A whole-school evaluation of St Colman’s Community College was undertaken in October 2007. This report presents the findings of the evaluation and makes recommendations for improvement. During the evaluation, the quality of teaching and learning in five subjects were evaluated in detail, and separate reports are available on these subjects. (See section 7 for details). The board of management was given the 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 to this report.

Introduction

Saint Colman’s Community College is named after the patron saint of the Diocese of Cloyne. The present complex was established in 1980 as Pobalcholáiste Cholmáin, or Saint Colman’s Community College. The original building on Connolly Street served for thirty years as Midleton Vocational School. The school is situated on the outskirts of Midleton, a growing town, twenty-four kilometres from Cork, with a population of over 11,000 in the greater urban area. Its location on extensive grounds permits a relatively tranquil atmosphere, now that the Youghal Road, on which it is sited, has been superseded by the Midleton bypass. The current enrolment of second-level students is 461. The school was extended at the end of the 1980s to accommodate a rising enrolment. In addition to general classrooms and specialist rooms, a physical education hall was constructed. Refurbishment and renovation has been ongoing. The school is very well maintained. The general appearance of classrooms, corridors and grounds is a credit to those members of staff whose responsibility it is to maintain them, and to the general body of staff and students.

The school has a good reputation in the community for the quality of its teaching. Its provision for those with special educational needs has been particularly recognised, to the extent that the school has attracted a higher-than-average enrolment of students with such needs. This is an issue which may need to be addressed by other secondary schools in the catchment area. The school operates a policy of open enrolment, inclusive of all comers. As a participant in the DEIS (Delivering Equality of Opportunity in Schools) initiative the school receives additional allocations which have been used effectively in the support and retention of students especially through Guidance, home-school-community liaison (HSCL) and in provision for their special educational needs. The number of students for whom English is an additional language is relatively small, sixteen at the time of the inspection, and those students are being successfully included and educated. The number of students involved in adult and continuing education is very large, the school providing one of the largest programmes in Munster for such students, in the true spirit of a community college. The programme is very well managed and integrated into the daily life of the school.

Inspectors were particularly impressed by the systematic caring approach which was evident throughout the evaluation and which extended to staff as well as to students. Some recent changes in staff roles and responsibilities provide opportunities for review and development in the general management of the school and in support of students. Given the quality of development planning which was observed and the manner in which the recommendations of previous inspections have been approached and adopted, the inspectors are confident that the positive energy of staff will be channelled in the school’s best interest.

1. Quality of school management

1.1 Characteristic spirit of the school

The climate of the school is very supportive of students. The aims of the school, as set out in its mission statement, are ‘to provide the best possible education … in a positive atmosphere of respect, effort and fairness’. The school is clearly achieving its mission. The positive relationship between staff and students was observed and commented on by all inspectors. The beneficial effects on learning and teaching may be inferred from the comments of inspectors in their subject inspection reports, which are appended to this report. Clear evidence was presented that the mission statement had been developed through a process of consultation, especially with staff, and that it had been ratified by the board of management with the approval of the partners in education. In its turn, the board is fully supportive of the school. A sense of pride in the achievements of the school was palpable among its members.

The strengths of the school, especially in the teaching, management and support of students, were clearly observed during the whole-school evaluation. In some ways, these strengths and achievements are under-emphasised, particularly in some school documents. The staff handbook is a laudable document. Its value lies in its comprehensive and lucid coverage of procedural and policy issues. This is of value to all staff and, in particular, to staff undergoing induction into the school. Its tone is, currently, somewhat formal. It is recommended that the content and tone of staff handbook be augmented by material which more accurately reflects the positive atmosphere, relationships and achievements which were obvious to the team of inspectors. The high quality and good practice of record keeping was another thread running through this evaluation. At board level in the keeping of minutes, in communications with parents through newsletters and flyers, throughout the planning process in the recording of meetings and in the maintenance of records related to assessments, it was plain that this practice had filtered to all levels in the school. Coupled with generally positive relations among staff and with student and parents, the school’s systems of communication are very good. The essential contribution of administrative staff to the process, both in the day school and in adult education is commended.

1.2 School ownership and management

The school is a non-designated community college under the patronage of the Cork County Vocational Education Committee (VEC). The board of management is formed under the instrument and articles of management of a vocational school. The board is a sub-committee of the VEC and is formally appointed by the VEC. The board comprises three VEC members, two parents’ representatives and two teachers’ representatives. The board has the power to nominate additional members to support its educational remit but has decided not to do so.

The board is properly constituted and is, under its terms of reference, actively involved in the management of the school. Five or six meetings are held each year and informal contact between the chairperson and the principal is ongoing in relation to the progress of issues identified by the board. Good records are kept of the proceedings at meetings and it is clear from the records and from discussion with the board that members are aware of, and fulfil, their statutory obligations. It was obvious during the meeting with the board that the members use their experience of the nominating bodies, including parents, to good effect and in the interests of the school. All existing policies have been discussed and ratified by the board in accordance with those obligations. The drafting of policies and plans is mainly directed by staff through the school development planning process in consultation with the board. Recent and current priorities have included the replacement of all windows in the school, replacement of the roof and plans for an increased enrolment due to the growing population of the town. These and related issues, such as the need to provide for students with little English, have been discussed by the board.

The school accounts are subjected to close scrutiny by a number of agents, including relevant staff and the board of management. The accounts are audited by the VEC, the Vocational Services Support Unit and by the Comptroller and Auditor General. The VEC has introduced a set of rigorous accounting guidelines and procedures in the past three years. These procedures, while allowing some discretion to schools, have increased the responsibilities of the VEC in the monitoring and auditing of school accounts and budgets. The minutes of the board of management show that the accounts have been scrutinised, discussed and accepted by the board.

