This report has been written following a whole school evaluation of St. Joseph’s Secondary School. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspectors held pre-evaluation meetings with the 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 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

St. Joseph’s Secondary School is under the trusteeship of the Mercy sisters. It has served the educational needs of east Clare for over fifty years and is situated in the town of Tulla. The existing school was built in 1970 to cater for increased enrolment due to the change from an all-girl’s school to a mixed school following the introduction of free education. A further extension was completed in 1983. The site measures 2.5 acres, of which 1.3 acres is fully occupied by the school buildings themselves, eleven prefabricated classrooms, car parking for staff cars and external circulation paths. A major context factor for the school is the limited infrastructure. Since half of the classrooms are prefabricated and approximately twenty years old it is considered that the present facilities are not adequate for the requirements of the school.

The school not only caters for the town of Tulla but also for a wide rural hinterland that includes Feakle, Kilkishen, Clooney and O’Callaghan’s Mills. Recent years have seen increasing expansion in this region both in the town itself and its hinterland. Current enrolment stands at 404 students with an almost equal number of male and female students enrolled. Enrolment in recent years has fluctuated but numbers have increased since 2005 and it was outlined during the evaluation that this trend is set to continue. In the 2000 census the town had a population of 650. Infrastructural facilities in the town are being designed to cope with a target population of 2000 over the coming few years. Over the past four to five years, the school has reported that it is attracting a lower percentage of prospective students from within its catchment area. Anecdotal evidence suggests this is because of a lack of adequate sports facilities. That said, a number of students from outside the catchment area attend the school by private bus. Currently, the teaching staff comprises thirty-three members with two teachers over quota.

The school population is regarded as being relatively homogenous and St. Joseph’s is the only denominational secondary school in east Clare. The school is an integral part of the life of this close, rural community. Traveller students and ‘new-comer’ students are welcome to attend the school, but to date none have enrolled. St. Joseph’s Secondary School has grown and developed to try to fulfil the changing needs and interests of its students over the years. It has introduced new subjects and programmes into the curriculum, has a strong tradition in sport and extra-curricular activities and has engaged in school development planning. Recently the school has seen an increase in the number of students with special educational needs and this presents challenges for school management and its staff.

2. The quality of school management

2.1 Characteristic spirit of the school

The characteristic spirit of the school, as set out in the mission statement includes a Mercy ethos, academic achievement, the holistic development of students and the sporting and cultural traditions of the community. The school motto ‘Be the best you can be’ underpins the approach taken by the school to various aspects of school life. The school mission statement that the school is a ‘caring community which fosters belonging and self worth while promoting academic and personal fulfilment’ is manifested in many areas including the atmosphere, care for students under the remit of pastoral care, and day to day practices in the school. There is a strong sense of acceptance of the school mission and aims across the school community and this was evidenced on many occasions throughout the evaluation. The ‘You Can Make a Difference’ campaign is just one example of how this is achieved within the school.

One of the stated aims of the school in fulfilling the mission statement is that ‘all relationships within the school be imbued with a spirit of care’. For example, school staff clearly set high but realistic standards for their students and the level of interest and commitment shown by them to their students and to one another is to be commended. The significant contribution and support of teachers to activities outside of the classroom is testament to the sense of collegiality that pervades the whole school. During the course of the evaluation all school staff members commented on the strong caring atmosphere they felt permeated the school population. The good rapport and relationship between teachers and students was also expressed by the student council as being one of the things they liked best about the school. The Garden of Remembrance, on the school grounds, is used specifically to remember deceased past pupils and teachers. It is in a tranquil area of the school and a mural commemorates those from the school community who have passed away. This shows care for those who have been within the walls of St. Joseph’s and is another aspect of the mission statement being fulfilled on a day-to-day basis.

All adopted and ratified school policies are in line with the Catholic ethos and it is evident that the ethos is implicit in their implementation procedures. It was noted that all policies are prefaced by the school’s mission statement. This in itself is good practice and is evidence of the school aligning itself to its core beliefs.

The school’s Catholic ethos is celebrated throughout the year at regular Masses and liturgical celebrations. In addition, students engage in formal instruction and formation in the Catholic faith and retreats are held for all year groups. Although the school does not have a designated chaplain the local priest assists at liturgical services when available. The students also engage in a variety of social projects including an annual all-night fast to raise funds for charity. This event is a community effort with Mass and adoration being celebrated with parents and locals from the area.

2.2 School ownership and management

The trustees of the Mercy congregations have ultimate responsibility for the management of the school but have delegated this responsibility to the board of management. They work in partnership with the board and maintain regular communication through annual reports and visitation and encourage the school to maintain its Mercy ethos. The trustees also provide regular in-service for new boards of management as well as organising conferences on specific issues when the need arises.

The board of management, which holds at least three meetings per term, is properly constituted and takes an active role in the running of the school. Board members are congratulated for their ongoing voluntary commitment to the school. A sub-committee on finance has also been established and meets on a regular basis. The board is actively engaged in the management of the school and is clearly supportive of the principal. Decision-making procedures are open, clear, are taken in the best interests of the school community and with regard to the ethos of the school.

The principal acts as the main conduit of communication for the bodies represented on the board by reporting regularly to the school staff and the parents’ association. In turn, the agreed report from each board meeting is shared with the parents’ association and with the staff through their representatives. The board engages with its responsibilities and is fully aware of its statutory obligations. Policy documents are reviewed regularly and ratified. The board has agreed to re-visit a statement in the admissions policy relating to its reserved right to refuse an application for enrolment even with appropriate provision of resources by the Department of Education and Science (DES).

The board of management has clear development priorities for the school. The provision of improved sports facilities and the provision of a new school on a green field site have been regarded as absolute priorities in the short term. The board is also concerned, with the provision of adequate toilet facilities for boys and staff among other structural and infrastructural items. In order to oversee the further development of a new school building the board itself needs to decide on its priorities and the best strategies to achieve them. It is recommended then, that the board, in conjunction with senior management, identify effective and efficient action plans and strategies to achieve their goals. This should be done in collaboration with the staff, middle management and members of the wider school community, where appropriate.

The school promotes the involvement of parents through the parents’ association, the school newsletter and the school website. Minutes of parents’ association meetings are posted on the website for all to access. This commendable and effective use of the school website is recognised and the school is encouraged to further develop links and contacts with parents and the wider school community through its website. Parent representatives at the parents’ association meeting acknowledged the caring atmosphere in the school. The parents’ association is mainly involved in fundraising but it has also been actively involved in organising talks for students and parents on drugs, suicide and healthy living. It was reported that there was high quality communication between the school and the parents’ association and that, in general, parents feel very well informed about school life. The school also has strong links with its local community.

As previously stated, one of the challenges the school is facing is the increasing enrolment of students with special educational needs. In order to sufficiently help staff prepare for this as part of their continuous professional development (CPD) it is recommended that the board incentivise training in this area.

