This report has been written following a whole school evaluation of Scoil Mochua. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspectors held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and representatives of the parents’ association. The evaluation was conducted over a number of days during which inspectors visited classrooms and observed teaching and learning. They interacted with pupils and teachers, examined pupils’ work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; the board chose to accept the report without response.

1. INTRODUCTION – SCHOOL CONTEXT AND BACKGROUND

Scoil Mochua opened its doors for the first time in 1985. It was built to cater for the children of families who came to settle in new housing estates which were being built at that time in the grounds of historical Castletown House and on the outskirts of the town, along the road to Maynooth. The school functions under the patronage of the Catholic Archbishop of Dublin and it is co-educational. Prior to 1985, provision of primary education for Catholic pupils in the town of Celbridge was made in an all-boys national school and in a Holy Faith convent school. This provided parents with a choice which still exists. As the pupil population continued to grow, difficulties arose around the issue of enrolment but these have been largely resolved through the co-operation of the schools’ boards of management. Celbridge is less than twenty miles from Dublin city centre, it has a regular train service to the city and housing development has continued there at a steady pace in the intervening years. As a result, the pupil population in the area has increased and additional classroom accommodation has had to be provided at a number of locations, including Scoil Mochua.

The school aims “to provide an equal educational experience for all its pupils regardless of gender, race, religious affiliation, social status, intellectual ability, special education needs, disability or family circumstances.” In practice it serves areas of mainly private housing in which employment rates are high and education is valued. It does not participate in any of the Department of Education and Science initiatives that were established to offset educational disadvantage and it makes provision for the language learning needs of a small number foreign national pupils out of existing resources. There are twenty-eight teachers, four special needs assistants, a secretary and a caretaker on the staff of the school and they work effectively as a team. There are 633 pupils on roll at present and the vast majority of them attend regularly.

2. THE QUALITY OF SCHOOL MANAGEMENT

2.1 Board of management

The board of management of the school presents as a cohesive unit and is committed to ensuring that all school activities are managed in a fair and open manner. Board members take their management roles seriously and are keen to foster positive relationships among the school community. A high level of attendance at board meetings and of active participation of board members is noted. Meetings are held monthly, an agreed agenda is followed and detailed minutes are maintained. The principal’s report at each meeting keeps the board informed of school and curriculum developments. The board takes an active part in the formulation of policies and board members are keen to be involved, primarily because of their interest in the development of the school and also because of their awareness of the responsibilities attached to their roles. The board’s determination to follow fair and proper procedures for all aspects of the administration of the school ensures that a full range of organisational policies has been formulated and these policies are devised, reviewed regularly and revised as required. Incidental issues are dealt with promptly as they arise. The comprehensive curriculum policies which are drawn up by the teaching staff and which cover all areas of the Primary School Curriculum are discussed and ratified by the board.

Transparency in its manner of operation is a principal objective of the board. Policies and decisions are communicated to parents, teachers and the wider community in a variety of ways. Regular newsletters issue from the school and the organisation of regular social events for parents aid in the development of channels of communication. Parents’ representatives on the board of management are also active in the parents’ association and serve as a conduit for communication between the two bodies. School policies are available to parents at all times. Department of Education and Science (DES) regulations regarding the length of the school year, the length of the school day and the keeping of proper financial records are complied with, and the board has drawn up all of the policies required by current legislation.

The board has a planned approach to the maintenance of the school building and grounds. This programme involves the phased refurbishment of furniture and replacement of other equipment, in addition to planning to ensure that the school’s accommodation will be able to cater adequately for the continuing growth in the local area. Regular local fundraising augments the grants provided by the DES for building and maintenance. The board has clear and open accounting procedures and is fully accountable for all funds raised. Financial reports are presented at each meeting and accounts are audited annually. At the pre-evaluation meeting the board expressed its concerns regarding the management of the building of the school extension, when the board and principal were responsible for overseeing the spending of a budget of €2.5 million. The board strongly holds the view that provision should be made for the appointment of a clerk of works where such large sums of money are involved.

2.2 In-school management

The principal teacher was appointed to his post prior to the opening of the school, having served as vice-principal of a neighbouring school. Over the years he has gained a deep understanding and knowledge of Celbridge and its people and has researched and written a short history of the area. As a result, he has been able to establish strong links with a range of community organisations which have been of benefit to the school and its pupils. High on his list of priorities is the cultivation of positive and open relationships across the school community and he has succeeded in creating an atmosphere in the school that is marked by commitment, collaboration and mutual support and respect. He communicates regularly with parents and their representatives spoke highly of his open door policy and of information meetings which are organised for their benefit. He makes frequent visits to classrooms, he teaches elements of the history programme to the sixth classes and he actively promotes good behaviour and positive attitudes to learning among the pupils. The principal teacher established the practice of whole-school planning at an early stage in the life of the school and, in collaboration with the deputy principal, he has guided the planning and review process effectively ever since. He carries out his daily administrative duties in a competent manner, school records are kept up to date and the expenditure of school funds is carefully recorded and audited for approval by the board of management.

