This report has been written following a whole school evaluation of Scoil an Chroí Ró-Naofa, Urlingford. 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 students and teachers, examined students’ 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 of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

Introduction

Scoil an Chroí Ró-Naofa, serves the parish of Urlingford and Graine in the north west of Co. Kilkenny. It is a fully vertical co-educational school under the patronage of the Roman Catholic Bishop of Ossory. The school caters for two hundred and nine children, the vast majority of whom come from the parish and its immediate hinterland. The children attending the school come from a broad range of socio-economic backgrounds and teachers are to be commended for their in-depth awareness of the circumstances, abilities and needs of all children attending the school. Enrolment figures have been rising steadily in recent years in accordance with the increasing population of the town and projections into the future suggest that this trend is set continue.

The characteristic spirit of the school is enshrined in its vision statement which commits to ensuring that the happiness of each individual is nurtured and fostered and to enabling all children to develop the skills necessary to become confident, competent and well-balanced members of their community. It aims to provide a broad and balanced education in a spirit of co-operation and respect. The positive nature of the school climate and atmosphere, combined with the quality of the relationships that exist between all of the education partners, is a particularly defining feature of this school.

The level of pupil attendance is exemplary and all children transfer from sixth class to various post-primary schools in the area each year. The last evaluation carried out in this school took place in 1997.

1. Quality of school management

1.1 Board of management

The board of management is properly constituted, professional and highly supportive of the work of the school. Meetings are generally held on a bi-monthly basis and are convened more regularly if required. The chairman maintains a very close working relationship with the principal and the school between meetings. To ensure the efficient working of the board, specific duties are clearly defined and assigned to members. In this context, it is advised that the board separate the roles of safety representative and safety officer and assign them accordingly. Comprehensive minutes of all meetings are recorded and agreed and the patron reviews annual compilations of these minutes. School accounts are submitted for external certification on a yearly basis and these are also presented to the patron’s office. The patron is to be commended for his active role in the management of the school. The board has identified the consideration and ratification of policies, the maintenance and development of facilities and the employment of staff as the key areas of work that it is currently involved in. A number of members of the board have engaged in training organised by the Catholic Primary School Manager’s Association and training is currently being made available for parents’ representatives by the National Parents’ Council. Very positive relations between the board of management and the parents’ association are reported. Communication between both bodies is facilitated via the parents’ representatives on the board. The board of management is to be commended on the positive atmosphere which characterises all interactions in the school and members are particularly appreciative of the dedication and professionalism of the principal and staff.

The board has been involved in the development and ratification of a broad range of policy documents in accordance with its statutory obligations. These include an enrolment policy, a discipline policy and a health and safety statement. It is advised that the board now initiate a process of reviewing and ratifying the suite of curricular documents that have been prepared in the school. Parents are consulted as appropriate on the development of all school documents and completed copies of all administrative and curricular plans are available in the school on request.

Department of Education and Science (DES) regulations with regard to the length of the school year, the retention of pupils and the deployment of teachers are complied with. Practices regarding the length of the school day merit further consideration to include a focus on break-times and the option to reduce the infant day by one hour in accordance with Rule 56 (4) of the Rules for National Schools.

1.2 In-school management

The in-school management team serves as a significant resource in the school and includes the principal, the deputy principal and three special duties teachers. The principal is hard-working and displays a strong commitment to the ethos of the school through the tireless manner in which he carries out his wide range of duties. He has established a very positive relationship with all of the education partners and succeeds in promoting a collaborative approach through the progression of a range of curricular and administrative issues in the school.

The members of the middle management team are to be commended for the enthusiasm and dedication with which they fulfil their respective roles. The duties attaching to these posts are clearly defined and their fulfilment contributes significantly to the breadth of curricular and extra-curricular provision and to the effective functioning of the school. In addition to the valuable role they currently play in the sourcing, provision and upkeep of resources, it is recommended that the strategic management role of this group be further developed to include an enhanced curriculum co-ordinating function. It is also advocated that the duties attaching to posts be subject to a periodic review to ensure their ongoing responsiveness to the evolving needs of the school.

The positive approach to behaviour management as contained in the school’s code is commendable. Particular emphasis is placed on the cultivation of positive and mutually respectful relationships in the school. In this context, the success of the code of behaviour was strongly in evidence throughout the evaluation process through the respectful exchanges observed and through examples of students accepting personal responsibility for their behaviour. Significant emphasis on the development of pupils’ self-esteem is also in evidence in classroom activities and exchanges and through formal lessons in this area.

