This report has been written following a whole school evaluation of Presentation De La Salle College, Bagenalstown, County Carlow. 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, the trustees, 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 in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

1. Introduction

Presentation De La Salle College was created from the amalgamation of the Sacred Heart School (Presentation Sisters) and St Joseph’s Academy (De La Salle boys’ school), both voluntary secondary schools in the town. The new school was built on a green-field site on Royal Oak Road, Bagenalstown, in 1983. The ratio of male to female students is almost one to one. The numbers attending the school, once over 500, has been remaining fairly steady at just over 400 for the past five years. The first three principals of the school were De La Salle brothers, until the appointment of the first lay principal in 1995, who still holds the post. There are currently three Trustees; the Presentation Sisters; the De La Salle brothers and the local Catholic parish. The college is due to join Ceist Trusteeship within the next year.

The college is a voluntary secondary co-educational Catholic school. Its location is almost on the edge of the town and it draws its school population from the primary schools in the town and from parishes surrounding Bagenalstown. Approximately seven County Carlow primary schools in the catchment area are outside of the town, and many students, as a consequence of this, opt to use the School Bus Service.

The school has a diverse student community, reflecting, as it does, the contrasting areas of the county and town. It is a non fee-paying school, does not have disadvantaged status, but deals with a number of students with varying needs and disabilities. This aspect of the school is well and sensitively managed. The school has the advantage of the services of a volunteer Home School Community Liaison officer. Three Presentation sisters assist the school in varying capacities and their contribution to the school is significant.

2. The quality of school management

2.1 Characteristic spirit of the school

The school’s mission statement - “ This school aims to be a caring community dedicated to the development of the whole person in an atmosphere of mutual respect.” - is reflected in the inclusive nature of the school. Students from all backgrounds are welcomed and there are students of different faith communities in the school. The admissions policy is very open and is not in any way exclusive. Commitment in the school to mixed-ability teaching was in evidence in the classes visited by the subject inspectors. There is also a policy of encouraging students to aim as high as they can, and they are encouraged to take higher-level subjects where appropriate. This was evident in several subject areas both in junior and senior cycle and epitomises the approach taken by the school.

There is an emphasis not only on extra-curricular activities but also on social and charitable projects and work. The school’s recent project which culminated in the visit of a group of students to Zambia was a particularly vivid example of this. The school’s various practical and fund-raising activities exemplify their commitment and concern for the disadvantaged in their own community. The current Christmas project for St Vincent de Paul is one example.

The school’s trustees are instrumental in providing inservice courses for the principal and deputy principal, for the Religious Education (RE) teachers and for the board of management. There are school masses at different junctures in the school year in which the students are reported to participate in different ways. The interest in social commitment and extra-curricular activities can be detected by looking at the school’s trophy cabinet and the many framed photographs around the walls of the public areas of the school building. The commitment to local community can also be seen in the invitation to local primary school students to attend a special production of the school’s musical. This has been a long-standing tradition which was revived this year in October.

Daily interactions in school life reflect to quite a large extent the tenets of the mission statement, although there are examples of where the school’s vision could be more universally observed. This would reflect itself mainly in staff working relationships, where mutual respect was not always in evidence. Nor was it always in evidence among students who on occasion displayed lack of respect for their teachers. Teachers are committed to the education of the students in the college, a commitment which is carried out well across all years, and which expresses itself particularly well in the education and support given to students with special needs, educational and otherwise. The education delivered in the school is inclusive, caring and broad, serving the school’s wide catchment area.

2.2 School ownership and management

The trustees, at present, comprise three groups: the Presentation sisters, the De La Salle brothers, and the local Catholic parish represented by its parish priest. The transition to one trustee, under the title ‘Ceist’, is currently being negotiated. The trustees are a pro-active group who meet once a term and who are aware of all major issues in the school. They provide inservice training for the senior management team, the board of management and the religious education (RE) teachers every year. They work with the senior management team and the board on school policies and also take responsibility for having the school’s finances audited externally each year. The trustees regard the upgrading of the school building and facilities as being of the greatest importance and stress that issue through their representatives on the board of management.

The board of management has a three year term of office and a new term has just started. The board represents the trustees (four representatives), the parents (two representatives) and the teachers (two representatives). At present, and for some time, the teachers have not taken up their positions on the board of management. The absence of the teachers from the board is reported to have originated over the appointment of a member of the senior management team. This stance has been maintained by the teachers since that time, and they again did not put forward representatives for this newly appointed board. Although the board can operate legally, and can be quorate, without the full membership being present, it is clear that the board finds it difficult to act fully and successfully without all representatives being there and contributing to the management process. There have been instances where decisions could not be taken, and the board feels that its position, and that of the teachers and the students, is weakened in the present circumstances.

Notwithstanding the difficulties surrounding the non-representation of the teachers, the board of management operates as best it can, fulfilling its roles in relation to policies, codes, appointments and finances of the school. It is fully aware of its role and is kept up to date by reports furnished by the principal. It would enhance the flow of information and the decision-making ability of the board if the principal could be given the opportunity to present her report to the board, having circulated it in advance of the meeting.

The board recognises that it needs to take a more directional and managerial role in the school. While it instigates and ratifies policies, it finds this role difficult in the absence of teacher representatives on the board, and because of other sensitive issues which occupy much of the board’s time. This difficulty again affects all partners in the school, and depends for progress on the resolution of these outstanding problems.