2.3 In-school management

The work of the senior management team, comprising principal and deputy principal, is carried out effectively and efficiently. Despite the fact that the roles of both are clearly defined and each carries out distinctive tasks, these duties are not formally documented. The principal adopts a very hands-on approach in running the school and is assisted in this by the deputy principal. It is recommended, then, that the duties assigned to each member of senior management should be fully documented and displayed in the teacher’s handbook along with other posts of responsibility for the purposes of transparency.

It was clear, throughout the evaluation, that both principal and deputy principal are committed to providing care and a high-quality education for all students. There is frequent communication between the principal and deputy principal and they meet informally throughout the day to discuss and address issues and ongoing matters. Communication with the staff generally takes place through both formal and informal meetings and through the use of a whiteboard and other notice boards in the staffroom. The school intercom system also contributes to effective communication within the school.

The deputy principal’s role is well-defined and she takes responsibility for a number of areas to ensure the smooth running of school life. Responsibilities include: supervision and substitution – including the collection of work to be assigned to students from teachers for planned absences - disciplinary issues which may arise and a supervisory role throughout the school. The deputy principal also informally supports and communicates with staff and students in the normal interactions of the school day. In addition, in-service days and substitution cover for same are also organised by the deputy.

All aspects of financial administration, admissions, all dealings with the trustees, the board of management, the post-holders, DES, the Joint Managerial Board (JMB), staff allocation, timetabling and the pursuance of a new school building fall under the remit of the principal. Also included in the principal’s tasks are whole-school planning and management of staff including the management of five special-needs assistants. The range and nature of the duties and responsibilities of the principal are very wide. Indeed, the volume of this brief restricts the attention the principal can devote to other pressing issues such as the management of special needs and it curtails the focus that can be given to new areas. It is recommended that both principal and deputy principal should seek out further opportunities for training in collaborative leadership in order to enhance their effectiveness as a management team. Full details on school leadership programmes for principals and deputy principals may be obtained on www.lds21.ie.

The principal is an effective leader with a vision for the school grounded in the school ethos and a concern for the provision of a suitable education for all students. The principal is keen to engage staff and members of the school community in adopting a whole-school approach to ensure the goals laid down in the mission statement are achieved. The leadership style of the senior management team is characterised by support for staff and students’ achievements as evidenced by the school newsletter and school magazine. In providing educational leadership to their staff, the senior management team encourages and facilitates teachers in attending appropriate professional development courses, advises and supports teachers on a regular basis and encourages teachers to review and evaluate their own practice and programmes at the end of each school year. Indeed, in order to lead to improvement, the principal directs regular school self-evaluation and review as an integral part of in-school practice.

Senior in-school management has not developed formal procedures to ensure that responsibilities, delegated to post-holders and other school staff, are carried out effectively and efficiently. However, the principal meets with post-holders and staff on a regular basis to discuss their duties with them as issues arise. In fact, over the last five years, since the principal took up his current post, there has been a significant re-shuffle of posts. Posts have been revised to best facilitate the interests and strengths of the staff whilst at the same being seen to best meet the needs of the school. Such emphasis on developing individual’s strengths undoubtedly leads to an enhanced school environment and is to be commended. The school is also to be praised for the culture of evaluation which already exists. This is particularly evident in the areas of Transition Year (TY) and in the context of whole-school planning. Most notably, at whole-school level, the staff has examined the schedule of posts and was asked to comment on the priorities of duties at whole-staff level. The teachers have also reflected on their own professional development with the aid of a series of questions designed to prompt reflection and self-evaluation. This is good practice.

The in-school middle management team comprises seven assistant principals and ten special duties teachers. The majority of the assistant principals are year heads and receive a reduction in hours per week class contact time to enable them to carry out their duties. This reduction ranges from zero to two hours twenty minutes per week. The special duties posts show quite a variation in the range of duties and time commitment required for each post. They cover areas such as mock exams, TY co-ordination, public relations and information and communication technology (ICT) co-ordination. In the case of TY co-ordination, there should be an allocation of time towards the daily administrative duties assigned to the post. The work of the middle-management team is carried out in a most diligent and committed manner. It is also clear that teachers carry out many voluntary activities in the school. The job descriptions for each post are clearly stated in the ‘Teacher’s Handbook’ and this transparency is commendable. It is recommended, however, that in order to further enhance the work of the middle management team, a review of roles and responsibilities should be carried out on an annual basis in a systematic manner. It is suggested that, in doing this, the school should examine future challenges and needs and equip itself for these.

Staff meetings are held approximately four times per year or once every half term. Members of staff are invited to contribute to the agenda prior to any meeting. Staff meetings have been used on occasion as an information-giving forum and for school development planning with little opportunity for staff involvement and lengthy debate. It is recommended that the procedure for staff meetings be reviewed for the coming academic year.

Regular communication with parents is very important for all members of the in-school management team and for the staff in general. As previously stated, parents are actively engaged in the school through the parents’ association and other activities such as fund-raising. The school journal is a very effective method of communicating daily information between parents and staff. Another very effective method of communication with parents is the school website. This has come to fruition because of the principal’s interest in, and commitment to, the development of ICT and is very praiseworthy. Newsletters are sent to parents on a regular basis to ensure they are kept informed of school activities and issues. Year heads are in frequent contact with parents. The nature of this communication varies from minor disciplinary issues to congratulatory phone calls. The school is commended on this. Formal parent teacher meetings are organised in line with agreed procedures and the school also facilitates the provision of information on individual student progress to parents where required. A special meeting with parents of first year students is held during the first few weeks of the first term. This meeting is held, primarily, so that parents have an opportunity to raise issues and discuss concerns they may have about their son’s or daughter’s transition into secondary school. This is a commendable strategy to alleviate the worries of parents and to facilitate communication.

A clearly structured code of behaviour exists in parallel with a very good and very effective pastoral care system. The code of behaviour appears to be implemented in a fair and consistent manner.

Senior management and school staff involve students in a partnership approach through a representative students’ council and other appropriate activities. However, based on previous achievements to date, there is scope here for further inclusion and extension. Student achievement and positive student behaviour are promoted through merit and award systems and are affirmed throughout the whole school. Student attendance and retention is monitored in an organised and systematic manner and is reported to the National Education Welfare Board (NEWB).

Effective links have been established between the school, appropriate outside agencies and the community. There is also ongoing liaison with outside agencies, other educational institutions and relevant health bodies to support particular programmes and to facilitate students’ needs in areas such as induction, progression and transfer of students, including students with special educational needs. However, there appears to be a vacuum in internal communication and management regarding the whole area of students with special educational needs. For example, the roles and tasks of special-needs assistants require collaborative agreement and documentation, the role of the Guidance counsellor in communication with primary schools and the administration of assessment tests needs to be examined and clearly documented and, finally, senior management must also examine how and when it communicates the information it receives about such students to concerned staff members. It is therefore recommended that communication between St. Joseph’s secondary school, students’ primary schools and parents and teachers should be initiated at an early stage of students’ secondary school education and that all channels for communication about such students should be kept open so that staff members are continually informed of developments.

