This report has been written following a whole school evaluation of Virginia College. 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 CEO of Co. Cavan Vocational Education Committee (VEC), the principal, the teachers, the school’s board of management, and representatives of the parents’ association. The evaluation was conducted over a number of days during which inspectors visited classrooms and observed teaching and learning. They interacted with students and teachers, examined students’ work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

1. Introduction

Virginia College is a co-educational school under the patronage of County Cavan Vocational Education Committee (VEC). Virginia Vocational school as it was originally known was founded in 1962. The school owes its origins to an initiative of Co. Cavan VEC and the Virginia Agricultural Show Society which resulted in the construction of five classrooms on the agreement that the VEC would staff and equip the school and pay the Virginia Agricultural Show Society £5000. In its first year the school had an enrolment of seventy-eight students and a staff of three teachers. Since then the school has grown and developed with an extension completed in 1988 and a further major extension and refurbishment completed in 2006. The school was renamed Virginia College in 2006 after wide consultation with members of the education community and it also adopted a new logo.

The school, which is the only second level school in Virginia, serves the educational needs of the local community. The school has a picturesque location on the shore of Lake Ramor and is easily accessible from the town. The town of Virginia is located on the N3 route and is eighty kilometres from Dublin. Employment opportunities in the area which have been traditionally based on small farms have expanded with the development of manufacturing industry locally and with the town’s location within the commuter belt for the Greater Dublin Region. This has contributed to the demographic development of the town which has seen its population increase by over thirty per cent in the inter-censual period 2002 -2006, a pattern repeated in much of the surrounding areas.

The school draws it students mainly from nine feeder primary schools, some of which also provide students to other post-primary schools in the neighbouring towns. A recent phenomenon has been the enrolment of students from outside the area, both from within Ireland and from other countries. Enrolment currently stands at 539 students, fifty six per cent male and forty four per cent female and it was reported that first year enrolment for the 2007-08 year currently stands at 125 students.

2. The quality of school management

2.1 Characteristic spirit of the school

The mission statement, ratified recently by the board of management and printed in the school’s prospectus, commits to providing quality teaching in a safe and positive learning environment. It states that, while fostering academic and personal achievement, an educational community of informed, responsible and caring citizens in an ever-changing world will be developed. This gives expression to the school’s motto ‘Tús Feasa Fiafraí’, meaning ‘Knowledge begins with Questions’. Being part of Co. Cavan VEC the school plan also acknowledges the vision of the VEC in fostering life-long learning in an atmosphere that is inclusive and respects cultural differences. This vision is shared among key members of the school community and clearly influences the development of policies and practices. During the evaluation visit it was noted that the school’s motto was displayed in prominent positions in the school and appears on the front cover of the students’ journal. The mission statement could now be included in the students’ journal.

The pastoral structures established within the school along with the supports made available for students reflect the ethos of Virginia College. Particularly important in this regard is the anti-bullying policy and procedures and the establishment of a personal safety committee which deals with reported cases of bullying. In addition, the code of behaviour, while recognising the individuality of each student, aims to ensure the right of each student to a relatively disruptive-free environment by encouraging good order, combined with a responsible and caring attitude, based on mutual respect. School rules set out in the students’ journal are expressed in a positive way in the hope that students will understand their rationale and therefore will be motivated to adhere to them.

During the evaluation, a sense of pride in the school was evident. Co-operation and openness characterised all interactions between students and staff and between members of the teaching staff. These interactions acted as living examples of the achievement of the stated characteristic spirit. Pride in the school and appreciation for the openness and supportive atmosphere were expressed during meetings with members of the board of management, the parents’ association and the student council and perfects.

2.2 School ownership and management

The board of management is properly constituted under the Instruments and Articles of Management for Vocational Schools. It is aware of it status as a sub-committee of the VEC and is conscious of the school’s role within the Strategic Plan for the VEC to 2010. The current board is in its second year of office and it was reported that the board generally meets six times per year. On-going communication is maintained between the principal and the CEO. A number of members of the current board of management have served on previous boards and bring their experience to the current board. Board members received training in April 2006 and were made aware of the role and functions of boards of management, school planning, school inspection procedures and issues involving pastoral care and discipline. A copy of a PowerPoint presentation used during this training was provided to the evaluation team. Agenda and minutes are circulated to members prior to meetings; copies of minutes are also forwarded to the VEC and these were made available during the evaluation process. These good practices are commended. Board members considered that issues are discussed in an open and frank manner and decisions are arrived at by consensus.

The board’s commitment to and interest in the school were evident and the board expressed appreciation for the comprehensive nature of the reports provided by the principal at board meetings. This is an important way of keeping the board informed of developments in the school. A significant area of work for the board has been to oversee the completion of the extension and refurbishment of the school which was successfully completed in 2006.

The board is aware of its role in school development planning and has ratified a significant number of policies following discussion and re-drafting. Policies ratified by the board include the admissions policy, suspension policy, expulsion policy, the anti-bulling policy, child protection policy and internet usage. The board and other members of the school community are involved in a review and re-drafting of a number of policies. The board expressed satisfaction that the range of programmes and subjects on offer caters for the needs of all students and that the arrangements in place to support student choices are adequate. The recent addition of Agricultural Science to the school curriculum and the planned re-introduction of the Transition Year (TY) were welcomed by the board. Members of the board are aware of and greatly appreciate the range of extra-curricular and co-curricular activities provided by members of staff and the local community. The board has also been supportive of continuing professional development (CPD) for teachers and has supported a scheme for the rebate of fees from Co. Cavan VEC for teachers pursuing further study.

