support service and the class teachers. The pupils’ copybooks are very well monitored and there is evidence that some teachers give regular maths tests. This is commendable practice. Pupil performance generally in standardised tests is very satisfactory.

4.4 Social, Environmental and Scientific Education

History

The standard of planning and preparation undertaken by all teachers for the teaching of History is most commendable. Working from the curriculum objectives, the teachers display imagination and creativity in the lessons they deliver to their pupils. In all classes the teaching is stimulating and challenging and is supported by the use and display of documents, artefacts and primary historical sources. There is evidence that the teaching staff, with the support of the board, have researched local history. The themes explored are integrated effectively with other curricular areas. Timelines are used effectively in all classes and emphasis is placed on the development of the sense of time and chronology. Commendable emphasis is placed on the pupils acting as historians, working in pairs, looking for evidence about life in the past. A number of worthwhile projects, with an appropriate focus on local history and on photographic records, have been researched and the pupils discuss their work and presentations with confidence from a secure knowledge base. The standard of the project work undertaken by the pupils is of very high standard. The pupils respond positively and are enthusiastic about the topics they have studied.

An excellent lesson in History was observed during the evaluation in the senior section of the school where the pupils displayed great depth of knowledge and understanding of the topic taught. The senior pupils have used PowerPoint presentations to present and share their work. This commendable practice should now be further explored for other subjects in the curriculum.

Geography

Teachers plan an excellent programme of geographical activities to allow pupils explore their own immediate environment as well as the world around them. They successfully plan themes to link the SESE subject areas. A wide range of resources is available to teachers to support pupils’ learning and there is evidence that teachers research topics and provide a range of self-made resources to support their interesting lessons. Emphasis is placed on developing the pupils’ skills and concepts and, through exploration of the local environment, helping pupils develop a sense of place. Some excellent displays of project work undertaken were viewed during the inspection, with projects on the countries of the European Community being particularly noteworthy.

Pupils were very knowledgeable of projects on display in the classrooms, particularly in the senior section, and the pupils discussed their projects with enthusiasm and confidence. This area of the curriculum is integrated effectively with the visual arts and ICT programmes. Very good use of the Internet to research topics of interest was noted in the middle and senior classrooms. Weather is studied and recorded carefully in all classes. Pupils are taken on field trips to study significant geographical features of the local area. Children speak knowledgeably and enthusiastically about the aspects of local and world geography which they have studied.

Science

Teachers plan a suitably broad programme of scientific activity for the pupils and time is allocated on the weekly timetable for science teaching. The programme of scientific work is linked to other SESE subjects as well as being successfully integrated with other areas of the curriculum. The provision of a wide range of resources to support the teaching of Science enables the setting up of simple investigations in which the pupils are actively and enjoyably engaged. Collaborative investigative work is organised regularly for the pupils and their scientific skills are being nurtured and developed. A broad range of work is undertaken across the four strands of the Science curriculum. Investigation tables, which display the pupils’ simple investigations, are available in all classrooms and enhance the Science programme. Pupils can confidently discuss the outcomes of their investigations. They use an appropriate vocabulary and appeared very enthusiastic about their work. All classrooms have attractive nature tables and beautiful seasonal displays. Teachers use the pupils’ ideas as a starting point for learning. During the science lessons pupils work collaboratively in groups on practical investigations while the teachers challenge their ideas. Pupils appear very enthusiastic and highly stimulated.

4.5 Arts Education

Visual Arts

The teachers have embraced the principles of the Visual Arts curriculum in a comprehensive manner. Planning is based on the structure and content of the curriculum and ensures a broad and balanced programme. Portfolios of the children’s work, along with some very good displays, indicate that they have been exposed to a broad range of techniques and have used a variety of materials. The displays of the pupils’ work in the public areas of the school are particularly praiseworthy. Classes are effectively organised and there is much evidence of cross-curricular work undertaken. One excellent class observed during the inspection showed that pupils were thoroughly engaged in the activity and displayed obvious enjoyment of the task being undertaken. The emphasis was clearly on the creative process and pupil engagement with the activity was effectively organised. There is evidence that pupils, as well as making art, are encouraged to look and respond to their own work, the work of their peers and the work of established artists. Talk and discussion is a feature of these classes; however, further emphasis should be placed on developing a visual language and a visual awareness of the elements of art. Pupils make art in all strands areas of the visual arts curriculum.

Music

This subject is a particular area of strength in the school. Teachers plan a broad programme of musical activities, which includes listening and responding, performing and composing. There are obvious links to other curricular areas. Songs are taught carefully in a structured manner. Pupils sing a wide repertoire of songs in Irish and English. Much work is carried out on rhythm and pulse and percussion instruments are used to good effect. A music teacher works collaboratively with the class teachers in delivering the music programme. Pupils are exposed to various styles of music during the lessons. The tin whistle is taught from first class upwards in the school. Assessment in music is through class teacher observation during the lessons and based on pupil performance. Christmas musicals are organised every second year in the school. Individual talents of pupils in music are identified and they are encouraged to display their talents in music to other pupils during lessons. Music is also organised for special liturgical occasions and for the end of year play.

Drama

Drama activities are undertaken to very good effect with the pupils, and particularly enhance curricular areas for the teaching of Irish and for the SPHE lessons. Drama contributes positively to pupils self esteem and to their oral abilities. It also facilitates development of the pupils’ imaginative processes as well as fostering their creativity and problem-solving skills. In engaging in dramatic activities with their peers, pupils’ co-operative and communicative skills are enhanced.. Teachers use tension in the dramatic sequences very effectively. They use role-play to good effect as a way of resolving social dilemmas. Poetry is integrated very well with drama and the pupils act out the various actions of the poems during drama lessons.