2.4 Management of resources

The school calendar, with respect to the number of teaching days per year and number of instruction hours per week, complies with Departmental regulations. The deployment of teaching staff complies with regulations and requirements and is consistent with teachers’ qualifications, expertise and experience. The manner in which teachers are deployed to specific programmes such as TY and Leaving Certificate Vocational Programme (LCVP) is fair and equitable and takes account of the professional needs of teachers in the context of meeting students’ needs as all teachers are given the opportunity to teach a range of levels, cycles and programmes. Given the fact that the school is presently over quota, school management is concerned about the long term viability of offering the wide range of subjects at both junior and senior cycles and the introduction of new programmes such as LCA or Post Leaving Certificate (PLC) courses. While school management analyses the current and future staffing needs of the school, on an ongoing basis, so as to safeguard the school’s ability to provide appropriately for students’ needs there are shortfalls regarding the allocation of resource hours. It is recommended that school management review the use which it is making of the designated teaching resources for learning support and resource.

There are significant issues in relation to the quality of the accommodation in the school. School management is aware of these issues and is actively pursuing the provision of a new school situated on a green field site as well as the refurbishment of windows throughout the school and the maintenance and repair of the flat roof. There are two large assembly areas in the school and students move, for the most part, easily and in an orderly manner at times of transition during the school day. However, during the course of the evaluation it was observed that after lunchtime the corridors are particularly crowded and congested as a result of school bags being left outside of locked classrooms. Therefore, for reasons of health and safety, it is recommended that the school review safety issues arising from the above to ensure safe movement on the corridors by all students.

As well as teaching staff, other non-teaching staff such as special needs assistants (SNAs), school secretaries, caretaker, cleaning staff and shop assistant is effectively deployed. Their diligence and valuable contribution in carrying out their duties is duly acknowledged and commended. From discussions with the support staff and senior management, it was evident that, for the most part, they are efficiently managed and are enabled and encouraged to make an appropriate and effective input to the life of the school. Senior management facilitates staff participation in appropriate CPD.

Teacher-based classrooms are facilitated and such practice is to be encouraged as it allows teachers to store their own and their students’ resources as well as to display work. Currently, St. Joseph’s has one specialised computer room. All first year students and senior cycle students receive timetabled tuition in ICT and, through a booking system, the computer room is made available to other subject groups to use when it is available. ICT is also available in other classroom settings, such as the technology subjects and as there is a multi-media whiteboard available as well as a stationary data-projector and portable data-projector.

The continued expansion of such practice will facilitate learning by motivating students to engage in their school work, present their learning in a variety of modes and will also assist students to work independently and co-operatively as the need arises. This will, in short, facilitate the three ‘ts’ of teamwork, thinking and technology. The school is broadband enabled and ICT is very much a feature of the general administration of the school. Management and staff have access to ICT facilities for preparation and research purposes and these facilities are being used for these purposes by approximately half the teaching staff. In the recent past, the board of management has provided a small subsidy to teachers who wished to purchase their own lap-tops. This initiative is recognised and applauded. It is suggested that issues surrounding acceptable internet use and avoidance of plagiarism and the proper acknowledgement of sources should be dealt with in the school’s ICT policy. Specialist rooms are consistently used for their designated purpose.

A whole-school library has been recently created on a wide, brightly-lit corridor. This was established with existing stock of books in the school and with books given to the school by a local public library. The task of labelling the books as suitable for either junior or senior students was undertaken by the SNAs and they are to be commended on their work. In developing the use of the library the attention of all concerned is directed to the Department’s circular CL M16/99, “Guidelines for reading in second level schools”.

The school has, through one of its special duties teachers, developed a formal and effective system for keeping stock of existing resources and for identifying and acquiring up-to-date resources.

At school-subject level, budgeting is on a needs basis. Subject departments are well-resourced and the provision of resources is processed through the submission of a requisition form, initially, to the secretary responsible for fiscal affairs. The form is then passed to the principal who decides what amount will be allocated. An appropriate safety statement was prepared in 2005, based on a risk assessment, and its provisions are being adhered to. However, in light of previous comments, the school is encouraged to practice regular risk assessment and frequently review the safety statement. It is important that all in the school community are aware of the safety statement and of their roles in complying with it. In this regard it is noted that the statement does not include the names of the safety officer or safety representative. The school will be able to further develop its safety statement by establishing a school safety committee in the context of the Review of Occupational Health and Safety in the Technologies in Post-primary Schools, published by the DES and the State Claims Agency.

Through night classes, the school facilities have been made available to the local community. The whole-school community is conscious of its responsibilities with regard to environmental issues and has taken steps to address these responsibilities. This environment-friendly mindset is particularly evident in the day-to-day functioning of the school. The school actively promotes environmental awareness through various strategies including its bird feeders, its green schools’ committee, its ‘Be Bright – Turn off the Light’ notices outside all classrooms. A significant emphasis is placed on recycling and retaining the Green School flag which was first awarded in 2004.

As previously stated, the school comprises a main school building and eleven pre-fabricated classrooms. These pre-fabricated classrooms range in age and design. The older ones are considerably harder to heat than the newer ones and therefore environmentally unsound. The range of the accommodation in the school currently does not meet the stated needs of the school community, particularly in the area of physical education and extra-curricular activities such as sport. Overall storage space in the school is inadequate. Problems of space management have been compounded by the rather cramped nature of the current changing facilities, a less than full-sized gymnasium, lack of a canteen facility and occasional difficulties in facilitating space for meetings and the reception of visitors. Accommodation is a challenge which management has risen to, and which staff and students have coped with very well, but there is no doubt that it remains a central difficulty facing the school and needs a more permanent solution. The school is actively engaged in discussions and negotiations with the DES on this matter in the hope of proceeding with its application for a new school. That said, the school accommodation is maintained to a high standard, and is utilised to optimum levels in addressing the needs of the school community.

3. Quality of school planning

There is an effective ongoing process of school planning in the school. This process has taken place at a number of levels and involves the collaboration of all the school partners at varying stages of the process, as appropriate. Formal co-ordinating structures are in place and are operating effectively to support and enhance the planning process. There is an appointed planning co-ordinator who is assisted by a steering committee. There is a good balance of experience and expertise on this steering committee and it meets four to five times a year in a formal capacity.