In addition to the principal teacher, the in-school management team consists of the deputy principal, three assistant principals and nine special duties post holders. In practical terms, much of the work of formulating policy and planning documents has been carried out by the deputy principal who has been released from teaching duties for this purpose for a considerable number of years. She has also been assigned a range of organisational and administrative responsibilities and, although this arrangement was made initially when there was a shortage of accommodation and notwithstanding the fact that she fulfils her duties in a most conscientious and capable way, it is essential that the practice in question be reviewed in light of Department of Education and Science regulations governing the staffing of schools, the deployment of teachers and recommended maximum class size.

A wide range of duties have been assigned to assistant principals and special duties post holders and these include leadership roles in all but two of the curriculum areas. Post holders generally feel that they have been assigned posts that suit their strengths and regular reviews provide them with opportunities for change. They have been given a clear understanding of their duties and they receive valuable support from the principal and deputy principal teachers. They carry out their duties in a manner that makes a significant contribution to the orderly and efficient operation of the school. The assistant principals have met as a group, all post holders are afforded some time for their duties within the school day and they report to staff meetings from time to time. They reported that finding time to carry out their duties can be difficult. It is recommended that structures be established to allow the in-school management group to meet periodically so that its contribution to the organisation and management of the school, including the monitoring of curriculum implementation, can be further developed.

2.3 Management of resources

There are twenty-eight teachers on the staff of Scoil Mochua, including an administrative principal, twenty-one class teachers and six teachers who work in a support capacity. As there are 633 pupils on roll and twenty teachers are deployed as mainstream teachers, the average class size is between thirty-one and thirty-two pupils. Teachers are allocated to classes and other teaching duties through a process of consultation and they are encouraged and facilitated in gaining a wide range of experience. Experienced teachers are assigned to all class levels in order to provide leadership and the exchange of classes for particular subject areas is encouraged in order to make fuller use of individual strengths and enhance curriculum delivery. All of the special education teachers are qualified and have a considerable amount of classroom experience.

The school has drawn up a policy document which underpins staff development. Teachers are encouraged to engage in a wide range of school activities, which include contributing to staff meetings, becoming members of working groups, taking on curriculum leadership roles, providing in-service for their colleagues, and sharing their learning from external courses. The board of management supports staff development by contributing to the costs incurred by members who attend courses and seminars. A senior member of staff is assigned to assist and support newly qualified teachers.

Four special needs assistants, three full-time and one part-time, have been employed to support pupils with special educational needs and they are deployed in accordance with Department regulations. They are enthusiastic about their work, they display a good understanding of the pupils’ strengths and needs and they make a genuine contribution to their learning and social integration into the life of the school. A full-time secretary has given the school loyal service over a number of years and she carries out her work in a courteous and efficient manner. The caretaker has also gained valuable experience in school maintenance and he plays his part in providing the pupils with a safe, orderly and attractive learning environment. The school building is cleaned on a daily basis. Additional tuition is provided after school hours in English, French and music for those who wish to avail of it while a similar service in ICT is funded by Intel for the pupils in the sixth classes.

The addition of six modern classrooms and a large general purposes room in 2005 brings the total number of classrooms in the school to twenty-one. The accommodation also includes work spaces for support teachers, offices, a library, a computer room, a smaller general purposes room, a staffroom and storage areas. There are paved and grassed areas in the playground and, following the completion of the recent building programme, it is to be enlarged through the generosity of Kildare Co. Council which is giving the school an additional third of an acre of ground. The building and the grounds are maintained to a high standard and the approach to the main entrance of the school is enhanced by a wide range of colourful shrubs. Overall, good quality and spacious accommodation is now available to the teachers and their pupils and it facilitates the organisation of a wide and varied range of learning experiences for the pupils who can engage safely in active forms of learning. Parents and other adult groups are being given access via a separate entrance to the new general purposes room in order to take part in dance and music classes. A health and safety statement has been drawn up for the school in accordance with the requirements of The Safety, Health and Welfare at Work Act, 1989.