In terms of planning and policy, the board has prioritised the upgrading of school facilities including the provision of a sports hall, the development of whole-school policies and the review of current school policies in the light of recent legislation. It is important to note that, although the school has recently undertaken several positive projects under the summer works scheme of the Department, the board has not further pursued the matter of the sports hall. A cooperative venture elsewhere in the town to build a sports hall had not in the end benefited the school, so it should be a priority of the school to move this project forward.

The board of management has a good relationship with the parents of the school, and there is good communication between the parents’ association and the board of management. The principal acts as a conduit in keeping parents informed of major decisions and parents stated that they were very satisfied with the information and communication with the senior management team and the board of management. The parents’ association raises funds to finance school projects and needs, and organises several events each year.

2.3 In-school management

The principal and deputy principal, as the senior management team, work well together and undertake all the major jobs of management between them. They work in a complementary manner, sharing the major tasks of running the school and consulting each other regularly, and meeting to discuss progress at the end of each school day. They regard the student as paramount in the school and devise the management systems to give the student priority. This is reflected in the time and attention given to students before and just after they join the school. The voluntary home school community liaison service (HSCL) works hand in hand with the parents, the students and the school, ensuring a smooth induction for the new students to the school in first year. This also establishes good communication between parents and management from the outset of the student’s career in the school. The school does not have disadvantaged status, nor is it involved in DEIS (Delivering Equality in Schools), thus there is no Department of Education-funded HSCL. For that reason the voluntary system is of great value to the school.

Many of the major administration and management jobs concerning timetabling, allocation of facilities and organisation of class groups are undertaken by the deputy principal. At the outset, however, this task is shared between principal and deputy as they work together on the deployment of staff for the year and the fundamental elements of the timetable. Attendance and punctuality of students are managed in the office with the deputy principal taking responsibility for this area. There is liaison with the National Education Welfare Board in tracking frequent absence. From that point on the management of students is shared with the year heads, who meet weekly with the principal and deputy. The principal takes responsibility for substitution and supervision, communication with parents, and administration matters of the school, including finances. The deputy takes on the overall area of discipline although this is partly delegated to year heads.

The senior management team take an active role in the initiation, revision and development of policies, plans and codes, which are brought forward to the board of management for discussion and ratification. They liaise with teachers in some of these areas, particularly in planning, and that area of school management is being progressed well at present.

The principal and deputy keep in touch with all aspects of school management and with parents, staff, board and students. They are involved in several committees, and the principal chairs the staff meetings. They liaise well with school planning, the guidance service, year heads and those running curricular programmes in the school. They also support and encourage the major programme of extra-curricular activities which they believe help to give the school its ethos, and students a sense of belonging.

In many respects, however, the load of management and administrative work taken on by the principal and deputy, as the senior management team, is too heavy, and the management of the school would benefit from delegation of more of their duties to other members of staff.

Middle management in the school comprises assistant principals and special duties teachers, who between them cover many management and administrative jobs in the school. The majority of assistant principals are year heads, as are a few special duties teachers. The position of year head is regarded as a major post in itself, and other duties do not normally attach to those posts of responsibility. There is a wide variety of duties carried out by the remaining post-holders, some of them quite heavy, but they are not very evenly distributed in terms of time and scope.

While the year heads meet weekly with the principal and deputy, the other assistant principals and special duties teachers do not meet together or with the principal. The consistency of work allocated can, and should be, decided at a meeting to review posts of responsibility. However the broader issue remains that most post-holders do not see themselves as part of school management, rather as assistants to the managers, and this element of middle management needs to be revisited. It is important to note that the many duties taken on by the special duties teachers are carried out effectively and that they contribute positively to the running of the school.

Year heads do a variety of jobs concerning their particular years, which obviously vary depending on the age groups and needs, but overall they take care of pastoral matters, discipline and attendance. While these are fundamental tasks, it is clear that a review of the overall job specification of year head is needed, a point which is underlined by the fact that problems and issues reach them too quickly without there being effective earlier stages in the system. While there is a job specification for ‘class tutors’, the reality is that the role of class tutor is almost non-existent with the exception of the first year tutors. Therefore it is recommended that consideration should be given to resurrecting this role, so that a clearer system of referral can be instituted. This should be part of a review of the whole disciplinary system within the school.

It is clear that many areas of work and activity are excellently dealt with by teachers, both post holders and non-post holders, but a consistency in the jobs and the overall relationships of these areas to the management of the school needs to be analysed carefully in the near future.

New teachers are inducted by the senior management team, are given a teacher guideline booklet and are introduced to the staff. This booklet is produced for all staff and contains much valuable information about the school. They are shown around the school and introduced to teachers in their subject areas.

While students are generally well managed in their classes and years, there is an overall need to look at discipline, attendance and punctuality, which continue to be central problems. It is also vital that all members of the school community are involved in moving this forward. There are instances of bad student behaviour in classes, and in the public areas of the school. This has to be addressed on a whole-school basis, from the student to the class teacher to the year head to senior management. The system of referral for disciplinary breaches needs to be made more clear and progressive, as do the specific sanctions in place to deal with such breaches. While the overall code of behaviour is a positive one, which is signed on arrival in the school by parents and students, there needs to be a more transparent system of implementation of the code. All the work cannot be left to one person or group of people, and a thorough revision of the system is recommended. It is noted that these matters have been raised at staff meetings and in the school development planning area. This is a positive indication of the intention to progress them and should be continued.