Initial, tentative steps were taken into the area of planning for students when Discipline for Learning was introduced in 2000 under a previous principal. This was a positive, pro-active approach to discipline and behaviour management. The present cycle of planning began in 2002, under the direction of the principal, and has been assisted by external facilitation through the School Development Planning Initiative (SDPI). Voluntary working groups comprised of interested staff members have met on a regular basis since then. There are clear procedures in place for the ongoing review of school policies and some policies, such as the admissions policy, have been reviewed in the recent past. Whilst the school planning process takes account of the school context and supports the implementation of the school’s mission statement, priorities for development are not clearly identified. For example, the targets, timescales and resources required to progress various priority areas, such as the new school, are unspecified. It would be helpful if the rationale in identifying future needs and priorities were also included in future planning as well as the formal documentation of the evaluation mechanisms that already exist. It is recommended, therefore, that the progress that has been made in policy development should be matched by action planning. It is also recommended that the principal and board of management, together with in-school management and staff, collaborate in assigning areas of responsibility for the implementation of each identified priority and that relevant support structures are put in place. A concrete example of this would be future developments for the school buildings on a green field site.

The principal and board of management have clearly progressed the preparation and ratification of required policy documents in line with statutory requirements, DES circulars and other guidelines on best practice. Policies already ratified and adopted include the admissions policy, the code of behaviour, anti-bullying policy and substance abuse policy. The school is also about to embark on a policy on attendance and participation. Ratified policy documents have been circulated to all staff members and the parents’ association and it is hoped that they will be available on the school website in the near future for the whole school community to access. In parallel with these developments a planning process is in place amongst the staff which is comprised of two stages. The formal stage is facilitated by the co-ordinator and takes place at the end of staff meetings. The informal stage is ongoing throughout the year. The school has developed policies and procedures to promote academic excellence (Raising the Bar) through the constant monitoring of students’ standards and progress. The ICT policy and the draft Guidance plan are examples of this organic, teacher-driven planning process.

The outcome of these parallel planning processes has been the development of an evolving school plan across the school community. Future planning priorities include finalising the policy for the provision of education for students with educational needs, the provision for international students and the provision for a new school. Draft policies are discussed by the school planning steering committee, the working groups who volunteer to work on the policies, the staff, the student council and the parents’ association. Such an inclusive approach is commendable and very much contributes to successful policy implementation. A good example of where this has happened and ownership of not only the process, but also the outcomes, occurred was the anti-bullying policy in which the student council were actively involved. This active involvement of students is best practice and it is recommended that strategies such as this be extended and utilised when formalising future policies.

To date, there is no formal induction programme for teachers joining the staff. It is suggested that this be formalised and documented for inclusion in the ‘Teachers’ Handbook’ in addition to providing a mentoring system.

It is commendable that various policies are included in the staff handbook. Currently, the handbook serves to communicate school activities and clarify roles and responsibilities as well as information on the student awards scheme, a child protection procedure and checklist, and information regarding Year Heads and Class Tutors among others. It is recommended that areas ear-marked for development be included in this handbook, as well as a formalised staff induction section and other documentation.

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.

4. Quality of curriculum provision

4.1 Curriculum planning and organisation

St. Joseph’s offers a forty-five period week. Lessons are a mixture of thirty-five and forty minutes duration which gives a weekly class contact time of twenty-eight hours and twenty minutes in compliance with DES circular M29/95. The curriculum includes all of the science subjects - with the exception of Agricultural Science - Technical Graphics, Technical Drawing, Construction Studies and Materials Technology (Wood), Art, Home Economics, business subjects and both French and German. While students in junior cycle receive timetabled classes in Physical Education (PE), there is no such provision at senior cycle. However, fifth and sixth year students are timetabled for one double period of games per week. Games, whilst being part of PE, is not a curricular subject in itself and it is recommended that games are no longer timetabled within the school day. The DES’s Rules and Programmes for Secondary Schools recommend that all students should have access to Physical Education and management is encouraged to work towards this provision. It is therefore recommended that management review the current provision for PE at senior cycle and aim towards providing a programme that has breadth, depth, coherence and relevance to the needs of the students.

Curriculum planning has been identified by the school management as a planning priority in the short term. In this process it will be necessary for subject teachers to focus on differentiated teaching methodologies, teaching resources and a range of assessment modes as well as the provision for, and introduction of, new programmes such as the Leaving Certificate Applied programme (LCA) to meet the needs and interests of the students as appropriate. Given the wealth of talent available among the staff, it is recommended that the school initially engage in accessing its own context-sensitive expertise around the areas of LCA and special needs and then seek further external assistance from agencies such as the Special Education Support Service (SESS) and the Second Level Support Service (SLSS), when deemed necessary, in order to guide this process.

The curricular programme offered by the school has evolved over time and is reviewed periodically to meet the changing needs of the students. For example, programmes such as TY and LCVP have been introduced to provide students with the maximum curriculum choice to meet their individual needs. Underpinning the curriculum is the concept of open choice and access to all subjects and programmes, then maintenance of small classes and high academic achievement. Whilst there is a curricular plan in practice, it is noticeably absent from the whole-school plan. Therefore, it is recommended that this be agreed on at whole-school level, be formalised and added to the school plan at the earliest possible juncture.

Management strives to provide students with as broad a range of subjects as possible, and to its credit attempted to introduce Music as a subject on the curriculum a few years ago. Unfortunately, it did not prove to be a popular option and was dropped after one junior cycle. Management has also indicated it would consider introducing Agricultural Science as a subject given adequate space and resources. The introduction of programmes such as LCA and PLC courses are also being considered and this ongoing willingness by senior management to extend the curriculum base for students is very positive and is to be commended. PLC programmes can have a positive influence on the learning environment of a school as they give expression to the concept of lifelong learning.

The uptake of subjects by boys and girls reflects a strongly traditional bias. Home Economics at both junior and senior cycle is, generally, taken up by girls only. The vast majority of practical classes such as Technical Drawing, Technical Graphics, Construction Studies and Materials Technology (Wood) are accessed mainly by boys with a very low percentage of girls taking these subjects. It is recommended that this gender imbalance be examined with a view to taking steps to redress the situation. Students need to be actively encouraged to take less traditional subjects.

In general, the time provision for subjects is good. However, an analysis of the school timetable reveals some anomalies, which need to be reviewed and addressed. In the first instance the distribution of class periods in some subjects is not optimal. For example, assigning two double periods per week to choice subjects in second year is not ideal. In the second instance, the allocation of double periods to French and German needs also to be re-evaluated in light of the fact that double periods are not best suited to language learning. Single class periods should be assigned to modern languages in order to facilitate regular and sustained contact with the target language. It is recommended, then, that efforts are made to review the distribution of subjects in the timetable with particular focus on optional subjects. It is further recommended that the rationale and philosophy behind the planning of the timetable be examined and reviewed in a collaborative fashion.