Comprehensive planning for the provision of resources for pupils is evident throughout the school. During the period of the evaluation an extensive range of resources for the teaching of each area of the curriculum was observed in all classes. The quality and variety of books and other resources for the teaching of literacy is commendable. Well-stocked libraries are in use at each class level through the school. Big books, an extensive array of attractive posters and charts are complemented by appropriate software to support the teaching of reading. There is a plentiful supply of concrete materials for the teaching of Mathematics, Geography and Science. New audio-visual equipment, including televisions, tape recorders and DVD players, is available to all classes in the school. The extent to which teachers design teaching resources is admirable and excellent use is made of these resources in all class settings. Visually attractive and print-rich displays in the classrooms and corridors incorporate stimulating charts and posters on a wide range of topics as well as samples of children’s work across the breadth of the curriculum. Resources for children with special educational needs are expertly chosen and prepared.

2.4 Management of relationships and communication with the school community

An active parents’ association provides valued support to the board of management and staff. Strong formal links are maintained between the parents’ association and the board. Communication between the two bodies is good, regular and facilitates the prompt dissemination of all relevant information to parents. Information meetings are organised from time to time to update parents on relevant issues. Parents are involved in the development of administrative policies. The parents’ association organises regular social events for parents and this fulfils the dual purpose of creating and maintaining positive relationships between the school and parents and of generating funds to help in the provision of resources in the school. Parents feel that the homework journal is an excellent means of communication and they are very aware of what happens in the classrooms. Parents’ representatives expressed their satisfaction with the progress being made by their children. The board of management and staff are highly appreciative of the support given by parents in terms of providing equipment for the school and in participating in paired-reading and mathematics programmes.

2.5 Management of pupils

During the period of evaluation, the pupils in Scoil Mochua were found to be co-operative, to be keen to respond to questions and tasks and to have a genuine interest in learning. The teachers cultivate good relationships with them, classroom atmospheres are positive and the level of mutual respect is high. A school code of behaviour and discipline and a policy on bullying have been drawn up in collaboration with parents and in accordance with official guidelines and these are implemented in a fair and consistent manner. Implementation is also governed by school policy on gender equality which requires that all pupils are treated equally. The relevant documents are circulated to parents as part of an information booklet, entitled Your Child in Scoil Mochua.

In practice, good behaviour is encouraged through a reward system which is part of the code of behaviour and discipline. These rewards include praise, individual and group prizes, pupil of the week and month awards, notes of praise and certificates. Some of these are presented at assemblies where effort is rewarded and pupils are reminded of rules as required. Pupils’ safety is prioritised and they are carefully supervised. They also display a commendable level of self-discipline as they move around the school.

3. QUALITY OF SCHOOL PLANNING

3.1 School planning, process and implementation

The school has a highly developed approach to planning and a comprehensive school plan has been prepared. The board of management adopts a proactive role in the planning process and is anxious to ensure that the school has proper procedures to cater for the efficient and equitable administration of the school. Recently developed policies on professional development for staff, healthy eating, career breaks, staff release and secondment of staff were developed as a result of the need for such policies being identified by the board. Draft policies are drawn up by members of the teaching staff, made available to parents for their input, and ratified after discussion at meetings of the board of management.

Policies for each area of the Primary School Curriculum are in place. In almost every area the content is organised by the strands and strand units of the curriculum. The school plan is a vibrant and relevant document and is used and referred to by all teachers in their classroom planning. Clear reference is made to curriculum principles and methodologies and there is strong evidence that children’s learning needs informed the development of the plan. An excellent range of materials for teaching and learning across all curriculum areas has been gathered from a variety of sources.

Evidence was provided to confirm that the board of management and staff have taken appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the Protection and Welfare of Children (Department of Health and Children, 2004) and Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2004). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines.

3.2 Classroom planning

All teachers engage in the preparation of long and short-term plans. These plans follow the structure of the Primary School Curriculum and are informed by the school plan. Learning objectives are outlined in detail, a variety of resources for teaching and learning are listed and proposed teaching methodologies are indicated. The learning needs of individual children are taken into consideration and the planned learning experiences are suitably differentiated to facilitate meaningful and successful participation by all children, including those with special educational needs, in lessons. There is some variation in the timescales covered in short-term plans. Adopting an agreed approach to short-term planning would help to ensure that optimal benefit is gained from the extensive work which the staff has put into the development of the school plan for the curriculum areas.

Teachers maintain detailed monthly progress records on a school template which is organised by curriculum strands and strand units. Learning outcomes in each subject are used to inform future planning and resource provision. Collaboration between class teachers and special education teachers (SETs) ensures that the progress of children with special educational needs is carefully monitored.