The board is aware of the growing population of the surrounding area and is considering the implications of this for the future development of the school. It was reported that discussions had taken place between representatives of Co. Cavan VEC, the local authority and the Planning and Building Unit of the Department of Education and Science in relation to future accommodation needs in the school. This collaborative and proactive approach is highly commended.

The school is supported by the parents’ association which was established in the late 1980s and has been highly involved in and committed to school activities. Representatives are drawn from each of the primary schools in the catchment area and meetings are held once per term. Parents expressed their concern about how to involve parents who are newcomers to the local area in the life of the school and about how population increase in the area would impinge on the school. The parents’ association is affiliated to the Parents’ Association for Vocational Schools and Community Colleges (PAVSCC). The parents’ association has been involved in organising substance abuse, drug awareness and careers talks in the school and was instrumental in initiating a healthy-eating policy. This positive and supportive role is commended. Members of the parents’ association expressed their appreciation for the open and welcoming attitude of senior management and staff in Virginia College, the proactive and pastoral concern for students, their satisfaction with the range of programmes and subjects on offer in the school and the completion of the building project. They expressed a particular welcome for the inclusion of Agricultural Science within the school’s curriculum and the planned re-introduction of the TY. In keeping with the inclusive ethos of the school parental involvement in policy formation has been encouraged by the board of management and senior management.

As a means of further developing the role of the parents’ association consideration could be given to the establishment of a ‘Welcoming Committee’ to consider ways to engage new members of the school community more actively especially those who come from outside the local area. Consideration could also be given to having the parents’ association contribute a regular input into the school’s newsletter.

2.3 In-school management

The in-school management team comprises the senior management of principal and deputy principal as well as the middle management team of eight assistant principals, twelve special duties teachers and a programme co-ordinator.

The principal, who took up office at the beginning of the current school year, and the deputy principal who has been in the office for a number years share a common vision for the school. They expressed the hope that while encouraging high academic standards, all students would experience success in some area of school life. They also expressed the view that the code of behaviour should encourage positive behaviour amongst students and that the pastoral needs of students should be catered for in the school’s policies and procedures. They share a sense of pride in the school’s achievements and a high degree of personal commitment to the future development of the school in all its many facets. They work together as an efficient and effective team and the principal expressed her appreciation for the support provided by the deputy principal as she assumed her new office. The senior management team members maintain regular communication with each other both on a formal and informal basis. In the light of experience gained during the current school year it is recommended that a review of their respective duties takes place at the end of this school year and that they agree a written statement of their duties. Both maintain a very visible presence in the staff room and on school corridors and remain in constant contact with staff and students. Particularly important in maintaining communication with the staff is the preparation of a ‘daily bulletin’ by the principal and a ‘calendar of events’ by the deputy principal. The ‘collegial’ leadership style and pro-active role of the principal are greatly appreciated by staff, students and parents. Particular attention has been paid to the enforcement of the school’s dress code for students and support for this was expressed by members of the parents’ association and the student council. Opportunities provided by Co. Cavan VEC for principals within the scheme to meet and to share training are commended as it provides for mutual support and occasions to discuss issues of educational policy.

Members of the school’s middle management team are involved in a range of duties that support school administration, curriculum development and pastoral care. The duties were arrived at some time ago and may not fully reflect the current needs of the school. In almost all cases, post holders have a range of duties attached to their post. In a number of instances assistant principals fulfil the duties of year head as well as a number of other areas of responsibility. It was reported that year heads have become increasingly involved in the care and supervision of their respective year group and that they meet weekly with the senior management team. Formal meetings between the senior management team and other post holders are recommended as a means of further developing a collaborative culture in the school and of sharing the experience and expertise of post-holders. In addition, this would enable a management group identity to be further developed. Given the changing environment of the school and the need to maintain and develop a responsive management culture, it is recommended that a formal review and realignment of the posts of responsibility takes place at the end of the current school year and in succeeding years. In carrying out this review, reference should be made to Circular 20/98. The post of responsibility structure should provide opportunities for teachers to experience a variety of management functions and duties. As part of an annual review every effort should be made to ensure that the duties attaching to each post are proportionate to the level of responsibility. It is also recommended that, where appropriate, holders of posts of responsibility should consider the production of a ‘development plan’ for their area of responsibility. This would facilitate the development of resources to support teaching and learning and school budgeting strategies. Duties attaching to each post of responsibility are clearly outlined in the Staff Handbook for Virginia College. This is an effective way of communicating areas of responsibility to members of the teaching staff and is commended.

Regular staff meetings are held, usually every half term. The roles of chair and secretary are now being rotated amongst members of staff and it was reported that this has increased participation in discussions. This good practice is commended. Opportunities are provided for all staff to contribute to the agenda for meetings and minutes of meetings were provided during the evaluation visit. The visible presence of senior management on corridors and in the staff room and the open-door policy acknowledged by staff are indications of open communication between management and staff. A positive and collaborative working relationship between members of staff was also noted and is commended.