There is currently a mentoring system for first-year students and an elected body of prefects who help with various duties in the school. The emergence of the student council over the last few years has changed the student communication system and is allowing for more contact between students (through their elected representatives) and the school management, board of management and the parents’ association. In this way students are being encouraged to contribute more to the running of the school and to add their ideas to the school planning area. This is good practice and should be further encouraged.

Registers are called in the morning after which lateness and absenteeism are analysed and recorded. Follow up takes place as soon as possible in the case of absentees. Occasionally a second roll call takes place in the early afternoon. It would be advisable to make that practice more frequent. The educational welfare officer for the school keeps in contact with the management team and close attention is paid to absenteeism. There is a good combined effort, including the year heads, in tracking attendance and this should be continued with further initiatives introduced as required.

The school communicates well and at many levels with the parents and guardians of the students. There is an up-to-date prospectus giving much detail and illustrative information about the school, and parents receive a substantial, full colour-printed newsletter twice a year. This comprises a letter from the principal, news about the school, curricular and extra-curricular activities, achievements and forthcoming events. It has developed well over the past ten years to become a useful vehicle of communication between school and home. The students’ journals are also used as a means of communication with parents.

The newsletters, and often coverage in the local press, record the activities and successes of students of the school in many activities. This, to some extent, makes up for the lack of a school year book, though that would be a positive project for the future.

Parents and guardians are invited to parent-teacher meetings, which take place annually for each year group. There are parent information meetings regarding senior cycle and subject choice, and the guidance service meets parents on a needs basis. The parents’ association meets regularly and is supportive of the school; meetings and events are reported to be well attended and this reinforces the value of the parents’ organisation. The principal keeps the association well informed on school affairs. Home-school liaison ensures that all parents/guardians of first-year students are visited during their first year in school, and the principal and deputy visit homes of students when the need arises. This communication and support is to be commended.

The management of the school is constantly in communication with outside and community agencies. The school is very much part of the community of the town, and this is in evidence in many ways, from events to support charitable organisations and through the work experience programme for students in Transition Year (TY) and Leaving Certificate Vocational Programme (LCVP) classes. There is communication through the Presentation sisters who still give their time in working for the students, and also through the two voluntary chaplains, with whose communities and activities the school is involved. School management is also involved with educational management organisations and attends meetings and conferences.

In the school’s management processes it is clear that overall planning in the school has been moved forward constantly. It is important that these processes are reviewed, for example, in relation to definition of roles, delegation of duties and the area of whole-school discipline. This is in addition to review of the situation regarding teacher representation on the board of management, which is identified as a priority in school self-review and self-evaluation.

2.4 Management of resources

Teachers in the school are deployed appropriately to fulfil their functions as teachers in their subject areas. It is the policy of the school for subject teams to meet and plan regularly for their subject areas, and teachers often contribute to more than one team. Teachers in general follow classes through a cycle and do not generally share classes except in the case of higher diploma teachers where this is normal practice.

The deployment of teachers is in line with the requirements of the Department of Education and Science (DES) and some assistant principals are given a time concession to assist them in the carrying out of their responsibilities.

Continuous Professional Development (CPD) is available to teachers and the school releases teachers for inservice courses as far as possible. The trustees make some CPD available as detailed above, and the Department of Education and Science through the Second Level Support Service (SLSS) and various subject support services, provides inservice courses for teachers across the curriculum. Teachers have attended many courses over the years, and continued pursuit of CPD is recommended.

The school buildings are well maintained, decorated, repaired as required and are cleaned regularly. Litter, graffiti and incidental damage are dealt with immediately and the premises are therefore always well presented. The adaptation of many facilities for wheelchair use and access has been well carried out, with most areas being now available to all students. The summer works scheme of the Department of Education and Science has been well utilised in recent years, including the erection of a barrier railing along the bank of the river and the resurfacing of the entrance, car park and basketball court areas. This work is ongoing, contributes to safety and access for all using the premises, and is commended.

There is some concern over the multiple uses of the indoor sports area as canteen, sports hall and performance area. While the canteen is a good idea and is well run by staff and students, the facilities are not ideal, especially for the class periods immediately following morning break and lunchtime. This further emphasises the necessity of treating the pursuit of a sports hall as a priority for the school. There are also issues around the placing and storage of school bags in public areas of the school during the school day. A workable solution needs to be found to this problem. There are health and safety aspects to these issues which makes their solution a priority for the school.

Classrooms, which are largely subject or teacher based, are adequate for their purpose and are generally kept very well. Specialist areas and rooms are well provided for and maintained: these areas have their own budgets. For the needs of other subjects and activities, budgeting is on a needs application basis.

The administration areas are well kept and adequate for their task. There was some concern expressed at board level about the lack of an entrance hall and lack of storage off corridors. This is not currently in the school’s development plans, but the administration and entrance areas are compact and allow for reasonable student and teacher access. The adornment of the entrance and corridor walls with school photographs, celebrating achievements in many fields over the years, is a positive contribution to building school morale and helps to create a collegiate atmosphere. This is to be commended.