4. QUALITY OF TEACHING AND LEARNING

Language

An Ghaeilge

Sa phlean scoile, leagtar amach clár oibre don Ghaeilge atá feiliúnach do thosca na scoile agus do chumas agus do ghánna foghlama na ndaltaí agus atá ag teacht le prionsabail agus le haidhmeanna Churaclam na Bunscoile. Tugtar treoir chabhrach sa phlean don fhoireann teagaisc maidir le forbairt na cumarsáide, straitéisí agus modhanna múinte, éagsulacht cumais, Gaeilge i gcomhthéacs na scoile agus measúnú. Cuirtear liosta de nathanna agus frásaí coitianta ar fáil a bhféadfaí úsáid rialta a bhaint astu i ngnáthchaint na scoile. Iarrtar ar na múinteoirí ranga an plean scoile a leanúint ina gcuid ullmhúcháin féin agus, ar an iomlán, cloíonn siad leis an treoir seo. Cothaítear timpeallacht foghlama sa scoil atá fábharach d’fhoghlaim na teanga, spreagtar na daltaí chun iarrachta go héifeachtach agus glacann siad páirt go toilteanach agus go gníomhach sna himeachtaí foghlama a eagraítear dóibh. Déanann siad dul chun cinn an-chreidiúnach sa ghné seo den churaclam.

Cuireann na múinteoirí sna ranganna naíonán tús taitneamhach le teagasc na Gaeilge. Baineann siad leas as rainn, ábhar nithiúil agus léirithe, puipéid, agus cluichí teanga chun spéis na ndaltaí sa teanga a mhúscailt agus chun bunfhoclóir agus nathanna cainte a mhúineadh dóibh. Cuirtear go córasach agus go leanúnach le stór focal agus eiseamláirí na ndaltaí de réir mar a théann siad ar aghaidh ó rang go rang. Tugtar deiseanna rialta dóibh na heiseamláirí seo a chleachtadh agus a shealbhú trí raon straitéisí mar obair i mbeirteanna nó i ngrúpaí beaga, rólimirt agus drámaíocht.

Le himeacht ama, tá na múinteoirí ag dul i dtaithí ar úsáid éifeachtach na modheolaíochta seo agus ar conas an toradh is fearr a bhaint as. Glacann an scoil páirt ghníomhach i Seachtain na Gaeilge agus eagraítear imeachtaí spreagúla do na daltaí lena linn. Cloiseann siad an teanga á húsáid go neamhfhoirmiúil chun treoracha a thabhairt dóibh agus ar ócáidí mar ghlaoch an rolla agus am lóin. De thoradh na hoibre seo ar fad agus, faoin am a mbíonn said sna hardranganna, bíonn cuid mhaith acu in ann labhairt go muiníneach agus úsáid sách cruinn a bhaint as struchtúir na teanga.

Tá foclóir agus frásaí Gaeilge ar luaschártaí agus ar chairteacha le féiceáil sna seomraí ranga agus timpeall na scoile agus bíonn fonn ar na daltaí iad a léamh. Ar an mbealach seo spreagtar a spéis sa léitheoireacht, cuirtear lena scileanna céim ar chéim agus léann a bhfórmhór go tuisceanach. Nasctar tascanna scríofa go cliste le hobair ó bhéal, cothaítear leanúnachas i bhforbairt scileanna scríbhneoireachta na ndaltaí agus oiltear iad chun altanna agus scéalta simplí a scríobh faoi threoir a múinteoirí. Ríomhann daltaí i ngach rang rainn agus véarsaí go fonnmhar.

Irish

A graded programme of work for teaching Irish is laid out in the school plan. It is suited to the school context and to the ability and learning needs of the pupils and it is in keeping with principles and aims of the Primary School Curriculum. In it, the teachers are given helpful guidance regarding the development of communication skills, teaching methods and strategies, variation in pupils’ ability, Irish in the context of the school and assessment. A list of common expressions and phrases, which can be used in everyday speech, is also provided. Teachers are asked to follow the school plan in making their own preparation for teaching and they largely follow this guidance. An environment that is favourable to learning the language is cultivated in the school, the pupils are effectively motivated to work and they participate willingly and actively in the learning experiences that are organised for them. They make very creditable progress in this area of the curriculum.

The teachers in the infants’ section of the school get the teaching of Irish off to an enjoyable start. They make good use of rhymes, concrete and illustrative material, puppets and language games to awaken the pupils’ interest in the language and to teach them basic vocabulary and expressions. Their store of words and exemplars is added to systematically and incrementally as they progress from class to class. They are given regular opportunities to practise and acquire these exemplars through a range of strategies such as working in pairs or small groups, role-play and drama. With the passage of time, the teachers are gaining experience in making effective use of these methodologies and in how to get the best results from them. The school takes an active part in Seachtain na Gaeilge and, during it, stimulating activities are organised for the pupils. They hear the language being used informally to give them classroom directions and during daily routines such as calling the roll and eating lunch. As a result of all of this work and, by the time the pupils are in senior classes, the majority of them are able to express themselves confidently and to make reasonably accurate use of the structures of the language.

