This report has been written following a whole school evaluation of St Michael’s Junior National School. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspectors held pre-evaluation meetings with the acting 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 Michael’s Junior National School is a seven teacher school located in Cootehill, Co. Cavan and is under the patronage of the Catholic Bishop of Kilmore. It was originally founded by the Mercy Order and its characteristic spirit reflects the ethos of the order. The school has a long tradition of welcoming traveller pupils and the enrolment, in recent years, of a number of pupils from different countries has added to the richness of its cultural diversity. The school is part of the Delivering Equality of Opportunity in Schools (DEIS) programme. Under the terms of this programme it has a favourable pupil-teacher ratio with all class sizes currently ranging from eighteen to twenty pupils. There were ninety-five pupils enrolled at the time of the whole school evaluation and no major change in levels of enrolment is expected over the coming years. The good levels of attendance among the majority of pupils contrast with the high levels of absence of a small number of other pupils.

The school building was constructed in 1983, replacing older primary school buildings in the town, and it accommodates both St. Michael’s Junior and Senior National Schools. The schools will amalgamate at the beginning of the next school year. At the time of this evaluation the junior school was led by an acting principal. The majority of teachers have served in the school for several years maintaining a long tradition of commitment to the pupils. Teachers exhibit a strong sense of team spirit and have created a caring learning atmosphere that encourages pupils to engage eagerly in their lessons. Ancillary staff comprises a part-time secretary, a part-time cleaner and a shared caretaker.

2. Quality of school management

2.1 Board of management

The board of management is properly constituted and meets regularly. Attendance at meetings is very good. Comprehensive minutes are maintained and a financial report is presented at each meeting. The board is committed to ensuring the school’s compliance with Department of Education and Science regulations and to fulfilling its statutory obligations in accordance with the Education Act 1998. The integrity of the school day and school year is upheld and Department guidelines regarding the retention of pupils are implemented. Policies, that meet the terms of pertinent legislation, have been developed in the school and ratified by the board. The chairperson of the board is a regular visitor to the school and takes an active interest in its functioning. Board members have a clear understanding of the school’s context and of their responsibility for supporting its smooth running. They are to be commended for the role they adopt in the careful management of school activity. The current priorities of the board include the successful supervision and stewardship of the amalgamation process to its completion.

2.2 In-school management

In the context of the planned amalgamation an acting principal was appointed from the staff one year ago. The acting principal has a good understanding of the school community. She is deeply committed to the pastoral care of the pupils, teachers and other staff. She encourages teamwork and collaboration and under her leadership the staff’s commitment to these principles has continued to flourish. Open discussion about teaching and learning is facilitated and the whole school planning process is continuing under her direction. Enrolment registers and school records are correctly and carefully maintained.

The in-school management team consists of the acting principal, acting deputy principal, special duties teacher and acting special duties teacher. These staff members play an effective role in promoting very positive behaviour among the pupils. Their commitment to the inclusion of all pupils evokes the characteristic spirit of the school. A variety of duties, which mostly comprise organisational and pastoral care functions, is outlined for each member. These duties are being carried out effectively. During a meeting with the evaluation team, members expressed a willingness to take on additional responsibilities as required. Consultation within the team about in-school management activity takes place on a regular but informal basis. No formal meetings of the in-school management team are convened.

At the current time curricular responsibility is limited to obtaining resources for teaching different subjects of the curriculum. A review of in-school management duties should provide for the inclusion of curriculum leadership, in addition to organisational and pastoral care responsibilities, as provided for in Circulars 07/03 and 16/73.

2.3 Management of resources

There are five mainstream teachers, a full-time learning support teacher, a shared resource teacher for travellers and a part-time teacher for newcomer pupils on the staff. In addition, a resource teacher based in the senior school provides supplementary support for one named pupil. The deployment of teachers complies with Department regulations. In the context of the size of the school and its range of class levels, a good effort is made to afford teachers a range of teaching experiences. Teachers avail of opportunities to engage in continuous professional development. These include involvement in training provided by the Primary Curriculum Support Programme (PCSP), attendance at summer in-service courses and involvement in Reading Recovery training. A special needs assistant provides support to one pupil primarily. She works in close collaboration with the staff in facilitating the pupil’s full inclusion in learning. The part-time secretary, the shared caretaker and part-time cleaner contribute to the smooth running of the school.