Information and Communication Technology (ICT) in the school is based in a computer room with twenty-four computers, three computers in the library, and several computers in the administration and management offices. There are also computers in some other areas of the school, including three computers in the staff room and three in the learning-support room. The school is aware that the present problems with the broadband system, which is slow and inefficient, make its use for teachers and students very difficult. It is an ongoing problem which the school is encountering difficulty in having resolved. Many teachers are using ICT to plan and prepare their work, and it is used, for example, for the reports sent to parents, but the use of ICT in teaching and learning in the classroom is as yet limited. Resolution of the service difficulties; continued updating of ICT equipment; continued Continuous Professional Development (CPD) for teachers in the use of ICT; and the expanded use of ICT in classroom teaching and learning, are key areas for development in the school. The National Council for Technology in Education (NCTE), in partnership with education centres, makes ICT courses available. Some teachers avail of these courses and further participation of staff should be encouraged. There is currently no school website and this should also be considered a further area for development.

The health and safety policy for the school is up to date. There is good documentation and maintenance of emergency equipment. The school has designated zones and pre-organised assembly points in the grounds. Health and safety procedures for each area in the school are well managed. There are specific procedures for the efficient evacuation of the school buildings in the event of emergencies. Following arrival at assembly points there are methods of accounting for all school personnel quickly. This is to be commended. However, some issues, for example the safe storing of students’ bags and equipment, need to be addressed urgently.

3. Quality of school planning

School planning has been a major feature of the school for many years, pre-dating the School Development Planning Initiative (SDPI) of the Department of Education and Science and moving forward on several fronts. Teachers were trained as facilitators in the 1990s from the time of the Maynooth Initiative, and initiated planning among the staff. Policies have been built up in all the major areas, and are reviewed frequently. Updating of policies has been part of school planning, staff meetings and board meetings for some time. This is to be commended.

Planning facilitators held planning sessions in the school on several occasions in the last seven years, and there has been contact with SDPI over that time. Planning has become more formalised in the sense that there is a teacher in charge of planning who assists the principal and who helps to organise staff days which are part of the development of the overall planning process. Meetings about school planning, held in the Kildare Education Centre, are attended by members of staff. These meetings help to generate and exchange planning ideas.

Gradually planning has become a continuing process in the school and is not seen as isolated events or issues. This has been encouraged by the feedback to each staff meeting concerning planning progress. Over the years, specific issues have been brought forward, starting with, for example, student and staff self-esteem in the school, and approaches to teaching mixed ability classes. Communication became the major topic in the year 2000, and planning has moved from there, sometimes sporadically, but gathering momentum again in the last few years. Management and staff who moved the planning process forward are to be commended on their commitment and perseverance.

Among major issues discussed and progressed in the past three years have been substance abuse, student council constitution and policy, staff career breaks, green school initiative, common approach to teaching first years, homework policy and policy for school tours. Some of these are still in the process of development, for example, homework policy, so that both the permanent and the developmental parts of the plan have been advancing together.

The other major initiative in planning in the last year or more has been the approach to subject and curricular planning. Each subject area or department has spent time in scheduled meetings, and both SDPI templates and the subject teachers’ own ideas are being fed into this aspect of development planning in the school.

Policies are brought to the board of management for discussion and ratification and are frequently updated. Some of the areas mentioned above have become or are becoming policies for finalising, and this process continues. Some parts of the permanent section of the school plan are due for review and these have been mentioned in various parts of this report. The fact that developmental parts of the plan are brought forward for discussion on staff days and thence to staff meetings is good practice. Parents’ views, through the parents’ association are also sought on policy matters, and the students’ council, as it develops, is beginning to discuss matters relevant to school policies, and this represents good progress.

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

It is clear that a core committee on school development planning will need to be established to give support and to help in researching, progressing and preparing material for policies and development areas. The work currently being undertaken is not sustainable by one or two people, and it is recommended that a development committee needs to be put in place as soon as possible. While issues have been brought forward consistently over the past few years, it is clear that timeframes and action plans should be part of the process, to ensure that the good ideas and solid work contributing to development planning be brought to fruition and implementation as efficiently as possible; for example, in the review of discipline procedures.

4. Quality of curriculum provision

4.1 Curriculum planning and organisation

There was good subject provision for all subjects inspected in the school. The number of lesson periods provided for each subject was appropriate. There were some instances when the distribution of lesson periods over the entire week could be more even so that students have regular contact with their subject. There was good timetabling for access to laboratories, and double periods were provided, as required, for Science. Management is commended for retention of subjects such as German on the curriculum even with small numbers studying these subjects. Science is a core subject in the school from first year and all three Science disciplines are provided which is also commended.

The study of a modern European language is not compulsory after the end of first year which means that some first-year students are not committed to the study of a language as they are aware that they can drop this language in second year. Transition Year students currently do not have the opportunity to study German which should be addressed, especially if students have studied the language in junior cycle and plan to study it again in senior cycle. It is noted that students in sixth year do not take PE, which is an omission that should be looked at in overall subject and curricular planning.

Students are placed in mixed-ability class groupings in first year. The mixed-ability placement is continued as appropriate for some subject areas, and setting is practised in other areas. There is a laudable emphasis on students being allowed every opportunity to achieve to their highest possible level and the placement of students in class groups facilitates this. To this end concurrency is facilitated on the timetable to allow students to change levels. Classes are concurrently timetabled from second to sixth year.

The school timetable provides sufficient time for each subject and, in general, the requisite number of hours’ instruction is provided for students. There is, however, an exception, where fifth-year and sixth-year class groups in various instances have less than the stipulated number of instruction hours per week. This deficit in instruction time needs to be corrected as soon as possible, so that all students across all programmes have the correct number of instruction hours in the week. It is also important to note that ‘study periods’ are not the same as instruction periods and that the stipulated number of hours of instruction under Circular M29/95 should be provided on the timetable.