A form tutor and year head system is in place to manage the pastoral and discipline issues that arise and that are a part of school life. The code of behaviour, a copy of which is included in the students’ journal, encourages good order combined with a responsible and caring attitude. School rules are clearly expressed in a positive way such that students understand their rationale and are motivated to adhere to them. In addition, a referral structure and sanctions are clearly outlined for students. This approach encourages a sense of personal responsibility amongst students and fosters mutual respect between all members of the school community. Clear anti-bullying procedures have been put in place following wide consultation with members of the school community and the health authorities. The creation of a personal safety committee to oversee the operation of the procedures is commended and the voluntary contribution of staff to its effectiveness is acknowledged. Student mentors, chosen from amongst the prefects who are drawn from final year students, provide additional support for first year students. Virginia College has in place procedures for the monitoring of student attendance and an assistant principal has responsibility for making returns to the National Educational Welfare Board (NEWB). The introduction of the Facility ePortal system will streamline the monitoring of attendance and is a welcome development. It is recommended that the admissions policy be reviewed, so as to ensure that all existing legislation had been taken fully into account particularly in relation to students with special needs and that in the event of applications exceeding the number of places available clear and prioritised criteria are established so as to avoid any ambiguous interpretation of the policy.

During the meeting between the members of the parents’ association and the evaluation team the parents’ representatives expressed appreciation for the two-way communication that takes place with the school. The school communicates with the general parent body using a variety of appropriate methods: the school newsletter and magazine, information evenings on particular topics such as a careers evening organised in conjunction with the parents’ association, an open day for prospective parents and students, letters providing information on upcoming events, parent-teacher meetings, reports on student progress, telephone calls and personal contacts made by individual teachers. An examination of school documentation revealed that consideration is being given to developing a school web-site and this is encouraged as a means of communicating with a wider audience. Close links are maintained with the local community through the range of extra-curricular activities, the sharing of the school’s sports facilities, the work experience programme and sponsorship for school equipment or events. Close contact is also maintained with Virginia Agricultural Show Society which uses the school buildings and grounds for its annual agricultural show, while maintaining a permanent office in the school. Good communications are also maintained with the feeder primary schools which are visited by the principal on an annual basis.

In-school management and staff have been engaged in self-review and currently there are six task groups reviewing a number of aspects of school policy and procedures. The areas under review are outlined in the Developmental Section of the School Plan. This process of self-review is highly commended.

2.4 Management of resources

All members of the school community expressed their delight and appreciation for the state of the art facilities provided with the completion of the extension and refurbishment of the school in 2006. The extension included general purpose classrooms, specialist rooms, administrative and pastoral offices, a hall for physical education with changing rooms and toilets and external sports facilities. The school library is currently being developed and this is commended. School management has provided resources for students with special educational needs and for guidance and counselling. These resources include classrooms and office space with computer and storage facilities. A prayer room provided contains symbols relating to Christianity, Judaism and Islam. These are further expressions of the school’s desire to be an inclusive and caring school.

During the evaluation visit it was noted that photographs of past events in the school’s history, student successes, inspirational and artistic work were prominently displayed on corridors and in the school’s canteen area. As Seachtain na nGaeilge had been held the previous week numerous notices in Irish were displayed throughout the school and this is commended. The school building and grounds were maintained to a very high standard and were notable for the absence of litter and graffiti. The role of the school’s caretaker and cleaning staff is acknowledged in this regard. Secretarial staff provides invaluable support for the school in general and school management in particular. Both caretaker and secretarial staff play an integral role in maintaining contact with parents and students and support school management which in turn appreciates and acknowledges their willing and efficient responses to any requests.

School management is supportive of teachers’ personal and professional development and teachers are facilitated and encouraged to attend any relevant courses. Teachers are generally classroom-based and have taken the opportunity provided to create attractive and stimulating learning environments. In the deployment of staff it was reported that teachers’ qualifications and interests are taken into account and the building of capacity within the staff is an important consideration.

The recently completed building project has enabled Virginia College to develop its information and communications technology (ICT) infrastructure. A state of the art Gigabit Ethernet Network is in place. The school has three fully equipped computer rooms one of which is used as a multi-media/language room. ICT access is available in classrooms and in the staff room and it was reported that the school has a one-to-three ratio of computers to students. ICT is offered to first and second year students as a timetabled subject and is well integrated into both the Leaving Certificate Applied (LCA) and the Leaving Certificate Vocational Programme (LCVP) as students have access to ICT for the completion of tasks, assignments and the LCVP portfolio. The school has launched its Facility ePortal system which will facilitate school administration and has identified the integration of ICT into all subject departments and on-going training for staff in ICT as a priority for future development. The re-introduction of the TY could be used as an opportunity to further develop students ICT skills. Virginia College also avails of the technical expertise and support of an ICT co-ordinator provided by Co. Cavan VEC and this is commended.

Appropriate attention is paid to health and safety in the school. Virginia College has in place a policy statement in relation to safety, health and welfare at work that was compiled under the Safety, Health and Welfare at Work Act 1989 a copy of which was provided. It is suggested that in a review of this statement reference be made to the 2005 act. This policy was developed by a post holder who has now assumed other duties having being promoted to assistant principal and it was reported that this special duties post will be filled after the position is advertised and interviews take place. Evacuation notices were prominently displayed through the school and it was reported that fire drills had been held. The school is commended for its efforts to comply with legislation in this regard.