Irish words and phrases written on flashcards and charts can be observed in classrooms and in the school environment generally and the pupils are motivated to read them. In this way, their interest in reading is awakened, their skills are developed step by step and most of them read with understanding. Written tasks are cleverly linked to oral work, continuity is maintained in the development of the pupils’ writing skills and they are taught to write paragraphs and simple stories under the guidance of their teachers. The pupils in all classes recite rhymes and verses enthusiastically.

English

The quality of provision in English is very high throughout the school. It is clear that teachers have planned skilfully to provide children with stimulating, purposeful and enjoyable learning experiences in a programme which attends to the development of skills in oral language, reading and writing in an integrated way. The carefully-structured and diverse language activities introduced at infant level are extended and enriched as children progress through the school. Drama and language games are used successfully at infant and junior levels to enrich children’s language experience and to develop their ability to use language socially. Activities designed to develop children’s competence and confidence in using oral language are systematically and creatively used and in middle and senior classes children experience classroom situations that enable them to develop tolerance for divergent viewpoints, and this process culminates admirably in the children in senior classes engaging in stimulating and well-argued debates on wide-ranging issues.

An emphasis on the importance of development of the writing process is very evident. From the time they begin to write children are taught how to draft, edit and re-draft their writing. Children write for a variety of purposes and are clear and focused on the writing tasks set for them. Their written work is monitored appropriately and teachers give constructive feedback to the children on how to improve on their work. Stimuli for encouraging children’s writing are drawn from a broad range of sources, including textbooks, anthologies of poetry, newspapers, class novels and the internet. All classrooms are print-rich environments. In infant and junior classes big books, charts, word walls and labels are used to familiarise the children with the conventions of text. The children’s own written work is included in the classroom displays from an early stage. As the children progress through the school this work shows an increasing complexity and individuality. This work is complemented in middle and senior classes by stimulating classroom displays which include attractively presented children’s written work on a variety of interesting and topical subjects. An increasingly challenging and diverse range of reading material is introduced in a structured way. Very good use is made of class novels, reference material and non-fiction books. Class libraries are stocked with a commendable variety of books, are tidily organised and used regularly and purposefully.

Mathematics

The detailed school plan for Mathematics has been developed to facilitate the implementation of a programme which encompasses all strands of the Primary School Curriculum. The Curriculum principles for Mathematics are incorporated into the plan and admirable emphasis is placed on hands-on activity and guided discovery. Teachers’ individual planning is informed by the school plan and the Curriculum. Group work is promoted as a means of fostering collaborative and co-operative learning at all class levels, as is the thorough exploration of mathematical concepts through the use of concrete material. An extensive range of mathematical resources is available in all classes to facilitate activity-based learning. These resources include appropriately chosen commercially-produced material as well as an excellent stock of teacher-made resources, including charts, number lines, 100 squares, notation boards and fraction walls. Excellent use is made of the available resources and all lessons observed during the evaluation featured the purposeful use of these resources by the children to develop mathematical skills and to solve problems. Information and Communication Technology (ICT) is used in a focused way to consolidate children’s learning and to introduce new concepts. The software in use allows children to work on a range of topics that complement the activities set in the classroom and it allows the teachers to record and monitor the children’s progress. Mathematics lessons are very effectively grounded in the children’s environment and feature integration with other subjects when appropriate. Suitable emphasis is placed on the development of children’s ability to perform mental calculations and on developing their estimation and problem-solving skills. High levels of mathematical attainment were observed and children were able to identify the issues in mathematical problems and use suitable strategies to solve them. Teachers employ a commendable range of effective strategies and games for teaching number facts. The style of questioning used facilitates participation by all pupils in the activities. The teaching of appropriate mathematical language receives careful attention in all classes and pupils’ written work is carefully recorded and regularly monitored.

Social, Environmental and Scientific Education

History

History is taught at all levels in the school and all of the curriculum strands are addressed. Planning at school and at class level shows that a balance is sought between skills development and the acquisition of knowledge and that local history forms a significant part of the school programme. Timelines and the outcomes of project work are in evidence in a number of classes and ICT is used effectively as a source of information and in the presentation of work. In infant classes, story and photographs are used effectively to foster pupils’ interest in History, to promote their curiosity about the past and to begin to develop their sense of time and change. History lessons in the middle classes introduce pupils to legends and stories from the lives of people in the past while the programme in the senior classes includes major episodes from political and social history in Ireland and elsewhere. Teachers use a wide range of resources to consolidate learning and to develop pupils’ skills in working as historians. Lesson content is used effectively as a basis for discussion and contributions from pupils are well received and are often integrated into lesson content. The pupils display a keen interest in the topics they have studied and they discuss them with confidence. The local area is a rich source of learning about the past and, as the planning process proceeds, it is recommended that the school continue to build up its collection of old photographs and artefacts and that greater use be made of the locality for investigative purposes.