4.2 Arrangements for students’ choice of subjects and programmes

Parents of incoming students are invited to attend an open night and receive information on the school including its curriculum. Prior to entry, first-year students are required to indicate their subject preferences from a list of six subject options. They choose between either French or German as a modern language and choose two subjects from the following list: Home Economics, Art, Technical Graphics and Materials Technology (Woodwork). These chosen subjects are studied in addition to a core curriculum of Gaeilge (Irish), English, Maths, History, Geography, Business Studies, Science, Civic, Social and Political Education (CSPE), Religious Education (RE), PE and Social, Personal and Health Education (SPHE). During the course of the evaluation, it was noted that the school is planning to prepare literature on the subjects available in order to facilitate students in their choices. This is commendable. Senior management also indicated that they were considering the introduction of a ‘taster programme’ to allow for a more informed choice of subjects across the options. It is recommended that this opportunity for all students to sample all subjects be introduced for the next academic year. The introduction of a ‘taster programme’ may also help to redress some of the aforementioned gender issues in subject choice.

All first year classes are mixed-ability groupings. Following the completion of first year, students are then asked to choose two subjects from the aforementioned subject options. The structuring of subject options in this manner allows for a significant number of students not to study a modern European language for their Junior Certificate examination. This is a matter of concern for a number of reasons. Firstly, it may seriously impact upon the career options available to students at the end of second-level schooling. Secondly, in the interest of European Union membership there is a place for modern languages in efforts to become a pan-European society based on the aspirations of tolerance and openness. Thirdly, there is an issue arising from the presumption that students with literacy difficulties cannot and should not study foreign languages. It was a stated desire of senior management that a modern language should be compulsory to at least Junior Certificate. It is recommended, therefore, that this informal aspiration be formalised for next year’s subject options.

Third-year students receive the appropriate guidance to inform their choice of programmes for senior cycle. Two separate meetings of all third-year students and their parents are held to discuss the details of all subject options and programmes and the subject groupings required for access to LCVP are clearly outlined. The guidance counsellor reported that parents of third year students also requested information on vocational subjects and careers to inform themselves and their sons or daughters about varying career paths aside from third level. As a result of this good preparatory work, third-year students make a clear informed choice of programmes as they advance into senior cycle. The TY programme offers an excellent experience for students and deals appropriately with the overall aims of the programme. The popularity of TY has fluctuated over the last few years and next year a significant number of students have opted for the programme before continuing with their senior cycle.

According to the school’s TY plan the programme is intended to ‘facilitate the development of the intellectual, emotional, spiritual, physical and social capacities of the students and to prepare them for their role as responsible members of society’. This is evidenced in the wide range of activities provided for by the programme, including a ‘taster programme’ for all senior cycle subjects, work experience, the school concert, outdoor pursuits, film production and a foreign trip. One significant element of the programme is the driver education module where students can sit into a specially designed ‘half car’ to get hands-on experience and also complete a driving theory test. The programme also has an ICT module and has a significant and appropriate focus on guidance and careers to assist students in subject choices for fourth year. The breadth and variety of the TY programme in St. Joseph’s is to be praised. There is significant cross-curricular work, particularly in the film production module and there is an annual theme running through all aspects of the programme. In addition, a ‘Living Scenes’ module is being run in conjunction with the National University of Ireland Galway to develop and nurture intergenerational learning. Retired adults from the community and TY students are the contributors and participants in the project. The objective of fostering and nurturing ‘mutual respect’ between generations is to be commended.

Prior to transfer into fourth year, students have an open choice of subjects and selections are processed to offer the greatest number of first choices possible to students. The school has succeeded in providing a significant majority with their preferred choice of subjects in the current year. In Leaving Certificate the core subjects of Gaeilge, English and Mathematics are banded to allow students to study the subject at the appropriate level. Outside of the core subjects, most other subjects are in mixed-ability groupings. With the exception of the absence of PE at senior cycle all subjects are timetabled appropriately within subject syllabus guidelines.

Students opting to study the LCVP are given the appropriate choice of subject options. They are also timetabled appropriately for the link modules of enterprise education, work experience and ICT. Access to a language module in Spanish is also provided for those students entering the programme who are not studying a language for the Leaving Certificate. The programme co-ordinator is also involved in team teaching with another colleague and this approach to instruction is very appropriate to the spirit of the programme and is to be highly commended.

The school is to be commended on its practice of annually reviewing its outcomes in State examinations and comparing them to national norms.

4.3 Co-curricular and extra-curricular provision

A wide range of activities and opportunities to support and enhance learning and students’ personal and social development is provided across the curriculum. These include cultural, aesthetic, community, social and sporting activities. Staff members are aware of the value of engaging with students through co-curricular and extra-curricular activities. Such engagement allows for the development, consolidation and demonstration of skills and talents which may not always be apparent and which, in turn, can enhance pupil self-esteem and sense of place as a valued member of the school community. The school is conscious of ‘catching the student being good’ and operates a merit system which aims to create opportunities for students to succeed both within and out of the classroom. The teachers are proud of the achievements of students and they are aware that the quality of learning among students is, in part, dependent upon the quality of the relationship between student and teacher and student and student. The range of co-curricular and extra-curricular activities provided by the school adds to the quality of learning and all involved are congratulated for their efforts and for their willingness to give of their own time to support this important dimension of the school provision. Students’ achievements and awards are on public display in the main school foyer and are recorded and published in the school yearbook.

Co-curricular activities include organising Green School meetings, debating competitions, fundraising for local and national charities, visiting speakers, engaging with European exchange projects, educational tours and facilitating local primary schools to attend during Science week. Links with outside agencies are established and developed to offer a range of learning environments to students. The school also boasts an impressive list of extra-curricular provision which includes hurling, soccer, football, basketball, camogie, chess, athletics and hip-hop dance run by TY students at lunchtime. An ecological garden is also being designed and planted by the gardening-club students under the guidance of one of the special-needs assistants. This was initiated by one of the SNAs to include students with special educational needs who were not interested in, or who would not like to partake in, any of the other extra-curricular activities. This is highly commended.

5. Quality of learning and teaching in subjects

5.1 Planning and preparation

The formal process of subject department planning began in 2003 to complement and enhance existing practices of individual subject planning and informal consultation. Progress in subject department planning has been supported by school management’s organisation of whole-staff inputs on the topic from an SDPI co-ordinator and by the annual timetabling of three formal subject department meetings within staff meetings at the start of each term. All formal meetings are minuted and included in department plans. Co-ordinators have been appointed in all subjects and are rotated annually. All department teams expounded a very good level of ongoing co-operation with and commitment to the subject planning process.