There are six mainstream classrooms and one special education tuition room in the school. There is also a general purpose room that is small by modern standards and a small staff room. The general purpose room is shared with the senior school. All classrooms contain attractive displays and are well-prepared for teaching. One of the mainstream classrooms is used for the provision of supplementary teaching to pupils. It is currently shared by the resource teacher for travellers and by the part-time teacher for newcomer pupils. The administrative office is also located in this classroom space. The school building is well maintained and every effort is made to provide a suitable environment for the education of pupils. The school authorities are to be commended for the ongoing attention given to ensuring an appropriate standard of accommodation is maintained. There are suitably-sized hard-surface and grass play areas for the use of pupils. The school is cleaned daily and the school grounds are very well kept.

The school is well equipped with an extensive range of resources that support teaching and learning across the curriculum. Teachers maintain these carefully for longevity of use. An extensive range of displays and other visual materials is prepared to support pupils’ learning. Pupils’ work in a range of subjects of the curriculum is celebrated through display in shared areas of the school, corridors and classrooms. Classrooms are equipped with audio-visual resources for daily use. The school also has information and communication technology (ICT) resources, including computers and a data projector. While each classroom has one computer station, there is little evidence that computers are used during daily classroom activity. It is recommended that computers be used on a more regular basis in all classes to support pupils’ learning across the curriculum.

2.4 Management of relationships and communication with the school community

There is good communication between home and school and there is an active parents’ association which is very supportive of the work of the school. The association facilitates communication with the wider parent body through notes sent home with the pupils and through events it organises. The parents’ association is to be commended for the initiative shown in organising an event in support of the inclusion of newcomer families. During the evaluation the inspectors met with officers of the parents’ association who reported that the parent body is happy with the work of the school. They reported that parents are very satisfied with the professionalism of the teachers and are proud of their school. They also reported their disappointment that a new principal teacher was not appointed to the junior school upon the retirement of the previous principal. Following the post-evaluation meeting it has been learned that a principal and deputy principal have now been appointed.

Formal parent-teacher meetings are held annually and satisfaction with the willingness of teachers to facilitate further meetings whenever required is reported. Parents are informed on an ongoing basis about their children’s progress through pupils’ journals and comments on copybooks. Communication with the board of management is facilitated through the parents’ representatives on the board.

2.5 Management of pupils

The school’s code of discipline and behaviour emphasises the encouragement of positive behaviours. Observation of the conduct of pupils during the evaluation revealed that the code is implemented very successfully during day-to-day school functioning. The care and concern of all staff for the well-being of the pupils underpins the mutually respectful relationships in evidence in classes and in the wider school environs. Positive affirmation and encouragement are key features of teachers’ interactions with all pupils. Very good pupil behaviour, coupled with small class sizes, contributes greatly to the learning opportunities being provided for pupils.

3. Quality of school planning

3.1 School planning process and implementation

The teachers have engaged in the whole-school planning process. An extensive range of administrative policies has been developed collaboratively by the staff and has been ratified by the board with dates of review recorded for some policies. Parents were consulted during the development of certain policies. The policies developed in respect of statutory obligations are comprehensively delineated. All policies play a useful role in facilitating the smooth running of the school. At the current time paragraph eleven of the school’s enrolment policy provides for the deferral of enrolment of pupils with special educational needs. This section needs to be reviewed so that the policy fully accords with the school’s own mission statement, its other administrative policies and with pertinent legislation.

Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 1999, updated issue May 2004) and Child Protection Guidelines for Primary Schools (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 Departmental guidelines.

Curricular policies were formulated after PCSP training and are provided for every subject of the curriculum. Some policies are having a clear impact upon the quality of pupils’ learning. Certain curricular plans, most notably those for Physical Education and Visual Arts, facilitate effective teacher planning. An action planning model should now be used as the basis for the ongoing review of the school plan. The starting point for this process should be an analysis of the quality of pupils’ learning outcomes in the different areas of the curriculum. The teachers should collaboratively identify effective teaching strategies and aspects of curriculum that are working well, and explore how these might be implemented across the school. It is recommended that this process, in each curricular area, be led by a member of the in-school management team.