Geography

The teachers succeed in arousing their pupils’ curiosity about the world around them, both near and far, through a range of lessons across the curriculum and they use their Geography lessons to help pupils to find or discover the answers to many of their questions. They use a balanced selection of resources for this purpose, including textbooks, library material, maps, globes, charts, recorded material and ICT, and there are attractive displays of colourful resources on display throughout the school. Gradually, the pupils acquire a knowledge and understanding of natural and human features in their immediate environment, in Ireland and then further afield. Aspects of the lives and environments of people in other countries are studied and the pupils learn to compare and contrast. They also learn, through project work, to seek out information for themselves and to present it by combining text and illustration. Attention is drawn to the importance of developing the pupils’ geographical skills in school planning and some mapping of the school's immediate environment and, to a lesser extent, the wider locality is under way. The pupils display a keen interest in and respect for their environment, they speak knowledgeably about the aspects of Geography which they have studied and some of them have been motivated to read widely about the natural world. When the school plan for Geography is being reviewed, care should be taken to ensure that the importance of developing geographical is further emphasised.

Science

The emphasis on practical investigation evident throughout the school plan for the curriculum subjects is an important feature of teachers’ planning for the teaching of Science. Teachers’ plans show how opportunities for integrating Science with other curriculum areas are created and used. Experiment and discovery learning are central to the science programme in all classrooms. Activities are organised across all four strands: living things, energy and forces, materials and environmental awareness and care. Effective use is made of resources to create lessons which encourage the children to think scientifically, to predict, experiment, explain and record the results of their investigations. Groupwork is used expertly in this area to maximise pupils’ engagement in the learning activities and lessons feature skilful use of questioning to stimulate oral discussion. Children are assigned specific roles in their groups and are trained to work scientifically. They derive great benefit from designing experiments to explore the practical application of scientific ideas in real-life contexts. The design and implementation of a balanced science curriculum results in meaningful learning activities for the children, in which they are stirred to develop their understanding of the scientific process and are so enabled to construct meaning and understanding from their investigations.

Arts Education

Visual Arts

The Visual Arts programme is designed to provide children with a broad range of experiences in making art and in looking at and responding to art. The school plan in Visual Arts informs teaching and learning in this subject. Pupils experience the work of national and international artists and the work of these artists is often used as a stimulus for the children’s own art. Pupils are given opportunities to work with a wide range of media and they produce work of a high standard in the various strands of the curriculum. Imaginative examples of their work in all strands were observed throughout the school. Beautiful displays which illustrate the range and depth of the curriculum are mounted in the corridors, classrooms and reception areas. Other samples of children’s art are kept in portfolios. The range of activities facilitates linkage within the Visual Arts curriculum and with other curriculum areas. Pupil progress is monitored through teacher observation. A stimulating classroom and school environment supports pupil learning in the arts generally where materials and resources are available, accessible and used effectively. All strands of the Visual Arts programme are represented in the appealing displays of pupils’ work.

Music

Recent in-service provided by PCSP in support of the implementation of the curriculum has given the teaching of Music a renewed impetus in the school and this area of the curriculum has been prioritised for staff development and for a revision of planning. In this respect, there is clear evidence that further development can be built upon the solid base of good practice and expertise that exists in the school. The teaching of this subject is well organised, teachers exchange classes in some instances in order to enhance curriculum delivery and a generous supply of resources, including recorded music and songs and percussion instruments is enabling teachers to extend the range of learning experiences that they provide for their pupils. In response to in-service, they have placed an increased emphasis on the listening and responding strand of the curriculum and more creative use is being made of percussion instruments, not only to repeat and create rhythmic patterns but to respond through sound to a range of stimuli. Pupils in all classrooms learn a pleasant repertoire of songs in both Irish and English which they perform with enjoyment and enthusiasm. Some groups derive particular enjoyment and benefit from singing rounds. The available recorded material is used to foster pupils’ skills of listening and responding. It is also used to support the teaching of songs and to help the pupils to sing sweetly and in tune. Due attention is given to pitch and literacy in a number of classes. The scope of the work in this curriculum area is extended by taking groups of pupils to the National Concert Hall to see and hear musical performance and by training choirs to sing at First Communion and Confirmation ceremonies.