All teachers are suitably timetabled to teach all levels and programmes and students retain the same teacher from second into third year and from fifth into sixth year where possible. The teaching of levels and programmes is rotated among subject teachers which is good practice. Management is commended for deploying extra teachers within existing resources to some subjects and year groups, to facilitate smaller classes. This is a practice to be encouraged.

Access to the school library is somewhat limited as it is also used as a classroom, which is to be regretted. There are three computers available in the library and there is a computer room in the school also. There is a need to upgrade the computers in the school as it was reported that they regularly break down. Arrangements to maintain the computers should be made, and should not continue to be left to the good offices of teachers using or based in the room. Laboratories were well equipped and maintained and appropriate attention has been paid to health and safety matters.

While there is no formal budget provision for funding of subjects it was reported that requests for resources are met where at all possible. Grants for enhancement of subjects have been appropriately spent.

It is clear that two major programmes, Transition Year (TY) and the Leaving Certificate Vocational Programme (LCVP) have been very strongly and well developed in the school. The planning documentation and programme material reflect a great deal of time and commitment over some years and this is to be commended. It is also apparent that greater input and support by core committees will lessen the load on coordinators who carry a great deal of responsibility and who do a very good job in delivering their respective programmes to the benefit of the students and the school in general. It is recommended that such support should be put in place as a priority.

4.2 Arrangements for students’ choice of subjects and programmes

Students on entering first year take a major range of core subjects and taster subjects. They have a choice of two out of four option subjects. It is obligatory that one of these choices is a modern European language. For second year, students select three subjects from nine options. These, added to their core subjects of Irish, English, Mathematics, History, Geography, Science, Religious Education (RE), Physical Education (PE), Social, Personal and Health Education (SPHE), Civic, Social and Political Education (CSPE), form the students’ curriculum up to Junior Certificate. Assistance is given to students in making their subject choices by principal and deputy, year heads and guidance counsellor, in consultation with the parents.

In third year the majority of students, currently almost 100%, opt for the Transition Year programme (TY). This is a wide, well-planned and well-organised programme which prepares students well in academic and non-academic areas for not only their Leaving Certificate courses, but for life after school, through various activities. From this point students apply for the Leaving Certificate Vocational Programme (LCVP) or Leaving Certificate (established). They also receive guidance and assistance in their choices at this stage. Programme and subject choice at this point determine the students’ route for the rest of their school career. The three core subjects are taken plus four optional subjects. There are information meetings for parents and for students, after which students select their preferred subjects. Following this process, four subject choice blocks are arranged in accordance with the students’ overall preferences. They select their four optional subjects from these choice blocks. The uptake level for LCVP, it is noted, has increased recently and it is a very good and well-run programme.

In general, students receive the optional subjects of their choice: if difficulties arise in receiving the optimum choice, the student discusses this with the year head and possibly the principal and deputy principal. In most cases these matters are resolved before the commencement of fifth year. Where this has not been possible, choices are completed at the beginning of September in the student’s fifth year. Clearly, the former is preferable.

4.3 Co-curricular and extra-curricular provision

There is a broad and interesting variety of co-curricular and extra-curricular activities available in the school. Co-curricular activities generally come under the various subject teaching areas and are dealt with in the subject inspection reports; suffice to say that they are many and varied and that most students benefit from co-curricular activities in the school.

The extra-curricular activity programme covers a very wide area. Sporting activities are very popular and successful in the school and a wide spectrum of sporting activity is available to students. Of particular note are basketball, hurling, football, camogie, badminton, tag rugby, and, outside school, equestrian activities. There have been recent successes in the school in several sports, for example, in reaching the all-Ireland hurling final and the all-Ireland basketball final. The school, the teachers who give their time to sports, and the students who are enthusiastic and committed in their participation, are to be commended.

The school is also involved in many cultural and competitive activities. The musical, which had been in abeyance for some time, returned this year, and it is reported that it was a great success. Many students and staff were involved in its production. The school participates in the Concern debates, German debates, Business Studies and Mathematics quizzes, as well as entrepreneurial competitions in which they have done very well in recent times. Teachers bring students on educational visits abroad (one school visit abroad each year), local visits, and trips to Dublin for theatre and other educational purposes.

Probably the most ambitious project in the past year has been the Zambian Education Experience, where students were selected, trained, and spent some time in Zambia last summer. The experience, to judge from photographs, reports and enthusiasm in the school, was a great success. The school is to be commended for the venture, which brings students strongly into the area of development education. A second Zambian project in the future is being looked at, to continue the momentum. Following the Tsunami of 2005, the students raised money to purchase a boat for Indonesia. The school also assists the work of St Vincent de Paul, through fund-raising and carol-singing, students help the local Beam community organisation, and other community projects. These activities, which involve students in community, at home and abroad, are to be applauded.

Students enter for the Gaisce awards from TY and become involved in many extra-curricular activities in the TY programme in general. This is to be encouraged. An awards ceremony held each year recognises all student achievements and successes, and there is a student-of-the-year award presented at that time.

Extra-curricular activities, as a very strong part of the school’s life, are reported to involve students in the school up to the end of sixth year. This is commended, as is the commitment and support of parents in so many of the activities in the extra-curricular sphere.

5. Quality of learning and teaching in subjects

5.1 Planning and Preparation

There is a strong culture of planning in the school which goes back many years and is to be commended. Formal subject department planning is at an advanced stage in the school. All subject areas meet formally twice a year and a subject co-ordinator is appointed from among the subject departments. Teachers also meet informally on a needs basis.