4.6 Physical Education

Sport and athletics is an important feature of school life and full use is made of a local community hall and outdoor facilities at the school. Physical education lessons are extremely well organised and monitored. Safety is prioritised during physical education lessons.

Teachers plan for a broad physical education programme that provides a range of developmentally appropriate physical experiences for the pupils. The school has acquired excellent range of PE equipment. The teachers organise a range of extra-curricular activities for the pupils and they engage in inter-school competitions. Visiting coaches assist with Gaelic and soccer training at intervals during the school year.The school has won many titles in interschool competitions in recent years.

4.7 Social, Personal and Health Education

The Stay Safe, Walk Tall and Alive O programmes, Environmental issues, Safety and Personal responsibility and Citizenship Programme all form part of the SPHE curriculum in this school. Visitors including Gardaí and the Fire Brigade Services are invited to give talks on various safety issues during school term. The Relationships and Sexuality Education (RSE) policy is in place and being implemented. The board, staff and parents are commended for the excellent collaborative planning process undertaken for this area of the curriculum. Together with discrete timetabled lessons much learning is achieved through cross-curricular work and discussion. The programmes of work address pupils’ needs appropriately and effectively. A range of methodologies is employed to allow pupils explore topics including healthy eating, safety, school and classroom rules and bullying. The warm, welcoming school atmosphere and ethos reflect a firm commitment to the development and extension of the pupils’ skills in this subject. The entire school community visibly demonstrate a very caring and supportive approach towards pupils with special educational needs. The pupils demonstrate respect and offer full co-operation to their teachers. The staff’s contribution towards the building of confidence and self-esteem levels of the pupils through a variety of personal development activities is commendable. The positive attitude, enthusiasm, responsiveness and behaviour of the pupils are indeed praiseworthy. The school authorities have been particularly successful in establishing and maintaining high levels of communication between home and school. This has a significant impact on the well being of pupils and on the high esteem in which the parents hold the school. The board of management in accordance with Department of Education and Science guidelines has ratified appropriate organisational policies for this area of the curriculum.

4.8 Assessment

A range of assessment tools including teacher observation, monitoring of written work, teacher-designed tests and homework is used by the teachers to inform the teaching and learning in the school. Pupils’ work is regularly corrected and comments made by teachers on pupils’ copies are positive and affirming and point the way towards improvement. The Middle Infant Screening Test is used to identify infant pupils with learning difficulties. The administration of a range of standardised tests such as the Micra T and Sigma T is carried out on an annual basis. The results are analysed and reviewed and the relevant supports and strategies are designed to enable the achievement of quality outcomes. Pupils are also involved in self-monitoring as a means of assessing their own work. Written reports are sent to parents twice in the school year and parents are facilitated to respond to the school reports.

Records of pupils’ assessment indicate very satisfactory pupil performance in English and Mathematics.

5. Quality of support for pupils

5.1 Pupils with special educational needs

Procedures for the admission, enrolment and participation of all pupils with special educational needs (SEN) are in place in the school. Teachers are to be complimented for the effort that is made to ensure the inclusion of pupils with SEN in all classroom and school activities. A comprehensive whole school plan for learning support and resource teaching has been devised and is being implemented effectively. The special education teacher service is very effective. Some very good teaching strategies were observed in this area. A visiting teacher service for travellers also supports the work of the traveller community in the school. There is evidence of appropriate provision and planning for pupils with SEN in the mainstream classes. An individual profile and learning plan (IPLP) for each child has been drawn up. These IPLPs were devised following consideration of the recommendations from psychologists and other professionals and also following consultation with each child’s parents. All class teachers have copies of such plans in respect of their pupils and co-operate with the support teachers to achieve the identified targets and plans are regularly reviewed. Effective use is made of information technology in the support classroom. The support and class teachers for pupils in mathematics employ early intervention strategies to good effect. The staff discussed the delay in assessments from the National Educational Psychological Service as hindrance to early supports being put in place for pupils with special educational needs.

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

Intercultural education is promoted in a cross-curricular way. Pupils are exploring the various cultures, which supports the inclusive classroom climate however the traveller teacher service could be further planned for so that in class support could be implemented.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

An effective and active chairperson and board of managemant manage the school.
The board’s commitment to pastoral care and welfare of pupils is commendable: the pupils were very motivated, bright and confident during the evaluation.
The effective leadership skills of the principal teacher are used to lead teaching and learning and to give a sense of team spirit in the school.
The in-school management team is experienced, conscientious and supportive of one another.
The commitment, dedication and professionalism of the whole school staff are of the highest quality.
A highly stimulating learning environment has been created by the board and staff of the school.
A range of very effective teaching methodologies is in use and instances of high quality teaching observed are commendable.
The standards achieved by the pupils in literacy and numeracy and in many other areas of the curriculum are excellent.
The planning and implementation of the SPHE curriculum is particularly noteworthy.
There is very favourable emphasis placed on ICT, SESE, Visual Arts, Music and Physical Education across the school.
There are excellent supports in place for early intervention strategies for the junior classes

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

Further analysis of standardised tests in mathematics should be undertaken to devise specific teaching targets and strategies for a group of pupils in the middle section of the school.
Further planning should be undertaken by the staff to develop in-class support for the visiting teacher service for travellers.
Emphasis should be placed on developing visual language and visual awareness of the elements of art during the art lessons.

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.

Appendix

School Response to the Report

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

We found the inspection report to be accurate and fair.
The W.S.E. was conducted in a non-intrusive, professional manner.
The strengths of the school as identified in the evaluation were positive and affirming.
Overall the report was seen as a great confidence boost for the whole school community – children, teachers, parents and the Board of Management

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

Recommendations have been helpful and are being implemented at present in the school