A detailed whole-school plan for learning support has been prepared. While the plan is clear, it delineates whole-school policy for this aspect of support only. Given the variety of supplementary teaching provided in the school, there is a need for all support teachers and mainstream teachers to engage collaboratively in a review of the plan so that school policy for provision for pupils with special educational needs, learning needs and language needs may be incorporated in it. Discontinuation criteria appropriate to the range of learning needs and supports in the school also need to be included.

3.2 Classroom planning

Teachers prepare both long and short-term plans and this planning provides for diverse learning experiences to meet the different learning styles of pupils. Provision is made for the use of a range of resources to support pupils’ engagement in learning. Some planning identifies clear learning objectives and methodologies, indicating a good awareness of the principles of the curriculum and an understanding of the abilities and interests of pupils. Planning currently provides for the volume of work in some learning tasks to be modified to meet the needs of less able pupils. In order to meet the specific needs of pupils at all levels of ability, however, it is recommended that the type of work that pupils engage in be further modified according to their needs and abilities. Such an approach to planning would fruitfully support differentiated group and individualised teaching and learning. In most classes teachers utilise a checklist approach in maintaining a record of work completed with their pupils. To support the delivery of the curriculum on a progressive basis from year to year, and to inform teachers’ forward planning, it is recommended that a separate cuntas míosúil (monthly progress record) document be maintained for each class.

Different practices with regard to planning learning programmes for pupils who receive supplementary teaching are evident. Detailed individualised profiles and learning plans are prepared for most pupils. In a few cases forward planning is under-emphasised and teaching and learning activities take place mostly in response to perceived needs. There is scope for development in the overall approach to planning. Greater specificity in learning targets for all pupils should be achieved through further collaboration in devising plans. The involvement of support teachers, mainstream teachers and parents in delineating learning targets in language, literacy and Mathematics is recommended. This approach to planning builds naturally upon the collegiality and cooperation of the teachers. It will readily facilitate assessment for learning based upon the teachers’ first-hand knowledge of the learners’ needs and will be informed by the outcome of relevant diagnostic testing.

4. Quality of learning and teaching

4.1 Overview of learning and teaching

A stimulating and visually attractive learning environment is provided throughout the school. Lessons are well presented and teachers succeed in motivating pupils to learn and in maintaining their interest throughout lessons. A wide range of suitable methodologies is used to promote active learning. These include learning through discovery, circle-time type activities, talk and discussion, individual, group and class teaching. Textbooks form the basis however for learning activities in many curriculum areas and the richness of pupils’ learning is inhibited at times through over dependence on workbooks. Further use of educational games to reinforce concepts would enhance the learning process. A wide range of resources is available to support teaching and learning. In general these are well used, but more extensive use of ICT is recommended.

Whole-class teaching and grade-level teaching are generally used in delivering the curriculum. Some very good group-work, using differentiated learning tasks, was observed during the evaluation, however. Given the relatively small size of class groupings it is recommended that teachers exploit the opportunity to extend group-teaching particularly in the areas of literacy and numeracy. Teachers display an understanding of the importance of play and it is reported that free play takes place regularly. Further emphasis on sustained, purposeful play-based learning activity in developing pupils’ imagination, cognitive abilities and language is advised. Learning in general is progressing well and pupils experience a broad and balanced curriculum. There is a need, however, to focus upon regular revision in order to consolidate learning and to exploit opportunities for cross-curricular learning. Teachers might now collaboratively identify a range of strategies that will support revision. It is evident that pupils are happy in school and they engage willingly and actively in lessons.