Common subject plans have been developed by each subject department and work is continuing on their further development. These plans include a statement of aims and objectives for the subject, content and, in some cases, learning outcomes. The development of subject planning to include learning outcomes for each year group to achieve is to be encouraged in all subject areas. Common examinations for mixed-ability class groups have been introduced and there was evidence of a high degree of collaboration within subject departments. Outcomes of meetings are recorded and an annual report from each subject department is forwarded to management. Such planning leads to reflective practice and collaboration. Long-term subject plans are mainly retained in a central area in the staff workroom accessible to all teachers. This is good practice.

There was evidence that teachers within subject departments are supportive of each other and discuss methodologies and support strategies. Access to centrally shared resource areas should be extended to all subject areas. A whole school approach has been developed to teach mixed-ability students in first year. It was agreed that students should be given five minutes at the end of each lesson to consolidate what they have learned and to identify what they need clarified. This approach is commended, but not always observed in use with first years during the subject inspections. It is therefore recommended that it be used.

The Transition Year subject plans in the school are generally commended. Complementary subjects such as Speech and Film are also studied by TY students. While the content of most TY programmes observed was generally appropriate, teachers are reminded that there is scope for the introduction of a broader range of learning strategies in Transition Year.

Evidence from department plans suggests that there is good liaison with the special education needs (SEN) department. For example the SEN team provide strategies to teachers for teaching students with SEN. Most teachers also presented good individual planning documents.

5.2 Teaching and Learning

Some teachers had developed very good strategies to cope with students of all abilities and needs. These teachers demonstrated good awareness of individual students’ needs and of differentiated teaching. There were many examples of appropriate and varied teaching methodologies in practice in the classrooms which involved students in their own learning and ensured good classroom management. Such examples included pair and group work, assigning of tasks to students and interactive discussion between teachers and students. There were times when students were not given sufficient opportunity for active participation and there was a dominance of teacher led lessons with too much teacher talk.

Frequently teachers explicitly stated the purpose of the lesson from the outset. The pace of lessons was generally appropriate although there were a few instances when it was too slow. Teaching and learning should not be compromised by ‘teaching to the middle’ when teaching mixed-ability students.

Classrooms are teacher based. The majority of classrooms were decorated with relevant subject material and therefore students were surrounded with a print-rich environment which is commended. The range of teaching and learning resources used by some departments could be enhanced. For example more modern charts could be displayed in some instances.

While the school is wired for broadband it is reported that it is very slow. In addition, there are just two data projectors available in the school and access to computer facilities is by arrangement only. This is an impeding factor in the introduction of ICT into teaching and learning. Good use was made of resources such as overhead projectors and tape recorders and there was evidence that teachers access relevant websites for learning material. The provision of differentiated worksheets to cater for the range of student abilities was observed in some subject areas. This is excellent practice and should be extended to all lessons.

Questioning was appropriate in most instances with individual questions being asked to ensure that all students were on task. Higher-order questions pushed students to think further about their lesson and challenged the better able students. Best practice was seen when there was a mix of lower and higher-order questions asked to cater for all abilities.

There was a very good relationship between students and teachers evident in many lessons observed. Praise and affirmation were given as appropriate. Most teachers circulated their classrooms to ensure that students were on task. There are references to challenging behaviour and indiscipline from students in all subject inspection reports. Classroom management is the responsibility of the classroom teacher in the first instance and there were some very good examples of excellent classroom management skills in evidence. However, inservice on such skills might benefit the staff. A firm approach to classroom management is needed as is a whole school approach to dealing with challenging behaviour.

Teachers are commended for their policy of students being encouraged and facilitated to achieve the highest level appropriate to their abilities and this was in evidence in the examination results in all subjects.

5.3 Assessment

Examination students are assessed continuously through informal class-based examinations in December. These students also sit ‘mock’ examinations in February. Non-examination classes sit formal examinations in December and again in May. Many subject departments set common examinations as appropriate for mixed-ability groupings. Parents receive reports on their child’s progress twice a year. There is an annual parent-teacher meeting for each year group.

There is no formal homework policy in the school. This is an area that should be worked on by each subject department and by the school as a whole. Some class groups were reported to be poor at submitting homework. Therefore, strategies to counteract this need should be developed. Such strategies could include allocation of marks for presentation of homework and for maintenance of work.

In most lessons observed there was consistent giving and correcting of homework. This was corrected to different standards with some teachers including constructive commentary and written feedback in their corrections while others ticked the page or gave a grade. Formative assessment is beneficial for all students and it is recommended that such a policy be adopted by all departments. Also, varying standards of student maintenance of work were observed. More assessment instruments, for example, worksheets, could be developed in some subject areas.

6. Quality of support for students

6.1 Students with special educational needs

The school is allocated 0.5 teachers for learning support and 2.43 teacher equivalents for resource teaching. The Special Educational Needs (SEN) team comprising five members meets weekly to discuss progress and exchange information. The work is divided up between the team members who take specific classes and individuals. There is a SEN room which has computers, books, SEN materials of varying kinds, and is a dedicated area for SEN teaching and learning. Withdrawal from class is the principal means used to access and teach students with various needs. The subjects from which students are withdrawn vary depending on circumstances. The SEN teachers meet the principal regularly to discuss progress and needs.