One staff meeting is held each term. In advance of these meetings, teachers are invited to submit items for the agenda. The effort to ensure that curricular, organisational and pastoral matters are addressed at all staff meetings is noteworthy. General issues that arise at the meetings are recorded by the principal. To further support the effectiveness of this process, it is recommended that a formal minute book be introduced and that actions arising out of decisions taken at general staff meetings and planning days be recorded and circulated to all staff. Consideration should be given to rotating the roles of chair and secretary at these meetings. Practice observed during the evaluation suggests that all members of staff demonstrate a commendable level of co-operation and commitment to the management and education of the children and one senses a happy and professional working atmosphere and a good team spirit in the school.

Day to day administration, record keeping and filing are carried out very efficiently in the school. A vast range of school documentation is maintained in both hard copy and electronic format and is organised in a manner which ensures maximum accessibility. Roll-books are completed up to date and computed accurately. It is recommended that practices in relation to the completion of the register be updated

1.3 Management of resources

Human, material and educational resources are deployed and managed efficiently in the school. The issue of internal staff mobility is discussed on an annual basis and the principal strives to ensure that all staff members experience a variety of classes and settings. In order to further develop this process, it is recommended that a formal policy be agreed at staff level to ensure that all teachers have an opportunity to experience a broad range of classes and teaching positions throughout their teaching career in the school. The teaching staff is currently participating in national in-service as provided by the Primary Curriculum Support Programme (PCSP). It also avails of the PCSP cuiditheoir service in a range of curricular areas and the services of personnel from the School Development Planning Support have also been availed of in response to school needs as identified by the staff. The whole staff recently attended a training seminar on dyslexia and individual staff members participate in a range of summer courses both through the local education centre and on the world-wide web. The wealth of expertise which exists on the staff is also purposefully and judiciously utilised across a range of areas in the school.

The school also has the services of two special needs assistants (SNAs) whose experience and expertise play a strategic role in assisting children to access their programmes of learning. Their work is well managed but it is advised that an ongoing focus be maintained on ensuring that their future learning needs be considered in the context of the schools professional development policy and practice.

Department of Education and Science grants for the purchase of curricular resources are appropriately deployed and are complemented by additional fund raising activities. A broad range of resources is available across the curriculum and includes reading material, Mathematics resources, Science resources, Physical Education equipment, Music and Visual Arts materials and specific equipment to support learning in the special education settings. Extensive audio-visual libraries have been developed in some classrooms and all rooms have personal computers. Arrangements for networking all of the computers and for accessing broadband communication are at an advanced stage. In addition to these resources the teachers are to be highly commended for the vast range of teacher designed resources that are a feature of provision in this school. These teacher designed materials combine very effectively with a variety of commercially produced resources to create visually stimulating learning environments in almost all classrooms and they are used effectively to enhance the process of teaching and learning.

The school accommodation consists of eight mainstream classrooms, a general purposes room, a learning support room, a very small language support area, a secretary’s office, toilet blocks, a staff room and a principal’s office which is currently being used as resource room. The school has recently received approval for temporary accommodation. In the context of the significant building development which is currently taking place in the town, it is recommended that the board of management consider the adequacy of the existing resources of the school in the context of projected enrolment figures into the future. The school complex also hosts significant hardcourt areas, which include two ball courts and the children have access to appropriate green areas. The school is cleaned on a daily basis and maintenance issues are attended to as they arise. The staff, board of management and the children are to be praised for the manner in which the school building and grounds are maintained. Of particular note also is the very effective use that staff members have made of the available display spaces in the school with samples of the children’s work in a broad range of curricular areas attractively displayed.

2. Quality of school planning

2.1 The school planning process and the content of the school plan

School planning is carried out on a systematic basis whereby priority areas are identified annually and plans for development in these areas are then prepared. The staff, in consultation with parents, has formulated a comprehensive series of organisational policies, dealing with areas such as enrolment, discipline, the administration of medicines, use of mobile phones, and acceptable use of the internet. An impressive guide for new or substitute teachers has been developed which contains details of key organisational issues in the school. Policies on the prevention of substance misuse and an induction programme for newly qualified teachers have been identified as priorities for future development. 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, September 1999) and Child Protection: Guidelines and Procedures (Department of Education and Science, April 2001). Evidence was also provided to confirm that the board of management has adopted and implemented the policies. A designated liaison person has been appointed in line with the requirements of the Departmental guidelines. Consideration should be given to developing a specific anti-bullying policy to supplement the provisions contained in the school’s code of behaviour. It is also recommended that greater consideration be given to aspects of the school’s enrolment policy, in particular the section dealing with the enrolment of children with special education needs.