4.2 Language

Gaeilge

Cothaítear suim na ndaltaí sa Ghaeilge trí cheachtanna a chur in láthair go bríomhar, spreagúil. Bunaítear an t-ábhar foghlama ar théamaí a bhaineann le saol na bpáistí agus baintear úsáid as sraith téacsleabhar mar thaca sa teagasc agus san fhoghlaim. Ar an iomlán baintear úsáid as an nGaeilge mar mheán teagaisc agus is inmholta mar a labhraíonn na hoidí i nGaeilge agus iad ag tabhairt treoracha i rith an lae. Léiríonn formhór na ndaltaí tuiscint oiriúnach ar Ghaeilge bhunúsach. Aithrisíonn daltaí i roinnt ranganna cnuasach deas filíochta go taithneamhach, le dea-fhoghraíocht. Chun breis forbartha a dhéanamh ar shaibhreas teanga na ndaltaí b’fhiú an scéalaíocht a chleachtadh go rialta ag gach rangleibhéal, cnuasach filíochta a chur de ghlanmheabhair, agus dul siar go rialta ar dhánta atá foghlamtha cheana féin.

Forbraítear cumas tuisceana na ndaltaí go hoiriúnach le linn na ngníomhaíochtaí éisteachta. I dteagasc an chómhrá baintear úsáid thorthúil as ábhar léirithe agus as fearas corpartha chun tuiscint na ndaltaí ar fhoclóir nua a bhunú. Leagtar béim inmholta ar chruinneas foghraíochta sa chaint. Cleachtar gníomhaíochtaí cainte agus obair i bpéirí go héifeachtúil chun an t-ionchur nua teanga a chur abhaile.

Tugtar faoi bhunscileanna na léitheoireachta agus na scríbhneoireachta a fhorbairt go hoiriúnach i rang a dó, faoi mar a leagtar síos i gCuraclam na Bunscoile. Baintear úsáid thairbheach as luaschártaí chun stór focal a aithint. Tugann na daltaí faoi thascanna simplí léitheoireachta go hábalta. Le forbairt a dhéanamh ar chumas léitheoireachta dhaltaí b’fhiú breis prionta a chur ar taispeáint agus fíor-leabhair bheaga a úsáid chun taithí níos leithne léitheoireachta a chur ar fáil. Bunaítear na gníomhaíochtaí scríbhneoireachta ar théacsleabhair agus tá na daltaí ag dul i dtaithí ar scríobh i nGaeilge de réir a chéile.

Irish

Pupils’ interest in Irish is promoted through the presentation of lively, stimulating lessons. Learning content is based on topics that relate to the pupils’ lives, and a scheme of textbooks supports teaching and learning. In general, Irish is used as a medium of instruction during lessons and teachers’ use of Irish in giving direction throughout the day is commendable. The majority of pupils display an appropriate understanding of basic Irish. Pupils in some classes recite a nice selection of poetry with enjoyment and good pronunciation. To further develop pupils’ richness of language, regular reading of stories, the memorisation of poetry and revision of poems previously taught are advised.

Pupils’ understanding of the language is developed during discrete listening activities. In the teaching of conversation, productive use is made of visual resources and concrete materials to underpin pupils’ understanding of new vocabulary. Commendable emphasis is placed on correct pronunciation during conversation lessons. Pair-work and communication activities are used effectively to reinforce the new language input.

Basic reading and writing skills are suitably developed in second class, as provided for in the Primary Curriculum. Effective use is made of flashcards to develop pupils’ sight vocabulary. Pupils undertake simple reading tasks competently. To further develop pupils’ reading skills, the provision of additional print in the environment and the use of small real books to extend the reading experience is advised. Writing activities are based on textbooks and pupils are becoming used to writing in Irish by degrees.

English

The school plan for English sets out the content objectives and methodologies to be used at each class level. It provides for an extensive range of learning experiences in each aspect of the curriculum. The delivery of the programme is mediated to a very significant degree through the use of a structured scheme of textbooks and workbooks. Pupils’ oral language skills are developed during a range of activities across the curriculum and through discrete oral language activities during English lessons. Further emphasis on sustained shared talking during theme-based play in the early years is recommended in order to enhance the quality of pupils’ learning. Big books are used to good effect as a stimulus for discussion and to develop pupils’ ability to sequence stories orally. Pupils recite a suitable selection of poems and rhymes with obvious enjoyment.