Drama

Planning for Drama at school level has been done largely on an informal basis and it is awaiting the delivery of in-service before putting a formal structure on its plan. The extent to which drama has permeated the curriculum throughout the school is varied but it is used widely as a methodology in a number of curriculum areas, including language, in particular, History, Physical Education and Social, Personal and Health Education. Teachers plan their lessons in an integrated way and, through them, they set out to reinforce learning in other curriculum areas, to enhance pupils’ confidence, to develop other forms of expression in them and to add to the enjoyment which they derive from learning. Activities are chosen to suit the age and interests of the various classes and, in some instances, the pupils participate in selecting the activities or groups of them are asked to create a response to a given situation. They are usually encouraged to participate at a level at which they feel comfortable as individuals. Teachers report that pupils exhibit a high level of enthusiasm and enjoyment while interacting during drama activities and that their ability to co-operate is enhanced.

Physical Education

The school plan for Physical Education is a comprehensive document which outlines strategies for the development of skills in a variety of areas. It has been compiled from a variety of useful sources and provides for the delivery of a broad, structured and carefully-sequenced programme through the school. Although the school plan in its current from does not refer to the strands of the Curriculum, individual teachers’ planning and practice reflect the structure of the Curriculum and expert provision is made for the teaching of a broad and balanced Physical Education programme. Lessons observed were well managed and featured high levels of pupil participation in well-structured activities which were both challenging and enjoyable. Appropriate levels of difficulty are set for tasks at each class level. The lessons were well paced and included suitable warm-up and cool-down activities. The newly completed school hall is spacious, safe and suitable for many diverse activities. Excellent resource provision means that a broad range of activities can be and are organised for athletics, gymnastics and for a wide variety of games. When the school plan for Physical Education is being reviewed it is recommended that it be restructured in line with the curriculum strands.

Social, Personal and Health Education

The teachers plan their lessons in Social, Personal and Health Education in a careful manner and they are guided in their work by a well-balanced school plan and by school policies on the implementation of the Stay Safe and the school’s Relationship and Sexuality Education programmes. Both policies provide for consultation and discussion with parents. The school plan outlines the strands and strand units of the programme that are to be covered at each class level. In addition to giving an appropriate amount of time to teaching this curriculum area as a subject, social, personal and health issues are seen to arise across the whole curriculum, teachers display an awareness of this and deal with these issues as they arise in all areas of school life in a sensitive manner. The promotion of mutual respect within the school community is one of the main characteristics of the ethos of the school. The teachers, individually and as a team, are vigilant in providing a secure, safe, and healthy environment for the children in their care. They address matters such as healthy eating, hygiene, friendship, safety and respect for self, others and their property during their lessons and actively encourage their pupils to put their learning in these areas into practice in their daily lives. The pupils, in turn, respond positively to their teachers’ interest and encouragement, they are at ease and co-operative in their classrooms and they demonstrate a consistent willingness to learn. By implementing its SPHE programme in a practical and consistent way, the school helps its pupils to develop a range of values, attitudes and skills that should inform their actions and decisions as they grow to maturity.

Assessment and Achievement

The teachers in this school maintain accurate records of work completed and they also monitor pupils’ progress regularly and systematically, using both formal and informal methods. Standardised tests are carried out in English and Mathematics annually and are administered to all classes from senior infants upwards. These tests include the Drumcondra Primary Reading Test (DPRT), Sigma-T, Mist and Quest. The special education teachers (SETs) administer a range of diagnostic tests which indicate the particular learning needs of less able pupils and the results are used to inform the selection of pupils for supplementary teaching. They are also used to identify learning strengths and to set targets areas when Individual Profile and Learning Programmes (IPLPs) are being drawn up.

Assessment also includes observation, regular monitoring and discussion, teachers’ anecdotal records and teacher-designed tests. A feature of the planning process in this school is the administration of school-designed tests based on monthly modules of work across a range of curriculum area. Pupils’ copies and workbooks are systematically monitored. Test results are filed in class record books and are passed on with each class at the end of the school year. Results are also stored centrally. Information is shared with parents through parent-teacher meetings and through formal written reports. Parents are afforded opportunities to discuss their children’s progress with the class teachers and the special education teachers as appropriate.

Overall, the teachers in Scoil Mochua prepare their work carefully, they match lesson content to the needs and interests of their pupils and they use assessment results to inform this process. The pupils engage willingly in all school activities, they demonstrate an enthusiasm for learning and they progress in accordance with their various abilities. The results of standardised tests confirm that high quality teaching is carried out in this school.