3. Quality of school planning

The school has been actively involved in school development planning. It has engaged with the School Planning Development Initiative (SDPI) and this will be further facilitated by the recent appointment of an assistant principal as School Development Planning Co-ordinator. The inclusive and co-operative style of management, reflective of the school’s ethos, adopted by the senior management team has made a significant contribution to the engagement of the staff with the planning process. This process is supported by the active encouragement and involvement of the board of management.

The board of management has been involved in developing and ratifying the required policy documents. These include the admissions policy, the code of behaviour, anti-bullying policy and ICT and internet usage policy. The inclusion of some of these policies in the student journal is an effective way of communicating these to the student body and is commended. Draft policies are discussed by the board, the staff as a whole, the parents’ association and where appropriate the student council. After the final drafts have been presented to the staff and parents’ association they are ratified by the board. The board is also aware of the necessity to review the policies on an on-going basis and has completed a review of the anti-bullying policy. This planning process has been very effective for the school community and the level of engagement, consultation and open discussion around these developments is highly commended. This reflects the open and inclusive ethos of Virginia College.

The development of policies and procedures to support students, including the critical incident policy and plan, a policy on healthy eating and engagement with the Cool School and Rainbows Programmes, are further examples of whole school planning. Planning review has been initiated and is currently being carried out by six working groups each with a particular focus. The planned re-introduction of the TY in September 2007 is a significant and praiseworthy development and it is recommended that further detailed planning, an input from the guidance department and the appointment of a co-ordinator are progressed. Consideration should also be given to developing cross-curricular links within TY.

In parallel with effective planning at a whole school level an impressive planning process is in place amongst the teaching staff. This planning process, both formal and informal, has resulted in the production of subject department plans and plans for some programmes all of which were made available during the evaluation process. It is recommended that in the production of written plans teachers give further consideration to a clearer outline of learning outcomes and include reference to active learning methodologies. The introduction of the LCA, LCVP and Religion as an examination subject are clear examples where teachers have engaged in effective planning for the smooth implementation of these initiatives to meet the needs of students. It is suggested that the delivery of the LCVP would benefit from collaborative planning. This should include the teachers delivering the programme, the guidance counsellors and the programme co-ordinator.

The outcome of the parallel processes outlined above has been the development of a formal school plan, a copy of which was provided during the evaluation visit. Conforming to best practice the plan was divided into permanent and developmental sections. Commendably this plan contains an outline of agreed developmental priorities and a list of priorities for the current planning phase which are being progressed by the establishment of six task groups. The outcomes of these planning processes have had a significant impact on the operation of the school and on the quality of the educational experience of the students in Virginia College.

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 suggested that all new members of the school staff be familiarised with the above policies.

4. Quality of curriculum provision

4.1 Curriculum planning and organisation

There are currently four curricular programmes on offer in the school: the Junior Certificate, the Established Leaving Certificate (ELC), the Leaving Certificate Vocational Programme (LCVP) and the Leaving Certificate Applied (LCA). There is a very broad range of subjects on offer to students across these programmes. This reflects the commitment of the school to cater for the range of abilities and needs of all its students and gives further expression to the inclusive nature of the school’s ethos. The planned re-introduction of the Transition Year programme (TY) in September 2007 is an exciting and praiseworthy development and is further evidence of the commitment of the school to provide a variety of learning experiences for its students. This programme will be offered on an optional basis. In planning for this initiative the school has engaged with the Transition Year Support Service (TYSS) and has adopted a whole school approach in planning for the delivery of this programme, again reflecting the collaborative approach which characterises the school. The evaluation team met with the TY core planning group and discussed draft plans which were at an early stage of development. The potential to expose students to a new and broad range of subjects, areas of study and learning experiences, as well as providing them with opportunities to become independent learners through the development of active and explorative methodologies and methods of assessment should be given a high priority in the planning for this programme. In writing plans for subject areas within the TY reference should be made to the document ‘Writing the Transition Year Programme’. This document was produced jointly by the Transition Year Support Service (TYSS) and the Department of Education and Science. It was noted that there is a gender imbalance in the uptake of some subjects at junior cycle e.g. Home Economics and Materials Technology (Wood). The provision of modules in such subject areas within the TY could be used to broaden the educational experiences of students.

An examination of the school timetable indicated that Virginia College is fully compliant with the requirements of circular M29/95 and, in addition, provides fifteen minutes for a weekly assembly during which form tutors meet with their form classes. This is commended as it provides an opportunity to develop a sense of group identity and is a further expression of the caring and co-operative ethos of the school. In junior cycle students study a list of core subjects including Social, Personal and Health Education (SPHE), Civic, Social and Political Education (CSPE) and Religion in addition to being provided with a double period each week for Physical Education (PE). Students also study a range of optional subjects from two option bands. First year students sample optional subjects during a period of ten weeks before making a final choice. The introduction of this ‘taster subject’ arrangement arose out of a staff review and is commended. This is further evidence of the school’s desire to cater for the needs of all its students. At this level most classes are taught in a mixed ability setting except for Mathematics and French where a banding arrangement is in place. It was reported that the school is currently reviewing its provision of modern foreign languages. In second and third year Gaeilge, Mathematics, English and French are co-timetabled to facilitate a banding method of class organisation. A welcome addition to the curriculum has been a class period devoted to the development of a school choir.