The development and formulation of a comprehensive school plan for most curriculum areas has been co-ordinated and guided by the principal and the special duties post-holders. Policies have been developed in English, Gaeilge, Mathematics, Science and the Visual Arts. Procedures for the ongoing review of the school plan are incorporated into the planning documents. The process of formulating curriculum and organisational policy is well embedded in the culture of the school and the collaborative and inclusive nature of the planning process is to be highly commended.

2.2 Implementation and impact of the school plan

The implementation of the school plan is primarily undertaken by the principal and teaching staff, with the support of the board of management and parents. Each class teacher prepares a long-term and a short-term plan of work to guide teaching and learning at individual class level. An agreed school template has been devised to facilitate short term planning and these documents also form the basis of monthly progress reports. Provision for the inclusion of reflective analyses in these reports is particularly commendable. It is recommended that the school initiate a process of centrally storing the monthly progress reports for the year to which they apply and the following year as they provide an official record of the work completed in each of the classes in the school. A review of planning during the evaluation reveals that, in the main, it is appropriately linked to the primary curriculum and to the school plan. The level and quality of curricular planning impacts positively on the breadth of curricular provision and impressive examples of differentiated teaching and scaffolded learning were features of classroom practice. It is advised that teachers continue developing and refining the whole-school planning documents and to link this process to assessment of classroom implementation.

3. Quality of learning and teaching in curriculum areas

3.1 Language

Gaeilge

Tá plean scoile cuimsitheach don Ghaeilge leagtha amach faoi na snáitheanna agus snáithaonaid an churaclaim. Tugtar aird sa phlean ar na ar na mórthéamaí, fothéamaí agus frásaí na seachtaine atá in úsáid don teagaisc Sna ranganna uile roghnaítear na téamaí sin mar bhunús don phleanáil ghearrthéarmach ach ansin téitear í muinín na scéime tráchtála mar fhorleathnú ar na téamaí sin.

Is inmholta í an obair atá ar siúl sa scoil chun suim na bpáistí sa Ghaeilge a chothú. Is léir go mbaineann na páistí taitneamh as gnéithe éagsúla de mhúineadh agus d’fhoghlaim na Gaeilge agus go bhfuil meon dearfach i leith na teanga á chothú ina measc. Baintear úsáid as raon leathan straitéisí agus modhanna múinte chun suim agus samhlaíocht na ndaltaí a fhorbairt agud déantar cúram breá de leathnú foclóra agus de chur chun cinn scileanna éisteachta agus tuisceana. Léiríonn siad tuiscint an-mhaith ar thopaicí atá á bplé sa rang agus tá caighdeán breá le fáil tríd an scoil ó thaobh cumarsáide de. Ó thaobh feasacht cultúir de, is inmholta an bhéim atá curtha i ranganna áirithe ar chluichí, ar dhamhsaí agus ar cheol Gaelach a thugann comhthéacs níos leithne agus níos réalaíche do mhúineadh agus d'fhoghlaim na Gaeilge.

Léann na daltaí na téacsanna ranga go cruinn agus tugtar faoi deara go bhfuil tuiscint an-mhaith ar a bhfuil á léamh acu. B’fhearrde fós an toradh ach raon ábhar léitheoireacha a leathnú tríd an scoil. Sonraítear go bhfuil caighdeán breá á bhaint amach ag na daltaí sa scríbhneoireacht fheidhmiúil. Chun cur leis an dea-obair seo moltar béim sa bhreis a chur ar an scríbhneoireacht chruthaitheach. Chun a thuilleadh forbartha fós a dhéanamh ar an ngné seo, b’fhiú aird a dhíriú ar chuspóirí scríbhneoireachta, ar an lucht léitheoireachta agus a gcuid riachtanais, agus ar chineálacha difriúla scríbhneoireachta agus taithí a thabhairt do na daltaí scríobh dá réir sin. Tá cnuasach rann agus amhrán Gaeilge ag na páistí i ngach rang a aithrisítear le spraoi agus taitneamh.