SEN and Learning Support (LS) teachers keep in regular contact with parents to discuss progress. Teachers have gone on various professional and inservice courses to assist in their work, and SEN teachers provide a list of their students to the staff as a whole, to assist in coordinating work. They are in contact with their Special Educational Needs Officer (SENO) who is reported to be helpful. The SEN and LS teachers not only receive inservice in their area, they also belong to, and attend, outside organisations and agencies to assist in their work and its development in the school. In this they are supported by the trustees who have also helped with referrals for students. The guidance service is also increasingly involved in the work of SEN and LS, and the whole support area for students is strong and developing. This is to be commended.

Three Special Needs Assistants (SNA) help greatly with their students and in the contribution of those students to the life and work of the school. Individual Educational Programmes (IEPs) are devised for students with SEN and those receiving learning support. Individual reports and background notes, from primary schools, assist the team in arranging appropriate support for students.

There is a very devoted team running SEN and LS in the school. They communicate well among themselves and with management and staff to maximise the service they can provide to students.

6.2 Other supports for students: (Disadvantaged, minority and other groups)

Students are supported in many ways in the school, and the recent development of facilities for students using wheelchairs goes well beyond ramps and doorways: toilet facilities are provided and Home Economics kitchens have been adapted for work in preparation, cooking, sewing. This is to be commended. It is clear that, as stated in the school mission statement, all students are catered for as far as possible in the activities of the school. Minority groups, though not large in number in the school, have been integrated well into the school community.

Support for newcomers from other countries is also provided in the school, with English as a Second Language (ESL) taught to students, on a withdrawal basis, usually from Irish, which they generally do not study. There is not a great number of newcomers in the school, but the service is provided and is developing.

Another area which greatly supports students is the book rental scheme, which provides books at minimal cost to all students, and this is to be commended.

6.3 Guidance

The guidance service in the school is good and is developing. The guidance plan, which sets out the work to be done in guidance in the school, and areas for cooperation both inside and outside the school, is very good. It displays a comprehensive commitment to guidance for students throughout the school. Guidance works closely with the pastoral care team, with year heads, with subject choice, and with SPHE.

While the guidance service is not involved in discipline as such, students with problems can be referred to guidance. Between fifty and sixty students currently require counselling, and, although many of these cases may be regarded as minor, each student who presents with problems is seen if at all possible. There is a meeting between guidance and the principal and deputy as often as possible. Sixth-year students have individual meetings with guidance, and much time is given to career possibilities for Leaving Certificate and LCVP students throughout their sixth year. There is close liaison with parents, particularly at this stage of students’ careers. This is commended.

6.4 Pastoral care

Pastoral care in the school is the responsibility of many people. Since September 2006, a pastoral care team has started meeting formally, although many smaller groups meet regularly during term as before. Learning Support, SEN, guidance, HSCL, chaplains and deputy principal meet in this group. The main point is that there is good liaison between the various elements in pastoral care, and these keep in contact with senior management. The year heads are the vital contacts in the pastoral area and it is worth considering the participation of the guidance counsellor in the year heads’ meetings for this reason.

The chaplains visit the school regularly, meet with students, organise retreats for each year, and meet with students’ families if required. The chaplaincy service is voluntary and both chaplains liaise closely with the pastoral care group in the school. This is to be commended.

Time is given to combating bullying in the school. The anti-bullying policy recently agreed upon is being implemented in this area, as is mentoring for first-year students. The learning-support department keeps a close watch on any potential bullying situations. The school has also invited in outside bodies, such as a drama group, to help in this area.

The students’ council also assists in matters affecting students and is building its portfolio as it develops: it is a relatively recent initiative which is progressing well and which has contact with students at all levels. It is beginning to discuss substantial matters concerning students and the school in general and this is to be encouraged.

The various elements in pastoral care assist in keeping contact with agencies and organisations in the local community and beyond, and this helps considerably with student support. The rainbow programme is available in the school, and there is contact with Carlow Youth Services which help with particular areas. The whole area of pastoral care and support for students is very wide and there is an effort in the school to draw the elements together. This is good practice and its development is to be encouraged.

7. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

· The school has an inclusive mission statement which informs its policy and practice in regard to students in all aspects of their education.

· The trustees, board of management and the parents’ association are all aware of their roles and responsibilities and carry these out to the best of their abilities.

· The principal and deputy principal, as senior management team, work well together and play a major role in the management and the running of the school: they meet regularly and keep in contact with all educational partners in the school.

· Assistant principals and special duties teachers have a wide range of responsibilities and roles in the school.

· Year heads meet weekly and have a major role in the attendance, discipline, progress and pastoral care of their students.

· The staff handbook is well compiled and is helpful to teachers, especially those new to the school.

· The school has elected prefects, and a students’ council which is developing well in its role of bringing issues forward from students to management. There is a mentoring system in place for first-year students.

· The school buildings are well maintained. Useful projects have been carried out under the Department’s summer works scheme, particularly in relation to good wheelchair access.

· The school plan has been put together over many years and is currently addressing major issues for the school; policies and documentation are up to date with some awaiting review: this is good practice. Subject department planning has received major attention in recent times and is to be encouraged.

· The school has a broad curriculum and includes a well-run Transition Year programme and Leaving Certificate Vocational Programme.

· There is encouragement for students to take their subjects at the highest level appropriate to their abilities, which is to be commended.

· Good preparation and teaching methods were in evidence in classes inspected.