In relation to SPHE, it is recommended that the programme be presented as one coherent document to provide an overview of the content of the school’s SPHE programme for the entire three-year junior cycle. The document should outline the topics to be covered from each module in first, second and third year, on a term-by-term basis. The learning outcomes should be specified for each topic so that the focus is on learning as well as teaching. This will avoid a “hit and miss” approach and ensure that key aspects of a module are not omitted unintentionally particularly when a class group has a change of teacher from year to year. In addition, modules can be revisited without becoming repetitive over the three-year cycle, thus ensuring a spiral and developmental approach to the delivery of the SPHE programme.

In the planning of Relationships and Sexuality Education (RSE) at all levels, it is important that there is collaboration with the SPHE team. Collaboration with the SPHE team is also important when outside agencies are invited into the school to deliver SPHE-related modules, for example, the RSE module currently being delivered by an outside agency to a group of junior cycle students. There is also scope for projects such as the anti-bullying and Cool Schools to be integrated into the SPHE programme rather than be delivered as stand-alone projects. The impending plans to further develop RSE in senior cycle should be pursued.

The senior cycle is organised to provide students with the maximum choice to meet their individual needs. The range of subjects on offer to students for the ELC include: Gaeilge, English, Mathematics, French, Home Economics, Physics, Chemistry, Biology, Agricultural Science, History, Geography, Business, Construction Studies, Engineering, Technical Drawing, Music and Art. On completion of the junior cycle, students will, from September 2007, be offered four optional programmes for senior cycle. Students will be able to choose the TY and on entering fourth year will be able to choose between the ELC or the LCA. Currently students opting for particular combinations of subjects are automatically included within the LCVP by the school authorities. Considering that a number of these programmes require students to undertake an element of work experience it is recommended that consideration be given to the appointment of a co-ordinator for work experience across all programmes. This would also facilitate the development of a work experience policy and provide co-ordination across all programmes. The school is highly commended for offering the widest possible range of curricular programmes at senior cycle and in doing so, catering for the needs of the diversity of its students.

Students opting for the ELC choose from a wide range of subjects on offer. Each of Gaeilge, English and Mathematics is timetabled so that classes run concurrently thereby facilitating the creation of class groups studying these subjects at different levels. Most other subject groupings are taught in mixed ability classes. Optional subjects are timetabled to provide the maximum accessibility for students within the available teaching resources. Students taking the LCVP are also timetabled appropriately for ICT and for the link modules of enterprise education and work experience. The LCA is a further option for students in the senior cycle. Both school management and teachers are committed to this programme which meets the needs of a particular group of students. The LCA work experience is organised in two two-week blocks, one block in October and the other in February/March. The organisation and planning of this programme is facilitated by the programme co-ordinator

Virginia College in collaboration with Co. Cavan VEC provides adult education courses and has assigned a special duties teacher to work in this area. Enrolment takes place twice yearly. It was reported that the courses on offer to date included Art, an introduction to computers and the provision of English language classes for foreign nationals. In the context of the expanding population of the area and the arrival of people from other countries this is an area which could provide scope for further development.

4.2 Arrangements for students’ choice of subjects and programmes

Students and parents are informed of the programmes and subjects on offer in the school at information evenings and through the provision of printed materials. It was reported that the school makes every effort to cater for the requests of its students with regard to programme and subject choice within the teaching resources available to the school. Prior to enrolment of first year students the feeder primary schools are visited. An enrolment evening is held for parents and prospective students and an assessment of incoming students is held in February. Following enrolment, first year students study a core curriculum of Gaeilge, English, Mathematics, History, Geography, French, Science, Religious Education (RE), Civic, Social and Political Education (CSPE), Social Personal and Health Education, (SPHE) and Physical Education (PE). They also study all the optional subjects for a period of ten weeks, two weeks per subject; with a view to choosing a further two subjects to continue to Junior Certificate. The optional subjects offered by the school are: Materials Technology (Wood), Technical Graphics, Art, Home Economics, Music, Metalwork, and Business Studies. An information evening is held for parents during the ‘taster subject’ period where information in relation to subject choice, the educational implications of such choices and the importance of the code of behaviour is outlined. Before first year students make final subject choices after the ‘taster period’ they are advised by the deputy principal to seek further advice from the guidance counsellors. Following consultation with parents and students extra support is provided in literacy and numeracy to those students not wishing to continue the study of French. Currently student choice is catered for by the use of set blocks of subjects, which are arrived at following consideration of student requests. Consideration is being given to offering students an open choice of subject and this is commended. The school is commended for offering such a comprehensive curriculum at junior cycle as it allows all students access the maximum range of choices at senior cycle.

Third year students and their parents receive guidance to inform their choice of programmes and subjects for senior cycle. A meeting of all parents of third-year students is held where the various programmes offered by the school are outlined. This is followed by information on subject choice for the ELC with particular reference to the requirements of third level institutions. It was reported that, in the organisation of optional subjects for the ELC, students are provided with blocks of subjects from which they chose one subject for study. Prior to final blocks of subject options being presented extensive consultation with students takes place and an examination of the school timetable revealed that option blocks varied year on year to reflect student preferences. These choices are then processed and the school has succeeded in providing a significant majority of students with their preferred choice of subjects. It was reported that students will be offered an open choice of subject from now on and this is good practice. As a result of this preparatory work, students make informed choices as they enter the senior cycle.