Irish

A comprehensive school plan for Irish has been developed in accordance with the strands and strand units of the curriculum. The plan affords due attention to the themes and sub-themes to be addressed and clearly lays out the phrases to be taught to the children each week. These themes form the basis of teachers’ short term planning and commercial schemes are judiciously used to extend the children’s learning within this context.

Excellent work is undertaken in the school to generate enthusiasm for the Irish language amongst the children. It is clear that they enjoy aspects of the teaching and learning of Irish and that they have a positive attitude towards the language. A broad range of strategies and methodologies are employed to capture the interest and imagination of the children and due attention is devoted to extending their vocabulary and developing their listening and comprehension skills. They display a very good understanding of the various topics which are under discussion in the classes and have an impressive ability to converse in Irish throughout the school. From a cultural perspective, the very impressive focus which is placed games, Irish dancing and music in some classes provides a broader and more realistic context for the teaching of Irish.

The children read the classroom texts with fluency and understanding. This process would be further enhanced by extending the range of Irish language reading materials available in the school. It is noted that the children achieve good standards in functional writing activities. To further develop this area of provision, it is advised that greater emphasis be placed on the development of creative writing. This could be extended to provide opportunities for the children to write for different purpose and a variety of audiences. The children in all classes know a variety of songs in Irish and they enjoy performing them.

English

A detailed whole-school plan for English has been collaboratively devised by the principal and teaching staff. It devotes significant emphasis to oral language learning, while also detailing the range of strategies to be used in the school to promote pupils’ reading, writing and spelling competencies.

The review of teachers’ individual practice in the area of oral language reveals a significant awareness of the cross curricular contexts for oral language development. A range of commercially produced schemes is employed effectively to develop the pupils’ receptive and expressive language skills. In the junior classes a range of appropriate activities support a comprehensive oral language programme. Story-telling and rhymes are important activities and are used creatively and purposefully to good effect. Stimulating oral language themes are a feature of provision throughout the school. The regular use in some settings of language enrichment approaches and the employment of a broad range of questioning and probing strategies to develop pupils’ higher comprehension skills are noteworthy.

A structured approach is taken to the teaching of all aspects of reading and the standard of reading achieved in this school is high. The provision of print-rich environments is a notable feature of classrooms and pupils display a positive understanding of reading conventions and story chronology. An important emphasis is placed on the development of phonological and phonemic awareness in all classes and a multi-dimensional approach to spelling, using a variety of contexts, is a praiseworthy feature of the provision. Graded reading schemes are in use throughout the school, with novels being used very effectively in the middle and senior classes. The encouragement of pupils’ personal reading through paired-reading activities and the provision of well-stocked classroom libraries are praiseworthy. The pupils exhibit well-developed abilities to analyse and critique what they have read. They also demonstrate proficiency in both the composition and recitation of poetry.

Letter formation skills are appropriately developed in infant classes and subsequently expanded to initiate sentence formation and basic writing skills. In the junior classes, teachers engage in very effective team teaching to implement the ‘First Steps’ programme. This involves a systematic assessment and analysis of the children’s work with a view to targeting specific areas and approaches for further development. Very impressive approaches to creative and functional writing, in a variety of genres, are encouraged at an appropriate level and samples of the children’s written work are attractively displayed in the junior and middle classes. The effective use of ICT for production of children’s short-story books, evident in senior classes, is a highly commendable feature of the provision to promote creative writing.

3.2 Mathematics

A comprehensive planning document detailing school wide approaches to the implementation of the Mathematics curriculum has been developed. Observation of classroom practice reveals that effective implementation of the Mathematics programme is enhanced by proficient use of a suitable supply of concrete manipulatives. Lessons are paced skilfully and experiential learning is a central feature of the provision. Early mathematical activities including classifying, matching, comparing and ordering are carefully attended to. Pupils display a good knowledge of number operations, shape and space and measurement. Examples of effective approaches to problem solving were observed in some classes. An on-going focus on the development of strategies for multi-stage problem solving is recommended throughout the school. Oral language, fostering the development of appropriate mathematical vocabulary, is managed in an age-appropriate, developmental way and forms a central feature of the provision. In general, children can successfully express mathematical processes in oral and written form appropriate to their age group and skills in mental and written computation are also well attended to.