Pupils’ interest in reading is stimulated through regular story telling. Reading for pleasure is actively promoted and classrooms have well-stocked attractive libraries. The practice of bringing pupils to the local library on a regular basis to select books is commendable. Early reading skills are fostered though the development of phonological and phonemic awareness and through teaching basic sight vocabulary. While pupils display a good knowledge of letter names and sounds, some have difficulty in applying this knowledge to decode words in reading material. There is a need to monitor the implementation of the phonics programme throughout the school on an individual pupil basis to ensure that all pupils acquire the skills to equip them to read new text. Further discussion of reading material in small groups is advised in order to ensure that pupils are provided with opportunities to develop higher order reading skills. The integrated approach to developing reading, writing and oral language skills, which underpins the Reading Recovery programme, is impacting positively on the teaching and learning of English in some mainstream classes.

Handwriting skills are well taught from an early age and some very fine samples of penmanship were in evidence in pupils’ copybooks and in class displays. Pupils engage in a range of writing activities in copybooks and workbooks. Tasks in general are of a functional nature, with the copying of news being regularly practised. While some excellent preparation for personal writing was experienced during the evaluation, many pupils do not engage in personal writing activities on a regular basis. The use of a range of workbooks constrains the opportunities to write creatively. It is recommended that all pupils be provided with opportunities to engage in daily personal writing tasks according to their abilities. To facilitate pupils in reaching their potential, learning activities need to be matched to their abilities. Given the small numbers of pupils in each class, a team approach to supporting all pupils would best be provided through support teachers working alongside mainstream teachers in classrooms during English lessons.

4.3 Mathematics

A balanced programme in Mathematics is taught in all classes. Good use is made of appropriate concrete materials to support the development of pupils’ conceptual understanding. Teachers engage in fruitful discussion with pupils as they manipulate materials and the mathematical terminology that has been taught is reinforced. Opportunities to link learning with the pupils’ real life experiences are well exploited. Pupils display a good age-appropriate understanding of shape and space, of data and of measurement. In general pupils can solve simple mathematical problems and record the process using appropriate symbols. As problems become more complex however, some pupils experience difficulty in carrying out the number operations required. There is a need to place additional focus on regularly revising concepts and applying them to mathematical problems, both orally and in written form where appropriate.

While whole-class teaching is generally used, there is evidence that group-work is used on a regular basis in some classes and that tasks are differentiated to meet the needs of individual pupils. This good practice should be extended to all classes and particular attention should be paid to providing challenging work for pupils to ensure that their thinking skills are suitably developed during learning activities. While, in general, written work is carefully recorded by pupils and regularly monitored by teachers, in a small number of cases there is a need for a more structured approach to recording work to ensure greater clarity of presentation.

4.4 Social, Environmental and Scientific Education

History

Pupils’ own experiences form the basis for developing a sense of time in History. Personal time lines, family history and the exploration of aspects of people’s lives in the past enable pupils to understand continuity and change over a period of time. The use of photographic evidence enhances the quality of pupils’ learning. Story is used effectively to develop a sense of chronology. Good emphasis is placed on local studies and on learning about the lives of historical figures as a way of developing an understanding of people in past times.

Geography

Discussion on topics related to the pupils’ environment is well managed during geography lessons. Natural phenomena are explored and related to pupils’ own experiences. The creation of weather charts supports pupils’ understanding of the effects of different weather conditions on human, animal and plant life. A sense of place and space is well developed through the creation of simple maps and models of the locality. To further develop pupils’ sense of place when learning about people and places in other areas, it is suggested that a wider range of appropriate maps and globes be used throughout the school.

Science

Teachers have collaborated in developing a whole-school plan for Science that provides a wide range of learning experiences in each strand of the curriculum over a two-year period. An environmental audit supports the use of the school environment as a resource for teaching Science. Pupils develop awareness and appreciation of their local environment during nature walks. Their natural curiosity is fostered during well-structured science lessons. Pupils were observed participating in well-managed experiments where they engaged in working scientifically and developed observation, prediction, investigation and recording skills. Suitable emphasis was placed on teaching appropriate scientific terminology. From an early age pupils display a good age-appropriate understanding of magnetism and electricity, and presentations of their work indicate that they have engaged in experiments with materials. Teachers’ commitment to providing a stimulating learning experience in Science is reflected in the participation of the school in a range of projects including the Primary Discovery Science project.