In all subject areas evaluated, teachers had developed comprehensive curriculum plans for the different year groups, information on the resources required and planning for different aspects of the courses. In a small number of subject plans references were made to some teaching and learning strategies. It is advised that a more formalised sharing of professional expertise now take place and a section on methodology should be added to the subject department plans. Planning has taken place for the integration of ICT into the teaching and learning experience of students in St. Joseph’s Secondary School in some subjects. It is recommended that this good practice be extended to all subject areas. Appropriate polices for health and safety were in place in relevant subject areas.

Assessment procedures were outlined in the majority of subjects, it is recommended that these be furthered detailed to form an integral part of all subject department plans.

5.2 Teaching and learning

Effective teaching was observed over the course of the evaluation. In all classes observed, lessons were structured, the content being taught was in line with syllabus requirements, and all teachers’ instructions and explanations were clear. In most classes observed, the learning outcome for the lesson was clear.

A variety of teaching methodologies was used by teachers over the course of the evaluation. Those methodologies ranged from teacher demonstration and whole-class input to active learning by students, accompanied by teacher supervision. All teachers used questioning to good effect to stimulate and interact with students and to structure the learning activity. Where best practice was observed, teachers’ careful sequencing of questions led students to use newly-acquired vocabulary and linguistic structures in communicative contexts, to utilise their knowledge and skills in practical problem-solving, to identify areas for improvement in their own work through self-assessment, and to formulate higher-order responses to and interpretations of texts. Such practices are highly commended. Differentiated teaching strategies were used to meet students’ needs in some instances. Further development of mixed-ability teaching and of differentiation practices is still needed however. Support from the SLSS and from the SESS should be sought in this regard.

Most teachers have their own classrooms. There was evidence of very good use being made of those rooms for the display of subject-related materials. Also, teachers made appropriate use of resources within their rooms, ranging from whiteboards to audio-visual equipment and to sports and science equipment. However, there is scope for the increased use of ICT as a teaching tool across most departments.

All classrooms were safely managed by teachers. It was observed that students were well-accustomed to conducting experiments in the laboratory and to routines for setting up the sports hall in PE lessons.

Very good rapport between teachers and students was evident in all classrooms visited. This helped to create respectful learning environments in all cases. Teachers consistently affirmed students’ responses and integrated them into lessons.

Overall, high learning and behavioural expectations were manifest in classes. Students displayed good levels of knowledge, skill, and understanding in the subjects inspected. The quality of students’ learning was reflected by their ability to ask and answer questions, and was also evident in the competencies they exhibited during individual and group work. The quality of students’ written and practical work was of a standard consistent with the range of abilities in all classes.

5.3 Assessment

Teachers use a range of formative and summative assessment methods to monitor student competencies and progress. These modes include oral questioning, examination of homework and practical work as well as written assessments following each unit of work. In most cases, homework is well annotated with constructive feedback affirming students’ efforts and informing them of areas for future improvement. Subject departments are encouraged to discuss their approach to annotating students’ homework with an aim of achieving consistency across all year groups. In some subject areas, self and peer assessment is also used and the expansion of these methods is encouraged together with the sharing of criteria for assessment with students. In most subject areas, students are awarded marks in formal exams for their practical work completed during the year, such as project work, oral language skills, film reviews and practical experiment copybooks. This is highly commendable practice as it ensures that students devote appropriate attention to their ongoing assignments to secure good grades. This enhances learning and where practical, its use is encouraged across all subject areas.

There is a well-structured formal examination system in place in the school. Non-examination classes sit formal house examinations at Christmas and summer, whilst Junior and Leaving Certificate students sit examinations in November and pre-certificate examinations in the spring. In some cases, common assessments are used with some non-examination year groups during Christmas and summer examinations and it is recommended that this system be extended to all year groups prior to the setting of levels for State exams.

It is commended that subject departments analyse students’ results in State examinations and in some cases use the relevant State Examinations Commission (SEC) chief examiners’ reports and marking schemes to inform their work. Such assessment practices are highly commended. In some cases, teachers share the marking schemes with students and this practice is highly commended. It is recommended that such criteria for assessment be shared with students as early in senior cycle as possible and a simplified version be extended to junior cycle where appropriate.

Appropriate class records of students’ results are maintained using a teacher diary system. The students’ journal is used as a means of maintaining regular contact with parents. In addition, reports are sent home twice per year at Christmas and summer following each of the formal examination periods. Parent-teacher meetings are held annually for each year group, where parents/guardians are provided with an opportunity to discuss students’ progress and parents/guardians are invited to arrange additional individual meetings if required. The schools open access policy to parents is highly commended.

6. Quality of support for students

6.1 Students with special educational needs

St. Joseph’s is open and welcoming to all students including those with special educational needs. The deputy principal is temporary co-ordinator in this area. There is one qualified learning support teacher who is responsible for resource hours in English and Maths. The school also has five SNAs, who have strong links with the school, are dedicated and committed to their charges and are pro-active in communicating with staff members on issues concerning their students and areas of need. Due to its over quota position, the school finds itself having to utilise staff members who have no specific training in this area. To date the school has made no real provision for whole-staff CPD in the area of special educational needs. It is recommended, then, that a whole-school approach be adopted in providing for students with special educational needs and, in this regard, appropriate training should be sought for all staff as soon as possible. It is suggested that the school utilise a twofold approach: in-house training and support from the SESS.

Whilst the school has accessed the resources to which it is entitled, there is a lack of clarity as to how they are being utilised. There are some discrepancies in timetabling provision and allocation of staff to the area of special needs. Therefore, it is recommended that the school review current practice and aim to utilise all learning support and resource hours immediately.

A school policy on students with special educational needs is currently in draft form.The NFER-Nelson Group Reading Test and Cloze 3 Reading Test are both used to identify students who may require learning support. These tests are rather outdated and their norms are not referenced to the Irish school population. Therefore, it is suggested that an alternative or supplementary assessment, such as a short essay, be used to establish what students can actually do with their vocabularies. This may further facilitate the early identification of students with learning difficulties and should help in the process of developing a stable, functioning learning-support structure. The administration of the tests is carried out by the principal and deputy principal, who are aided on the day of the actual test by SNAs who supervise. This is not an ideal situation. Best practice would be to have the guidance counsellor, or someone who is trained in psychometric testing, administer and supervise the test. Caution should be exercised when using data constructed from the results of these tests on reading ages and general ability levels, especially for the purpose of withdrawing students from mainstream classes. Should the school devise its own supplementary test, as advised, it is recommended that those responsible for the test should familiarise themselves with the primary curriculum to assist them in designing appropriate assessments. It is recommended that appropriate steps are taken to ensure that any psychometric assessment test should be administered by suitably qualified personnel. This includes the collation and conversion of the raw data.