4.3 Co-curricular and extra-curricular provision

There is a very extensive range of co-curricular and extra-curricular activities in the school including sporting, cultural, social and artistic dimensions. This comprehensive range of activities reflects the commitment and generosity of many members of the school staff and is appreciated by the board of management, the senior management team, and by members of the parents’ association and student council. Successes in a variety of sports have contributed to the sense of pride in the school amongst staff and students so evident during the evaluation visit. Participation in co-curricular and extra-curricular activities is seen as a way of further providing a practical expression of the school’s inclusive policy as students who have arrived from outside the area are encouraged to participate in these activities. It is noteworthy that in the school’s newsletter and on a DVD produced on Virginia College provided that student participation in these activities is acknowledged and celebrated. This is good practice. A comprehensive range of sporting activities is provided, maximising the use of the recently completed sport’s hall and outdoor facilities. Sports are available to both male and female students and include: Gaelic football, soccer, badminton, basketball, volleyball, hurling, camogie and athletics.

Co-curricular activities are also central to the student experience in Virginia College. The range of activities include: public speaking and debating, poetry and essay writing competitions, field-trips and outings both national and international. Participation in the Gaisce awards scheme and the production of a school musical every two years are also notable features of this extensive programme. The co-curricular and extra-curricular programme has also enabled the school to establish contact with local cultural and sporting organisations and this is commended.

5. Quality of learning and teaching in subjects

5.1 Planning and preparation

Formal subject department planning has been initiated in Virginia College and has been facilitated by management by the provision of time for formal meetings three or four times per year. Good practice was evidenced where these meetings were minuted and copies of the minutes were made available to senior management. Subject departments also meet on an informal basis as required and this level of communication among the subject teaching teams is praiseworthy. It is recommended that a formal planning meeting be held by subject departments to review progress and to explore trends in subject uptake and level and student achievement. It is suggested that in some subject areas there is scope for small departments to be scheduled together to meet and share good work practice.

Long term collaborative plans are in place for most subject departments visited. Best practice was observed where these plans were comprehensive, syllabus-based documents which contained reference to appropriate time frames, student learning outcomes and modes of assessment to be used. Commendably, resource folders were also available for some subjects and included additional resource materials such as worksheets and assessments.

Short term planning was good in all classes visited. Best practice was observed where a variety of methodologies was planned and the materials to be used in the lessons had been prepared in advance. It was noted that this contributed to the overall quality of teaching and learning observed. Such careful planning endeavours to provide lessons that are not entirely teacher-led and this is praiseworthy.

5.2 Teaching and learning

There was evidence of good short term planning in many of the lessons observed. This resulted in lessons that were purposeful, well structured and successfully delivered. Good links were established with prior learning at the beginning of a number of lessons by reviewing homework, by recapping on previous material or by questioning students to check understanding. These strategies provided a context for the introduction of new material. The good practice of sharing the planned learning objectives with the students at the outset was evident in some lessons. Communicating the learning objectives of the lesson to the students provides a structure for the lesson and a clear focus for the students and helps them take responsibility for their own learning.

In the subjects evaluated, teachers’ enthusiasm for their subjects and the use of active learning methodologies helped to motivate and engage students in their learning. Teaching and learning were particularly effective when accompanied by well-planned and appropriately used active learning methodologies that stimulated and motivated students and caused them to actively engage with the content of the lessons, thus enhancing understanding and facilitating independent learning. These included the use of, for example, individual project work, pair work, practical work, group activity, discussion, investigative experimental work, scaffolding, and the effective integration of subject-specific resources. Lessons included some good examples of the use of the whiteboard, textbooks, worksheets, teacher demonstration, PowerPoint presentations and CD-ROM. In some lessons, teachers moved around the classrooms as students were working and students experiencing difficulties were provided with appropriate support. Good practice was observed when there was variety in lesson content and in the methodologies used within lessons. This is commended as it accommodates the varying learning styles of students and it is particularly important in mixed ability settings.

There was also some good evidence of the skilful use of questioning to check understanding and engage students in the learning activity. Questioning was most effective when questions were directed at named students and by the use of open-ended questions that required students to show their understanding of the topic, as well as questions that challenged students to apply their knowledge to a range of situations.

Classroom management was generally very good and in the practical lessons observed, students displayed good routines for setting up and putting away materials. A caring and supportive environment was evident in most of the classes visited. Student participation was encouraged and students were appropriately affirmed for their efforts. Observation of classroom activities, interaction with students and an examination of students’ work indicates good progress in teaching and learning and overall, student enjoyment of the subjects was evident.

5.3 Assessment

In general, a range of assessment modes was used to measure student progress in the classes visited. These included in-class questioning, setting and monitoring of homework exercises and monitoring of class activities. In many cases, feedback from the teacher extended beyond simply a grade and offered clear suggestions for improvement. The good practice of assessment for learning, already in evidence, should be further expanded and used to provide students with feedback on their progress. The practice of assessing students’ practical and project work as a component of the final assessment for the end-of-year in-school examinations should be developed.

Peer mentoring is used as an additional assessment strategy by some teachers. For example, in some cases, marking schemes had been made available to students to encourage them to assess their own work in order to progress and improve. This is good practice and as a strategy should be considered across all departments.

Profiling of students work was generally very good. Excellent practice was observed when, for example, records indicated specific weaknesses which could then be addressed through class work. This is commended. In the subject departments observed, very good records of students’ achievements were maintained and these are used to inform reports which issue to parents.