4.5 Arts Education

Visual Arts

Samples of pupils’ art work, displayed attractively throughout the school, provide evidence of engagement in a wide range of art-making activities. Fine examples of work in fabric and fibre, print, construction, drawing and painting were among the artworks on display. Commendable linkage with other areas of the curriculum enhances the quality of pupils’ learning experiences. Pupils are proud of their art-work and are keen to describe the processes in which they engaged. The school plan emphasises the importance of developing pupils’ creativity and celebrating their work through display.

Music

It is evident from the school plan and from individual teachers’ planning that a broad and balanced programme of Music is taught throughout the school. A wide range of resources, including books, CDs, tapes and percussion instruments, is used effectively during lessons to develop pupils’ musical abilities. During lessons observed pupils displayed a good sense of rhythm and participated in a suitable range of rhythm-making activities using percussion instruments. Pupils sing a range of songs in Irish and English in a suitable pitch, and with good tone and clear diction. Progress records indicate that pupils regularly engage in composition and in listening and responding activities.

Drama

Teachers have recently participated in in-service to support the introduction of Drama to the school curriculum and they are presently internalising the approaches used to deliver this aspect of the curriculum. Elements of Drama such as role-play and mime are used in all classes to support learning during lessons across the curriculum, notably in language learning. During discrete drama activities story is used to good effect as a stimulus for developing pupils’ empathy with characters and for exploring their own emotions and feelings. The development of a whole-school plan for the teaching of Drama will further support teachers in delivering this aspect of the curriculum.

4.6 Physical Education

The school plan for Physical Education supports the delivery of a broad and balanced programme of activities that contributes to the development of pupils’ physical abilities. The extensive range of equipment available in the school is used effectively during lessons. The general purpose room, shared with the senior school, and the outdoor play areas provide suitable facilities for an extensive range of activities. Teaching and learning observed during the evaluation were well structured and appropriate emphasis was placed on warm-up and cool-down activities. Pupils developed body awareness through the exploration of a variety of movements and ways of travelling. The development of gross motor skills was promoted effectively and particular attention was paid to safety and the active participation of all pupils. It was evident that pupils enjoyed the variety of activities undertaken.

4.7 Social, Personal and Health Education

The development of pupils’ social and personal skills is a particular strength of the school. The supportive and caring environment provided in the school contributes significantly to developing pupils’ self-esteem and confidence. A wide variety of active learning strategies is used in implementing the Social, Personal and Health Education (SPHE) curriculum throughout the school. Many aspects of the SPHE curriculum are mediated through activities during lessons in other curriculum areas. During discrete SPHE lessons pupils’ understanding of personal safety is developed and they learn strategies for keeping safe in a variety of settings. During discussion, pupils displayed a good understanding of safety near water and circle-time type activities were used effectively to develop pupils’ sense of responsibility and care for others. Pupils’ internalisation of the concepts explored is facilitated through the appropriate use of a range of visual resources.

4.8 Assessment

A range of assessment tools is used to determine pupils’ understanding of concepts and the knowledge and skills they have acquired. In all classes teachers closely observe pupils during activities and monitor their work. Records of individual pupils’ progress based on teachers’ observations are maintained in some classes. The Micra-T and Sigma-T standardised tests are administered to pupils in first and second classes. Consideration should be given to the timing of these tests to ensure that they provide as accurate as possible a level of pupil attainment. Suitable diagnostic tests are administered to pupils experiencing learning difficulties prior to the selection of pupils for supplementary tuition. In keeping with the school’s good practice of early intervention to prevent difficulties, the staff might consider the formal assessment of all pupils’ literacy and mathematical skills in senior infants. The outcome of teacher-designed tasks might also be usefully recorded in pupils’ profiles. It is recommended that the staff explore ways in which assessment for learning will lead to the planning of a variety of learning activities that closely match individual pupils’ needs.

5. Quality of support for pupils

5.1 Pupils with special educational needs

In the current school year there have been changes in the allocation of teachers to many of the support teaching posts in the school. While some teachers have now worked in their roles for a number of years, others have taken on supplementary teaching duties for the first time. Support for pupils with learning difficulties and special education needs is provided by a full-time learning support teacher and a shared resource teacher.