3.3 Social, Environmental and Scientific Education (SESE)

Geography

Although in-service for the implementation of the revised Geography curriculum is scheduled to be delivered in the current year, impressive examples of provision for this subject area were noted during the course of the evaluation. Children are facilitated to employ a range of investigative techniques to explore the human environment of the local area, paying particular attention to the range of businesses and services that are available. By studying their local town and designated other areas, they display an understanding of physical and human environments and the connections and influences that they have on each other. Provision for this subject area is linked with aspects of the Science programme through the adoption of a very effective focus on the interdependence of physical features in the environment and the consequent importance of addressing issues relating to environmental awareness and care. Effective use is made of ICT to support the development of children’s sense of aerial perspective and graphical skills. This work provides a good base for the introduction of the revised Geography programme in the school.

History

The pupils are afforded opportunities to explore human experiences at personal, family, local, national and international level through the school’s history programme. A range of historical themes are addressed particularly those of relevance to Ireland. In infant and junior classes the children are facilitated to develop an understanding of change and continuity by reflecting on their own physical growth and development since infanthood. Purposeful exploration of a variety of stories and legends is also a noteworthy feature of provision at this level. Pupils in middle classes engage in an enthusiastic exploration of issues pertaining to early people and ancient societies. In senior classes they speak confidently about eras of change and conflict and display an appropriate understanding of ways of life, society, work and culture in the past. Provision for the study of the local area was notable feature of provision in some classes. In order to further develop this area, the compilation of resources for the exploration of local history with a view to examining how this aspect of the programme could be addressed incrementally throughout the school is advised. A very positive foundation has been established for the introduction of the revised History curriculum.

Science

A detailed whole school-planning document has been developed for the implementation of the Science curriculum. It pays due attention to ensuring that the children have opportunities to develop a broad range of skills of enquiry, to the acquisition of scientific knowledge and concepts about the biological and physical aspects of the world and to the cultivation of important and responsible attitudes to the environment.

Experiment and discovery learning are central to the delivery of the Science programme in all classrooms and a very useful range of concrete materials is effectively used to stimulate the children’s sense of curiosity, develop investigative skills and reinforce new concepts. Children are provided with a broad range of appropriate learning experiences, which include opportunities for them to think scientifically, to predict, experiment, explain and record the results of their investigations in oral and written form. Well-structured learning activities enable them to develop their understanding of scientific processes and children in all classes display an impressive ability to construct meaning and understanding from their investigations. Well-stocked investigation areas and engagement in a range of project work are features of the provision in a number of classes and very impressive samples of integration with the Visual Arts curriculum through the construction of resources to enhance teaching and learning in Science were noted. Digital photography is used to good effect in recording the work that children have engaged in this area of the curriculum.

The school has formed a ‘Green School’ committee, which co-ordinates consultation with the school community regarding the development of their environmental action plan. The introduction of worm composting, newspaper recycling and plastics recycling, and activities to promote energy conservation are all very laudable features of the work of this committee. The children in all classes throughout the school display an acute awareness of the importance of respect and care for their environment.

3.4 Arts education

Visual Arts

A comprehensive whole school plan has been formulated for Visual Arts. It outlines the range of experiences which the children will engage in under each of the strands and strand units of the curriculum and pays due attention to integrating provision in this area with a variety of subjects. Activities observed during the evaluation facilitate linkage within the Visual Arts curriculum and also with integrate with other subjects most notably Science. Oral discussion and innovative resources are imaginatively used to stimulate creativity and animation and the children display a very high level of industry and enjoyment while engaged in artistic activity. Samples of their work are represented in the appealing displays which enhance the attractiveness of classrooms and corridors in the school. These montages include work in drawing, paint and colour, print, clay, two-dimensional and three-dimensional construction and fabric and fibre. Pupil progress is monitored through teacher observation. Examples of children’s creativity and appreciation of art being fostered through examining, discussing and responding appropriately to selected works of famous artists was noted in some classes.

Music

The development of a whole-school plan for the implementation of the music curriculum has been identified as a priority for the current school year. In all classrooms, the children have a wide repertoire of songs in both Irish and English, which are integrated with various curriculum areas and which they perform with enjoyment and enthusiasm. Song singing is also used to very good effect as a transitional strategy between subjects in the junior classes. The children demonstrate good listening skills and they engage with a range of percussion instruments skilfully and with confidence. Instrumental music is a feature of provision in some classes and an impressive performance of a range of tunes, from sight, on the tin-whistle was observed. Opportunities to listen and respond to music are provided for in a number of class and pupils demonstrate clear enjoyment of such activities. They display an understanding of a range of musical elements, including dynamics, tempo and rhythm. Specific expertise, which exists on the staff, is usefully employed to support the development of music in the school. Opportunities for pupils to showcase their musical talent, in public, include the school’s annual concert and also the school choir that performs for liturgical events.