While the school endeavours to identify the educational requirements of students with special educational needs, this is not in accordance with best practice. For example, one exceptional circumstance effects the timetabling of some first year students this year. To better support the learning needs of students in two of the four first-year class groups, those English classes were re-organised in December, with parental consent. This has resulted in a situation where more than one teacher is providing supplementary withdrawal support to a group of students. It is acknowledged that this unexpected re-organisation was performed in response to significant student needs. However, management is advised to ensure that the current systems for the early identification of students with special educational needs or general learning difficulties are reviewed and developed as necessary. Also, in an effort to provide greater consistency for such students, it is recommended that the school work toward limiting the number of teachers providing supplementary support to a particular student or group of students during each school year.

Whereas the school has some contact with parents and appropriate external agencies in meeting the needs of students with special educational needs the planning process to cater for such students involves insufficient consultation. SNAs are to be commended on their work in the area of creating schemes of work and student profiles for students under their care and their pro-active approach in contacting parents to glean information about their students. Whilst this pro-active approach by the SNAs is praiseworthy, it is incongruent with their official role. Therefore, it is recommended that, in an effort to work towards best practice senior management must review both the role description and management of SNA’s work in the school. This review should be done in a collaborative manner and should include a general review of the management of and provision for special needs in the school. The review could include areas such as information gathering and dissemination and communication of information.

Whilst students with special educational needs have access to a modern European language, during the course of the evaluation it emerged that some students with literacy difficulties were being encouraged to discontinue with their language if they are ‘struggling’ with it. This is a cause of concern, particularly since the students who chose to discontinue are now in receipt of eight classes of English per week – four mainstream and four in lieu of a modern language – as well as possible resource support on top of this. According to schemes of work for these classes which were examined during the evaluation, these classes in lieu of a modern language appear to be taught as standard English classes with no reference to individual students’ targets or intended learning outcomes. This working model is not in keeping with best practice, as it may lead to a tacit assumption that students with literacy difficulties should not and, indeed, cannot study a modern European language. It also takes the onus off modern foreign language teachers to engage in differentiation in a meaningful way. Therefore, it is recommended that this practice be reviewed at the earliest possible juncture.

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

The school has no Traveller students or international students enrolled. There are a small number of disadvantaged students in need of extra support, who receive this in a very discreet fashion by a retired member of staff and the pastoral care co-ordinator. It is commendable that both these play an active role in identifying these vulnerable students and addressing their needs in such a sensitive manner. The dedication and moral purpose shown by the staff and the pastoral care team in attending to all the students in their care is applauded.

6.3 Guidance

Guidance enjoys a high level of support from the management of the school. The school provides a guidance programme for all students which includes a range of activities to assist them in making choices and transitions in the personal, social, educational and career areas. The school supports the involvement of staff members, parents, community agencies and students themselves, together with the guidance counsellor, in the provision of a comprehensive developmental guidance programme for all students. Communication among staff is very good, as is communication with parents. One class period per week is allocated to Guidance in fourth and fifth years, while TY and LCVP students avail of two periods per week which include guidance and work-experience preparation. The Guidance provision for junior cycle would be further enhanced if students were afforded time to explore career options at an earlier stage. One-to-one sessions are available to all students on request. In the pre-Leaving year, students undertake a number of ability and interests tests, including the Differential Aptitude Tests (DATS). They are taken in groups for educational and career guidance and attend career events.

Guidance has been earmarked as an area of school development planning and is currently being addressed. The school has a Guidance plan, in draft form, which provides a clear overview of guidance provision in the school.

The school makes full and appropriate use of the hours allocated by the Department for Guidance. Personnel involved in Guidance are facilitated and encouraged in obtaining access to appropriate CPD. The school provides and supports an integrated whole-school approach in the areas of Guidance, SPHE, co-operation between home, school and community, and pastoral care. At class level issues involving the social and personal well-being of the students are dealt with in the SPHE and CSPE classes through the class teacher and the guidance counsellor who takes classes on occasion. Group and individual counselling is available as required to students who are experiencing personal difficulties. Students are treated in a caring and compassionate manner. Where it is deemed necessary, students are referred to outside bodies for more specialised counselling.

There is active co-operation among the home, school and relevant community agencies in promoting the educational interest of students. The school’s home-school community liaison structure is effective, through the involvement of the year heads, in addressing the factors which influence the participation of students in the learning process. Through organised talks and meetings with parents, they are made aware of their own capacities to enhance their children’s educational progress and assist them in developing relevant skills. Clear and well-presented information about the school is made available to parents.

A substantial level of support is offered to students to assist them in their career choices and future educational possibilities. However, the guidance counsellor reported that some parents have expressed concern that sufficient information on vocational careers is not being provided to students, principally in areas such as apprenticeships and trades. The guidance counsellor has agreed to review and remedy this situation. The parents’ association also reported dissatisfaction at the level of support for first year students upon entering the school. Currently there is a ‘buddy’ programme in operation for the first term and the guidance counsellor attends some SPHE classes in an effort to get to know the new students. However, there is no official guidance programme for first year students. It is recommended, therefore, that students in first year should have a module in Guidance to assist them in their induction into life at second level. This module could include areas such as developing self-management skills and talks to facilitate students in their understanding of the value of learning. Further collaboration with the SPHE teachers in planning and delivering the module is recommended as many of the objectives of both areas are shared.

6.4 Pastoral care

The very high quality of pastoral care is one of the school’s most defining characteristics and one of its greatest strengths. Pastoral care permeates all aspects of school life and it is to the credit of the school community that it is perceived to be a whole staff responsibility. The staff endeavours to operate in a spirit of partnership and co-operation with one another and with the wider school community. As previously stated, parents are actively encouraged to play a role in the life of the school and efforts are made to keep the lines of communication open with all involved in the school. The spirit of mutual respect, manifested in the way students and teachers go about their work, results in the school being one which reflects and strives to provide the best pastoral care provision possible. The lynchpin of the organisation of pastoral care is the class tutor system which attends to students’ needs on a class and individual basis. The pastoral and administrative roles of the class tutors combine with their teaching role and efforts are made to allow for the development of trusting and respectful relations between staff and students. It is suggested, however, that staff continuity between class tutor and their tutor group be maintained. The pastoral care process is further supported by weekly junior and senior pastoral care meetings comprising the pastoral care co-ordinator, guidance counsellor, senior management and year heads. Such meetings facilitate and support what is a very successful whole-school approach to pastoral care. Specific issues relating to particular class groups, years or individual students are discussed with a decidedly pastoral emphasis. This combination of pastoral and disciplinary roles for year heads is beneficial to the success of the discipline system. It facilitates early and staged intervention and makes available any important background information to the year heads. The effectiveness of this process is measured by the fact that problems of student behaviour are largely solved at class tutor or year head level. This efficacy was also echoed by the confidence of parents in the care provided by the school.