Learning environments and resources are thoughtfully organised to support pupils’ learning. Through the child-centred methodologies that are employed, pupils’ learning dispositions are being nurtured appropriately. Sustained talk and discussion form an important part of daily interaction and good focus is placed upon the connection between writing activity and reading during literacy tasks. The Reading Recovery programme is delivered to a number of pupils in the school. Reading Recovery lessons are structured appropriately according to the guidelines of the programme. Files are maintained that include records of testing, pupils’ Reading Recovery experiences and their learning during individual lessons. The positive impact of the principles of the programme upon the teaching of some lessons in mainstream settings and other support settings is clear. A commendable balance between learning through play and formal learning activities is achieved in all support settings. Good use is made of mathematical games and oral mathematical activities in some settings. The content of games complements formal learning activity effectively. One special needs assistant works in collaboration with the mainstream and support teachers to enable the full inclusion of pupils in learning appropriate to their needs.

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

Under the terms of the DEIS programme, the favourable pupil-teacher ratio provides opportunities for supporting pupils from disadvantaged backgrounds. Additional funding provided under the DEIS scheme is deployed effectively to support learning in literacy. The philosophy of inclusion that underpins the characteristic spirit of the school is evident in provision for pupils of traveller heritage and newcomer pupils.

In addition to support teaching for pupils with learning and special education needs, a resource teacher for travellers provides supplementary teaching to a number of pupils in the school and a part-time teacher provides support to newcomer pupils with language needs. The language experience approach is used effectively in supporting the development of pupils’ reading ability. Very good focus is placed upon onset and rime and developing decoding approaches for pupils with learning needs. Language games are used in a commendable manner.

Communication among all support teachers regarding the needs of pupils is very good and discussion is normally carried out during informal meetings. The interaction between teacher and pupils during supplementary teaching is of a high standard and the relationship of all teachers working in support teaching roles with their pupils is very positive and encouraging. At the current time the roles of support teachers are discrete and quite separate and supplementary teaching is provided only in withdrawal settings. There is a need for greater team-teaching and collaboration in the delivery of supplementary support for pupils. In general, this support should be provided in mainstream classes in collaboration with class teachers. This model of delivery will facilitate working in small groups, where learning strategies and tasks can be closely matched to individual needs, and will promote language development in a structured and broad social setting. It is recommended that as the overall organisation of support teaching in the school is reviewed learning support be provided to pupils in Mathematics where required.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

• The staff has created a child-centred, welcoming and caring learning environment in the school and the development of pupils’ social and personal skills is accorded a high priority.

• A collaborative working climate and practical support for school leadership underpin the ethos of the school, which is reflected in the commitment and enthusiasm of teachers and in their openness to sharing professional experiences.

§ A stimulating learning environment is created throughout the school and teachers prepare an extensive range of resources to support teaching and learning.

• Pupil behaviour is of a high quality and pupils’ disposition for learning is very good.

• Teachers demonstrate a high level of commitment to the delivery of an early intervention programme to prevent difficulties in literacy.

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

• The rationale for assessment in mainstream settings should be clarified. The outcomes of assessment need to inform a programme of learning activities that are matched to the varying needs of pupils.

• The model of delivery of supplementary support should be reviewed. Collaboration between support teachers and class teachers in devising learning programmes that will generally be delivered in mainstream class settings, with enhanced use of ICT is recommended.

· In English, a whole-school approach to developing phonological and phonemic awareness should be devised. This should include strategies to reinforce pupils’ understanding of word formation through a range of word attack skills. Pupils also need to have very regular opportunities to engage in personal writing tasks at all class levels.

· It is recommended that an action planning model be used as the basis for the ongoing review of the school plan. The starting point of this action plan should be teachers’ analysis of the quality of pupils’ learning outcomes. This process, in each curriculum area, should be led by a member of the in-school management team.

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

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

Section 3.1 of the report refers to paragraph 11 of the school’s enrolment policy which allowed for the deferral of pupils with special educational needs. Since the WSE, this paragraph has been amended to comply with our mission statement, other administrative policies and to be in line with pertinent legislation. It is intended that the findings of this report will help form the basis of a new school plan when St. Michael’s J.N.S. amalgamates with St. Michael’s S.N.S. in September 2007.