Drama

Although drama is not scheduled to be introduced as a formal subject area until the next school year effective provision in this area was noted in some classes. Activities, which afford the children opportunities to develop a range of non-verbal skills through which thoughts feelings and attitudes are transmitted, are well managed. With the planned introduction of the drama curriculum in the next school year teachers will have an opportunity to enable pupils to develop their drama skills more systematically and to use them to support active learning across a number of areas of the curriculum.

3.5 Physical Education

The children are afforded opportunities to engage in a variety of appropriate learning activities in the provision for Physical Education. Good use is made of the general purposes room and of outdoor facilities to promote overall fitness levels. There is a plentiful supply of resources available to pupils during lessons and the overall organisation and accessibility of these resources is praised. Lessons observed during the evaluation were well structured and effective use was made of activity stations to maximise the children’s participation in all activities. Specific skills development is attended to sequentially and children in all classes are given opportunities to employ these skills in a broad range of competitive, non-competitive and co-operative games. Pupils are very interested in team games and the school has forged strong links with the local GAA and handball clubs. The school participates competitively in a variety of sporting activities including hurling, camogie and football. Lessons in movement are adeptly organised and afford the children opportunities to engage in a range of traditional Irish and modern dances. Children are introduced to the basic skills associated with gymnastics in some classes and an aquatics programme is arranged for a defined period each school year. In developing the school plan for Physical Education, consideration might now be given to including outdoor and adventure activities in the programme.

3.6 Social, personal and health education (SPHE)

Initial work has been completed on the whole-school planning document for Social Personal and Health Education (SPHE). An analysis of individual teacher planning combined with lessons observed during the evaluation reveal that pupils are given opportunities to explore topics such as safety, personal hygiene and healthy eating through engaging in a range of well structured learning activities. These activities are designed to enhance the children’s self-esteem and sense of worth, and to inspire qualities such as consideration for others, regard for property, appreciation of friendship and respect for difference. The skills of effective co-operation, turn-taking, self-discipline and good manners are very well attended to and the children display an impressive ability to relate work in this area to their own lives. Activities designed to support the children to critically analyse various media forms and to critiquing its role in advertising were also a notable feature of provision in some classes. In addition to the formal SPHE programme, one senses a caring atmosphere in this school where the social, intellectual and personal development of the child is fully supported and informally integrated across the entire curriculum and throughout all activities.

3.7 Assessment and Achievement

There is evidence in all classes that individual pupil’s work is monitored through observation, regular discussion, teacher-designed tasks and tests and the use of feedback in copies. Standardised tests in the form of Micra T and the Drumcondra Reading Tests are administered on an annual basis to classes from first to sixth and the Middle Infants Screening Test is administered to senior infant classes. The results of the standardised tests are analysed by the class teachers, in conjunction with learning support teacher, with a view to assigning additional learning support or recommending children for more specialised testing by outside agencies. A battery of diagnostic tests is administered by the special education team on children who have been identified for learning support or resource provision. The results of these tests inform the development of individual education plans (IEPs) and individual pupil learning profiles which are designed to meet the needs of these children. The extent to which teachers have an in-depth awareness of the abilities and learning styles of all of the children in their care is noteworthy. In the context of further developing provision for assessment in the school a whole school policy focusing on the development of a broader range of strategies to include checklists, portfolio work, self and peer assessment and individual based monitoring procedures would be useful.

A formal parent/teacher meeting takes place annually and written reports are also sent to parents to keep them informed of all aspects of their children’s progress.

4. Quality of support for pupils

4.1 Provision for pupils with special educational needs

A comprehensive whole-school policy to address provision for children with special education needs has been formulated. It clearly outlines the roles of all of the education partners in the implementation of the policy and commits to employing a range of strategies to identify children in danger of experiencing difficulties with their work, as early as possible in their school careers.