· A wide variety of extra-curricular activities is provided for students who participate well in them and achieve recognition on a local and national scale in sporting activities, as well as succeeding in cultural and community activities.

· Support for students with Special Educational Needs is well organised and provided for.

· Good support structures are in place for students, and a good pastoral system, including voluntary HSCL and chaplaincy services, are laudable features of the school.

· The guidance plan and service are developing well and offering support to students and parents throughout the school. Guidance links well with other student support systems in the school.

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

· Currently there are no teachers on the board of management, as they withdrew some years ago. It is recommended that resolution of this impasse be expedited in the interests of the teachers and of the school community as a whole.

· The senior management team undertakes a very wide spectrum of management and administrative tasks in running the school, and it is recommended that some of these jobs be delegated to other members of staff.

· A further review of posts of responsibility in the school is needed, to balance the jobs and areas of responsibility currently being undertaken.

· It is also recommended that the roles and duties of year heads be reviewed and that consideration be given to resurrecting the role of class tutor, in order to promote greater balance and liaison in the middle management of the school and in the management of students.

· There is evidence of challenging and undisciplined behaviour among a minority of students in the school, and it is recommended that an overall review of the current discipline system be undertaken, including the order of referral and application of sanctions in the case of breaches of the behaviour code. The discipline system should be made clearer so that all teachers can participate in a collective and consistent manner in contributing to the overall administration and maintenance of good discipline in the school.

· The school timetable, while providing for the needs of the curriculum, requires review in specific areas, including provision of the full quota of instruction time for students in fifth and sixth years [Circular M29/95], the replacement of study periods with appropriate instruction sessions, and the spread of class periods across the week in certain subjects.

· The school needs a fully developed homework policy and this should be undertaken as soon as possible.

· There is a need to resolve the problems arising from the multiple uses of the gymnasium. The school has not recently re-applied to the Department of Education and Science for the construction of a sports hall, and this should be addressed by the management of the school as a matter of priority.

· ICT in the school needs review and development, from the resolution of the inefficient broadband service, to accessibility to students and upgrading the facilities to enable teachers to make greater use of ICT in preparation of lessons and in delivery of their subjects in the classroom. It is recommended that teachers attend further ICT courses.

· The school library is a valuable resource which needs to be developed and to be made more available to teachers and students for their work and research.

· It is recommended that the guidance counsellor attend the weekly meetings of year heads.

· There is a safety issue concerning students’ bags and a practical solution to this problem should be sought and implemented without delay.

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.

8. Related subject inspection reports

The following related Subject Inspection reports are available:

· Subject Inspection of English– 30 November 2006

· Subject Inspection of German – 1 December 2006

· Subject Inspection of Mathematics – 28 November 2006

· Subject Inspection of Science and Biology – 27 November 2006

Appendix

School Response to the Report

Submitted by the Board of Management

Area 1 Observations on the content of the inspection report

The board of management welcomes the Whole School Evaluation Report and thanks the inspection team for the professional manner in which it carried out its work.

The board welcomes the comments on the inclusive nature of our school, our open admissions policy, our commitment to mixed ability teaching and the policy of “students being encouraged and facilitated to achieve the highest level appropriate to their abilities, the provision of a broad curriculum and the “well run” Transition Year and Leaving Certificate Vocational Programmes. The board is encouraged by the recognition that “support for students with Special Educational Needs is well organised and provided for.”

The board is pleased with the comments on the commitment of our teachers (including voluntary personnel) both in the classroom and in the area of extra-curricular and co-curricular activities, the ongoing effort that has gone into our School Plan and into Subject Department Planning and also the work carried out by post-holders.

Area 2 Follow-up actions planned or undertaken since the completion of the inspection

activity to implement the findings and recommendations of the inspection.

The board recognises the challenges posed by the recommendations made in the report and is committed to working on them over the next few years in order to improve the quality of education experienced by our students. Over the next few weeks staff and board will work on the priorities for next years planning. A review of posts of responsibility will be undertaken with facilitation provided by the SDPI and with the help of an expanded core planning group from within the school, as recommended. The work of reviewing the role and duties of year heads, a review of the discipline code and the creation of a whole-school homework policy will provide development work for some time to come.

Some recommendations have already been acted upon. The guidance counsellor now attends the weekly Year Head Meetings. A second daily roll-call has been formalised to monitor attendance more closely. An Action Plan to improve punctuality has been devised and implemented. This involved adjustment to the timing of the school bell, provision of additional loud-speakers outside to ensure that the bell can be heard throughout the building and grounds, clarification for all of the meaning of the warning and final bells and agreement on the procedure to be followed if students arrive late. This action plan will be reviewed before the end of term.

Maintaining and developing ICT is an ongoing major financial challenge. We are not and will not be able to effect this from our own resources. Maximum use will be made of the funding now available for T4 to improve provision in the school, making it possible for more teachers to use IT within their own classroom. This extension of the use of IT in the classroom will be further facilitated by the infra-structural work on electrical wiring to be carried out this summer under the Summer Works Scheme. As regards the inefficient access to broadband (a satellite system provided through NCTE), this has been a major source of frustration to teachers, students and those involved in administration, especially during the past year. We have now had installed a faster DSL system that, unfortunately, the school must finance for itself.

It is intended to deal with the issue of instruction time for seniors, within the confines of our resources, in the 2007/2008 timetable, including the issue of PE for Sixth Years.

The board looks forward to working with all members of the school community to implement the recommendations of the report and to effect ongoing improvement in the educational provision in our school.