5. QUALITY OF SUPPORTS FOR PUPILS

5.1 Pupils with special educational needs

The school’s policy document on special education is a wide-ranging yet highly focused plan which details how the school identifies children in need of help and the supports provided for children with learning difficulties or special educational needs. The selection of children for supplementary teaching is in accordance with recommendations in the Learning Support Guidelines. A team of six special education teachers (SETs) provide support in literacy and numeracy. The work of the SETs is carefully co-ordinated. Each member of the team provides focused support to children at a particular class level from first to sixth class. The school plan places a strong emphasis on early intervention and the prevention of the occurrence of learning difficulties and two members of the team provide in-class support in the infant classes. Close collaboration and regular communication between class teachers and SETs facilitates the early identification of pupils with additional learning needs and the provision of extra supports where required. This system is flexible enough to allow children to receive extra help in numeracy or literacy or both, where the teachers see the desirability for such help. This flexibility which allows the SETs to provide support in the mainstream class setting is a very positive feature of the provision in this area. In order that optimal use is made of this element of the provision, the SET team should plan to ensure that such support is targeted in a more focused manner than at present.

Parents are involved in the programme at the beginning. Initial screening tests are administered by mainstream class teachers who then consult with parents and parental consent is sought before diagnostic tests are administered by the SETs. The SETs and class teachers draw up individualised plans, which are formulated after taking into account all test results and after consultations with the principal, parents and other relevant agencies. The plans include details of preliminary and diagnostic assessments, including informal teacher assessments before and after supplementary teaching, the pupils’ learning strengths and attainments and their priority learning needs. This practice is commended, as it ensures that the work of the support teachers and the class teachers is co-ordinated. Time for consultation with mainstream class teachers is included in the SETs’ timetables. Ongoing collaboration between class teachers and SETs was observed during the evaluation and is noted as a strength of the provision in this area. Children’s progress is reviewed each term and clear procedures are in place for determining whether children continue to receive supplementary teaching or whether they can be returned to work independently in the mainstream setting.

The work of the SETs is structured admirably. Each member of the team provides support in Mathematics and English to small groups and individuals and in addition each SET works with a particular class level to support children in other curriculum areas. This practice allows the SET to observe the children working in the mainstream setting. The quality of planning is exemplary, with each SET providing plans that are carefully linked to the work of the children’s mainstream class. Literacy and numeracy activities are organised to complement the work done in the mainstream setting. The teaching of problem-solving strategies and study skills that can be applied across the full range of the Curriculum is a highly commendable aspect of the support provided the special education team. High-quality resources are prepared by the teachers and these resources are put to excellent use. Individual records of pupils’ progress are kept meticulously. A broad range of tests, including teacher-designed instruments, is used to measure children’s attainment and the test results are analysed carefully to check whether children are attaining the learning targets set for them.

5.2 Other supports for pupils: (Disadvantaged, minority and other groups)

The school receives relatively small amounts of money under Giving Children an Even Break and the Free Book scheme and it distributes these funds discreetly and in accordance with regulation. The board of management supplements these funds out of its own resources as it sees fit so that all pupils can be provided with a full range of books and materials. A small number of foreign national pupils have been enrolled in the school recently, mainly in the infant classes, and they are provided with language support as required out of existing teaching resources. Commendable progress has been made in integrating these pupils into the life of the school and this process is underpinned by school policy.

6. SUMMARY OF FINDINGS AND RECOMMENDATIONS FOR FURTHER DEVELOPMENT

The following are the main strengths identified in the evaluation:

The board of management of management carries out its duties in an efficient and consistent manner.

The principal teacher, supported by the deputy principal and the special duties post holders, provides the school community with decisive but caring leadership

All members of the school staff are committed to the personal, social and academic welfare of the pupils

An inclusive and mutually supportive ethos is cultivated in the school

A wide range of resources is provided to support teaching and learning

Commendable progress has been made in reviewing and revising the school plan

The teachers provide their pupils with a broad range of interesting and appropriate learning experiences and they use a variety of methodologies effectively in doing so.

The educational needs of pupils with learning difficulties are provided for in a systematic and collaborative way.

Classroom and support teachers work closely together.

An open and supportive relationship exists between home and school

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

It is essential that the practice of deploying the deputy principal in an administrative role be reviewed in light of Department of Education and Science regulations governing the staffing of schools, the deployment of teachers and the recommended maximum class size.

Adopting an agreed approach to short-term planning would help to ensure that optimal benefit is gained from the extensive work which the staff has put into the development of the school plan for the curriculum areas.

It is recommended that structures be established to allow the in-school management group to meet periodically so that its contribution to the organisation and management of the school, including the monitoring of curriculum implementation, can be further developed.

Post-evaluation meetings were held with the staff and board of management when the draft findings and recommendations of the evaluation were presented and discussed.