The school has the services of a full-time resource teacher and a learning support teacher who is shared with another school in the area. The provision for special education needs is characterised by a high level of collaboration and co-operation between the special education team, classroom teachers and parents. Support is offered individually or in groups, on a withdrawal basis. The breadth of experience and expertise of the team is reflected in the range of effective methodologies that are employed and in the comprehensive individual education plans (IEPs) and individual pupil learning profiles (IPLPs) that have been designed, which detail clear learning objectives for the children for each instructional term. The roles of the special education team, the classroom teachers and the parents in assisting the children to realise these learning goals are clearly outlined. Greater involvement of the pupils in the formulation of their IEPs and IPLPs would merit further consideration. The special education provision, as observed during the course of the evaluation, was well resourced, targeted, and delivered in a supportive, positive and highly effective manner. As previously stated in-class support for the delivery of the First Steps programme is an impressive feature of this provision in the junior end of the school. It is advised that this model of in-class support be given further consideration on a school-wide basis.

The school has the services of two special needs assistants. The provision as observed during the evaluation reveals that they have developed an in-depth awareness of the needs of the children to which they are assigned. A close working relationship has been established between the special needs assistants, the teachers and the parents and they are an integral component of the planning, implementation and review of the provision for these children. This provision plays an invaluable role in assisting the individual children to access their programmes of learning and in this context it is recommended that their future training and development needs be considered in the context of the school’s professional development policy.

4.2 Provision for pupils from disadvantaged backgrounds

Pupils attending Scoil Chroí Ró-Naofa come from a wide variety of socio economic backgrounds. The school has accessed funding under the Giving Children an Even Break scheme and this has been utilised primarily in conjunction with a local partnership group to set up a homework club to support children in sixth class. The climate, atmosphere and quality of teaching throughout this school ensure that every child, regardless of circumstances, is fully included in all aspects of school life.

4.3 Provision for pupils from minority groups

The school makes provision for language support teaching for two children whose first language is not English. Observation of this provision during the course of the evaluation reveals that the support is provided in a positive and reassuring atmosphere. The pupils are highly motivated to learn English and in general the work is targeted and effective. It is advised that greater collaboration be introduced between the language support provision and the learning support personnel to facilitate the deployment of a wider range of resources. Implementation of the Trinity College based Integrate Ireland Language and Training scheme should also be considered. The school has a small number of children from the Travelling community on its rolls. Observation of their performance during the course of the evaluation reveals that their needs are comprehensively addressed through existing provision.

It is recommended, in the context of the development of an increasingly diverse Irish society, that the practice of exploring intercultural themes which features in aspects of the music programme in some classes be further developed to include provision for intercultural education when reviewing each section of the school plan. Consideration may also be given to ensuring that diverse cultures and ethnic groups of Ireland and of the school are represented in books, learning resources, pictures signage and other aspects of the school physical environment to ensure that diversity is represented as a normal part of Irish life and human existence.

4.4 Home-school partnership

A meeting with the parents’ association during the course of the evaluation revealed that co-operation and collaboration characterise the relationship that exists between the staff, management and parents in this school. Annual parent/teacher meetings are convened. Parents identified the availability and accessibility of the staff at all times to discuss issues of concern to parents, as a particularly defining feature of the school. Parents are consulted on all aspects of school administrative planning and the impetus for the development of specific policies in the school has come from the parent body. Copies of the school’s curricular policies are also made available to parents on request. Parents have been involved in a variety of initiatives to support the school which include fundraising and providing enhanced support, supervision and transport to certain school events as required.

5. Summary of findings and recommendations for further development

The following are the main strengths and areas for development identified in the evaluation: evaluation:

A welcoming, supportive and inclusive school environment is very much in evidence.
The principal and staff display a committed and professional approach to their work at all times.
There is a high level of communication and co-operation with all the education partners.
Teaching and learning are central to all activities in the school.
The provision for children with special education needs is well resourced and delivered in a competent manner.
There is a need to further develop the strategic planning role of middle management in the school.
The range of reading materials available in Irish and the opportunities to write in a variety of genre should be extended.
More opportunities might be provided to engage in multi-stage problem solving strategies.
The range of classroom-based assessment strategies could be broadened.
In-class support, for pupils with special needs, needs to be given consideration on a school-wide basis

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

There is a need to further develop the strategic planning role of middle management in the school.
Staff should review the school’s approach to multi-stage problem solving in Mathematics.
The extension of the range of reading materials and writing genres in Gaeilge is recommended.
There is a need to broaden the range of classroom based assessment strategies.
In-class support for children with special education needs should be given consideration on a school-wide basis.

6. Post-evaluation meetings

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