Formal house examinations, mock examinations for examination classes and practical assessments are held for all students. Appropriately, common assessments were used by larger subject departments and in some cases, to an agreed scheme. This good practice allows comparison of students’ progress while facilitating careful planning to meet their needs.

6. Quality of support for students

6.1 Students with special educational needs

The school uses appropriately its allocation for students with special educational needs (SEN), for learning support and language support to help students and it has developed a policy for students with SEN. It is recommended that the special educational needs policy be reviewed, so as to ensure that all existing legislation has been taken fully into account. The degree of personal commitment by teachers to supporting students with special needs deserves to be acknowledged and is a further example of the daily implementation of the school’s mission statement and its inclusive policy in dealing with cultural diversity. The educational support team, working out of an ex-quota allocation of 4.87 whole time teacher equivalents (WTE) from Co. Cavan VEC and a special needs assistant (SNA) allocation of 0.5, includes resource/learning/language support teachers all operating under the effective and committed leadership of a member of staff who acts as co-ordinator. Meetings of the team take place on a regular basis to review progress. The inclusion of parents in the provision of support is identified as a priority and this is commended. Documents provided indicated that programmes of work are provided for individual students and groups of students and that student progress is monitored and recorded. The co-ordinator also links appropriately with the assigned special needs organiser (SENO), the assigned National Education Psychological Service psychologist (NEPS) and the reasonable accommodation section of the State Examinations Commission (SEC). A number of members of the team hold qualifications in this area and share their expertise with other members of staff. This was evidenced by the provision of staff in-service, a booklet on how teachers should support students and information on students at the beginning of the school year. The SEN department plan contains a scheme for the development of literacy and numeracy skills and this is commended.

The school’s commitment to its students is also reflected in the provision of resources in this area. During the evaluation inspectors visited the learning support department which has been provided with two rooms, storage facilities, ICT and a range of resources to be used to support teaching and learning and this is very highly commended. Students with SEN are generally identified through liaison with feed primary schools or during the assessment process for incoming students. Once identified, measures are put in place to ensure that each student receives support appropriate to her/his assessed needs. Support has been provided by withdrawing students from class; however, a team teaching approach has been adopted in some instances for the current school year. During the evaluation process one classroom was visited where this approach was adopted and the planned level of co-operation between the teachers involved was impressive as was the engagement of the students and the quality of the written work in their copybooks. Where learning support or resource teaching is being delivered by way of in-class support it is recommended that collaborative planning and delivery of support be co-ordinated to include all the teachers concerned.

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

The school has a number of students from minority groups in need of extra support and all resources allocated for these students are used appropriately. Those for whom English is an additional language receive language support. Where students are in receipt of language support it is recommended that this be based on a careful analysis of their individual needs, that a planned programme of instruction be implemented and that progress be monitored and assessed. Assistance in planning a programme of English language support should be obtained from Integrate Ireland Language and Training (IILT) where materials for language support teachers, English-language students, school staffs and management are provided.

6.3 Guidance

There is a good sense of care for students in the school as evidenced by the supports available to students. Virginia College receives an ex-quota allocation of 24 hours (1.09 WTE) for guidance from Co. Cavan VEC. In the early part of the current school year the school had a difficulty in securing the services of a qualified guidance counsellor to enable it to deliver the full guidance allocation. At the time of the evaluation visit two qualified guidance counsellors, one of whom was appointed in January 2007, were working in a job-sharing arrangement to deliver 22 hours of the guidance allocation. Two hours are allocated to a teacher with chaplaincy qualifications who provides bereavement counselling to students. Members of the parents’ association expressed a desire for clarification on the role of the school chaplain. The potential to develop a team approach to student support is acknowledged and the work done by the established guidance counsellor to achieve this is commended.

The development of a guidance plan for the school is a work in progress and a copy of the draft plan was made available during the evaluation process. In the context of an expanded guidance department the school should establish a guidance planning team comprising representatives of management, staff, students, parents, and the local business community to progress the planning process. The school should continue its review of the guidance plan, as a priority, by identifying current school needs. This should involve an outline of specific aims for each year group and should define and clarify the roles and responsibilities of all staff in relation to Guidance. Information to support this work on planning is available in publications such as Planning the School Guidance Programme, issued by the National Centre for Guidance in Education (NCGE), Guidelines for Second Level Schools on the Implications of Section 9 (c) of the Education Act, relating to students’ access to appropriate guidance, published by the Department of Education and Science and the Department’s template for guidance planning, available on www.education.ie.

The care role of the guidance department is evident in the involvement of the guidance counsellors in the provision of appropriate educational, career and individual counselling support to students. To support the delivery of Guidance the school provides office space with computer and internet access, phone, shelving and storage. This is commended.