The pastoral care team and the retired, former guidance counsellor play complementary and key roles in the school’s provision of pastoral care. The mentoring system in place at Leaving Certificate level and the ‘buddy system’ in place to assist with the induction of first years are further examples of the commitment of the school to providing comprehensive pastoral care and fostering a supportive ethos. Leaving Certificate students act as mentors to the new first years and actively befriend and support them for the first term of the school year. This commendable system ensures that first year students make a smooth transition from primary to post-primary education.

The ethos of the school is very much centred on making a positive difference to the life of the students in the school. The school motto, as outlined in the school brochure, reads ‘Be the best you can be’ and the promotion of student involvement in school life and subsequent enhancement of self-esteem was evident when representatives and officers of the student council met with the evaluation team. The students met were articulate and proud of their role and of their school. The council has engaged in a number of fund-raising activities including a no uniform day and a staff uniform day which raised funds for the Special Olympics. The student council has also been consulted on the anti-bullying policy and cited their proactive involvement as one of their greatest achievements. All concerned are congratulated for supporting and engaging in this important work. It is suggested that although other policy-related areas, such as the code of behaviour and homework policy, are reviewed in consultation with the student council that the systematic, active and committed approach undertaken by them with regard to the anti-bullying policy be extended to include these areas.

Members of the Religious Education team also play a vital role in the pastoral care system. Masses are held regularly throughout the year. During the evaluation a Mass was said for the repose of the soul of a recent past pupil and was attended by senior students. Students were actively involved in the ceremony and the folk groups provided music. The holding of such services ensures maximum student involvement and fosters a sense of belonging whilst enhancing the community spirit in the school.

7. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

The school mission statement that the school is a ‘caring community which fosters belonging and self worth while promoting academic and personal fulfilment’ is manifested in many aspects of school life, including the atmosphere, care for students under the remit of pastoral care, and day to day practices in the school.
The board is actively engaged in the management of the school and is clearly supportive of the principal.
The school promotes the involvement of parents through the parents’ association, the school newsletter and the school website. It is commendable that minutes of parents’ association meetings are posted on the website for all to access.
The parents’ association is mainly involved in fundraising but it has also been actively involved in organising talks for students and parents on drugs, suicide and healthy living.
The work of the senior management team, comprising principal and deputy principal, is carried out effectively and efficiently.
It was clear, throughout the evaluation, that both principal and deputy principal are committed to providing care and a high-quality education for all students.
The school is to be praised for the culture of evaluation which exists.
The work of the middle management team is carried out in a most diligent and committed manner. The significant contribution and support of teachers to activities outside of the classroom is testament to the sense of collegiality that pervades the whole school.
Senior management and school staff involve students in a partnership approach through a representative students’ council and other appropriate activities.
The school is broadband enabled and ICT is very much a feature of the general administration of the school.
There is an effective ongoing process of school planning in the school.
Formal co-ordinating structures are in place and are operating effectively to support and enhance the planning process.
The curricular programme offered by the school has evolved over time and is reviewed periodically to meet the changing needs of the students.
The ongoing willingness by senior management to extend the curriculum base for students is very positive and is to be commended.
The LCVP programme co-ordinator is involved in team teaching with another colleague and this approach to instruction is very appropriate to the spirit of the programme and is to be highly commended.
An ecological garden is being designed and planted by the gardening-club students under the guidance of one of the SNAs. This was initiated by one of the SNAs to include students with special educational needs who were not interested in, or who would not like to partake in, any of the other extra-curricular activities.
Effective teaching was observed over the course of the evaluation and a variety of teaching methodologies was used by teachers. Very good rapport between teachers and students was evident in all classrooms visited.
Teachers use a range of formative and summative assessment methods to monitor student competencies and progress.
It is commended that subject departments analyse students’ results in State examinations and in some cases use the relevant State Examinations Commission (SEC) chief examiners’ reports and marking schemes to inform their work.
St. Joseph’s is open and welcoming to all students including those with special educational needs.
The dedication and moral purpose shown by the staff and the pastoral care team in attending to all the students in their care is applauded.
Guidance currently enjoys a high level of support from the management of the school.
The very high quality of pastoral care is one of the school’s most defining characteristics and one of its greatest strengths.
The student council has also been consulted on the anti-bullying policy and cited their proactive involvement as one of their greatest achievements.

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

It is recommended, that the board of management, in conjunction with senior management, identify effective and efficient action plans and strategies to achieve their goals. This should be done in collaboration with the staff, middle management and members of the wider school community, where appropriate.
It is recommended that school management review the use which it is making of its allocation for special needs and use these hours with immediate effect.

Given the wealth of talent available among the staff, it is recommended that the school initially engage in accessing its own context-sensitive expertise around the areas of learning support and special needs and then seek further external assistance from agencies such as the Special Education Support Service (SESS) and the Second Level Support Service (SLSS), when deemed necessary, in order to guide this process.
It is recommended that efforts are made to review the distribution of subjects in the timetable with particular focus on optional subjects. It is further recommended that the rationale and philosophy behind the planning of the timetable be examined and reviewed in a collaborative fashion. A ‘taster programme’ is recommended for optional subjects. The introduction of a ‘taster programme’ may also help to redress some of the gender issues in subject choice.
The uptake of subjects by boys and girls reflects a strongly traditional bias. It is recommended that this gender imbalance be examined with a view to taking steps to redress the situation. Students need to be actively encouraged to take less traditional subjects.
It is recommended, then, that a whole-school approach be adopted in providing for students with special educational needs and, in this regard, appropriate training should be sought for all staff as soon as possible.
In an effort to work towards best practice, it is recommended that senior management should review both the role description and management of SNAs’ work in the school. This review should be done in a collaborative manner and should include a general review of the management of, and provision for, special needs in the school. The review should include areas such as information gathering and dissemination and communication of information.

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.

Appendix

8. 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 of St. Josephs Secondary School welcomes the report from the Inspectorate on the Whole School Evaluation carried out in March 2007.

The Board notes and appreciates the professionalism, courtesy and communication skills of the evaluation team. The Board appreciates the acknowledgment and commendation of the many strengths of St. Josephs and notes the recognition of the School as a caring community ..

The staff felt comfortable with the evaluation team and acknowledge the value of their report to the school. This WSE report will now form a template for future development and planning for the school.

The Board wishes to note an apparent contradiction between a reported dissatisfaction with the level of support offered to First year students, and the WSE recognition of the commendable pastoral care system operating within the school.

The Board further notes an ambiguity in relation to students discontinuing

with a modern language. The Board wishes to clarify that such decisions are made following parental request.

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

Following an examination of the recommendations made by WSE team, the following areas have been progressed:

· Staff in-service held in August on Special Needs Education

· P.E. has been introduced to the Fourth year timetable

· Working group established on curricular review

· The Board of Management has established an action sub-committee to aggressively pursue the acquisition of a new school.

The Board of Management acknowledges the recommendations made in the report and commits itself to their implementation within the limits of its resources.