6.4 Pastoral care

The pastoral care of students is given a high priority by the board of management and by all members of staff in Virginia College. This is reflected in the appointment of a special duties teacher as pastoral care co-ordinator. This teacher has been instrumental in establishing pastoral care structures targeted at first year students for the school year 2006-2007 with a view to extending these to other year groups in the future. This is given expression in the daily interaction between staff and students and the development of a range of policies and procedures relating to this area, notably the pastoral care procedures, the code of behaviour, anti-bullying policy, the personal safety committee and a critical incident plan/policy. It is recommended that a policy for pastoral care be developed as a means of complementing the existing pastoral care structures and as a means of linking the established structures with the school’s mission statement and ethos. The form tutors and year heads clearly see themselves as having a major role in the pastoral care of students. Assemblies are held on a weekly basis by form tutors and on occasion by the principal and year head. Two of these assemblies were attended by members of the evaluation team. Year heads adopt a caring approach to the implementation of the school’s code of behaviour and are careful to take into account the personal circumstances of each individual student. A referral and on-report system is in place to support and monitor student behaviour. As a means of further developing the pastoral care procedures in the school it is recommended that the school explores the establishment of a student care/support team. This would facilitate the transfer of information on students, the identification of students in need of extra support and would consolidate and build on the work being done currently by individuals and groups within the school community.

A fully representative student council has been established and receives guidance and support from a designated liaison teacher who holds a post of responsibility for this duty. The council has been active in fund-raising and representing student views to school management. The school has in place a prefect and mentoring system to assist with the management of students and for the support of first year students. During a meeting with the evaluation team members of the student council and prefects willingly engaged in discussion and expressed appreciation for the quality of the educational experiences provided by the staff of Virginia College. It is suggested that in a review of the operation of the mentor system consideration should be given to expanding the number of students involved in this worthwhile initiative. Student effort and achievement both in relation to school and outside school activities are acknowledged and celebrated by annual awards ceremonies.

Good relationships exist between the students and the school secretary and caretaker who give support and help to students in a number of areas. The school canteen staff is commended for its efforts to provide students with a healthy eating option on the canteen menu, an initiative brought about at the behest of the parents’ association.

It is acknowledged that the school is already involved in the good practice of recycling waste. As a means of further increasing the profile of the student council in the school the following recommendations are made: photographs of council members could be displayed on the council notice board, a calendar of events could be planned and as a means of further increasing environmental awareness it is recommended that an environmental committee be established amongst the students. This could be a sub-committee of the student council and could support the work of the school caretaker. It could also facilitate any efforts the school might make to gain the Green Flag awarded by An Taisce.

7. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

The school aims to create an educational community of informed, responsible and caring citizens for an ever-changing world. This vision is shared among key members of the school community and clearly influences the development of policies and practices.

· The board of management is properly constituted under the Instruments and Articles of Management for Vocational Schools and is aware of its legislative responsibilities.

Under the leadership of the CEO, the board of management, principal and staff of Virginia College have been supported with the provision of appropriate training and good communication is maintained between the school and the VEC.

· The school is supported by the parents’ association that has been highly involved in and committed to school activities.

· Members of the parents’ association expressed their appreciation for the open and welcoming attitude of senior management and staff, the proactive and pastoral concern for students, their satisfaction with the range of programmes and subjects on offer in the school and the completion of the building project.

The principal and the deputy principal share a common vision for the school, a sense of pride in the school’s achievements and work together as an efficient and effective team.
Members of the school’s middle management team are involved in a range of duties that support school administration, curriculum development and pastoral care.

· Clear anti-bullying procedures have been put in place and these are overseen by a personal safety committee drawn from amongst the teaching staff.

· The inclusive and co-operative style of management adopted by the senior management team has made a significant contribution to the engagement of the staff with the planning process. This process is supported by the active encouragement and involvement of the board of management and by the recent appointment of an assistant principal as School Development Planning Co-ordinator.

· A formal school plan divided into a permanent and developmental section was provided to inspectors.

· There are four curricular programmes on offer in the school and a very broad range of subjects is on offer to students across these programmes.

· The re-introduction of the Transition Year programme (TY) is planned for September 2007.

Virginia College in collaboration with Co. Cavan VEC provides adult education courses.

· There is a very extensive range of co-curricular and extra-curricular activities in the school including a sporting, cultural, social and artistic dimension.

· There is a good level of whole school support for the subjects evaluated, with excellent resource provision.

· There were examples of very good practice evident in most of the lessons observed. Teachers’ enthusiasm for their subjects and active learning methodologies helped to motivate and engage students.

· The school uses its resource allocation for special educational needs (SEN) to provide learning and language support and it has developed a policy on SEN under the effective and committed leadership of a member of staff who acts as co-ordinator.

· The pastoral care of students is given a high priority by the board of management and by all members of staff in Virginia College and is reflected in the appointment of a special duties teacher as pastoral care co-ordinator.

· The form tutors and year heads, clearly see themselves as having a major role in the pastoral care of students.

· A fully representative student council has been established and the school has in place a prefect and mentoring system.

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

It is recommended that a formal review and realignment of the posts of responsibility takes place at the end of the current school year and in succeeding years.
It is recommended that the admissions policy and the special educational needs policy be reviewed, so as to ensure that all existing legislation had been taken fully into account.
The planned re-introduction of the TY in September 2007 is a significant and praiseworthy development and would benefit from some further detailed planning, an input from the guidance department and the appointment of a co-ordinator.

· The school should continue its review of the guidance plan, as a priority, by identifying current school needs. This should involve an outline of specific aims for each year group, define and clarify the roles and responsibilities of all staff in relation to Guidance.

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 Art – 23 March 2007
Subject Inspection of English – 22 March 2007
Subject Inspection of Music – 23 March 2007
Subject Inspection of Science/Biology – 22 March 2007