Members of the board speak very highly of the work of teaching staff in catering for the educational needs of all students. Communication between the board and the groups represented by its members is good. It is acknowledged by the board that the principal, as secretary to the board, has a pivotal role in maintaining continuity in its affairs and was praised by members of the board for his effective co-operation and communication.

1.3 In-school management

A school of this quality could not operate effectively without the shared vision of senior management or without the professional and personal involvement of all staff. The good of the school and the support of students is a clear priority for all. This shared vision has reduced the effects of difficulties in the professional relationship of senior management. The difficulties experienced in the professional relationship became obvious in the course of the evaluation and are more evident to senior staff and less so to other groups. By raising the issue at post-evaluation meetings and in this report, an earnest plea is made that the good will, professionalism and intelligence of staff, management and patrons will combine to enable the improvement of professional relationships. It is a short step to excellence.

The school has a middle-management structure through which the needs of the school are effectively handled on a day-to-day basis and on a long-term basis through the well-integrated planning process. A year head and class teacher structure is used efficiently to manage and support students on an immediate basis and is a means of rapid communication and referral to all areas of the school and with parents. The staff handbook lists the roles, responsibilities and duties of staff involved in middle management, including those with posts of responsibility. It is not clear how the posts of responsibility have been linked to the tasks assigned to them. In view of the school’s record of encouraging and facilitating continuing professional development and in view of the expanding and high levels of expertise of staff in a variety of fields it is recommended that the posts and their associated tasks, including those of the principal and deputy principal, be reviewed and published annually. Some ingenious systems have been devised in other schools in the context of whole-school planning to ensure that this annual review takes place and that the tasks are distributed equitably and by means of a collaborative planning process. It is suggested that a streamlined programme of more frequent meetings at middle-management and student-support level be devised, initially to progress planning and subsequently to support planned day-to-day responses to issues as they emerge. A similar recommendation is to be found in the subject inspection report of English which preceded the main whole-school evaluation and which has been under active consideration by staff. The number of staff potentially involved in such meetings is large and includes those in senior and middle management, the year heads and class teacher structure and those with chaplaincy, special educational needs and guidance roles. It is in this context that a streamlined system is suggested, so that overlap is avoided, roles are clear, agendas of meetings are shortened and the maximum use is made of the school’s effective channels of communication.

It is clear that the school’s policies and systems for the management of students are effective and in keeping with its educational aims and values. Disciplinary issues are well managed at classroom level and by means of the year head and class teacher structure. The number of student-related issues reaching the level of the board of management is very small. Students entering the school for the first time are inducted through a comprehensive process involving the co-operation of feeder primary schools, parents and staff. The process is based on clear documentation of policies and procedures, is inclusive and offers information to parents and pupils by means of visits by staff to primary schools, information sessions and an open evening. Responsible behaviour based on respect and good relationships is stressed and practiced throughout and school rules, while clear, are minimised. The advantages of this approach are clearly to be seen in the reports of subject inspections carried out in the course of this evaluation and which are attached. On entry, students undergo an induction process involving a range of staff including those involved in guidance, HSCL, special educational needs, Social, Personal and Health Education (SPHE) and middle management. The induction process continues through first year during which emphasis is placed on communication with parents, especially through effective HSCL, and on the identification of the special needs of all students, including those for whom English is an additional language. It is clear that the policy of shared responsibility and respect for all is successfully applied and monitored.

The students’ council in its current form is in its first year of operation. Students from each year group are elected to the council and the process is co-ordinated by a member of staff. It was plain that students’ choice of representatives has been wise. There was clear evidence that the council is diligent and focused on the needs of students and that the student voice is communicated effectively to management and given a fair hearing. Issues of substance have been dealt with on an ongoing basis and have included the provision of after-school study, the review of heating levels in the building and the school’s success on having been awarded the Green School flag. Serious consideration has been given on all sides to the issues discussed and this reiterates the commitment to respect, effort and fairness.

Documents produced by the school are of a high quality and are appropriate to their intended uses. Formal recording of meetings is standard practice in the school and it is clear that this practice has percolated to meetings at all levels. Among the benefits of such documentation is its value in the planning process by enabling rapid access to decisions made, by outlining and clarifying roles and by creating a culture in which procedures and policies are clearly outlined and available. Examples of good practice were observed in documents and literature associated with, among others, enrolment, adult education, planning, assessment, and staff induction. Clear evidence was found, both in the literature and in meetings with parents, staff and students, that communication with parents, the community and with external agencies is good and is supported by well-produced and well-edited information. Of particular interest, because of its topical nature at the time of the evaluation, was the full-colour awards night booklet and the school’s yearbook.

Information meetings for parents are organised on a planned annual basis. Issues as diverse as study, subject choice, school tours, adult education and the regular parent-teacher meetings are well publicised in the media, on posters and flyers and by means of letters. Members of the parents’ association are very positive in their regard for the school and for its communication methods. Issues which arise among parents are dealt with sympathetically and effectively by the school in co-operation with parents and with the community.

Strong links with outside agencies are effective in facilitating and supporting the myriad activities of the school. Among those is the successful scheme of work experience for programmes such as the Leaving Certificate Applied (LCA), Transition Year (TY) and the Leaving Certificate Vocational Programme (LCVP). An innovation which is highly commended is the science competition for pupils of primary schools. The competition aims to enhance communication between St Colman’s Community College and feeder primary schools and to raise awareness among primary pupils of the relevance and applications of science. The competition has had considerable success in achieving both of those aims.

The formal and informal processes that are central to the success of the school, such as good teaching, planning and leadership, are clearly underpinned by reflection and review. The board of management, for example, has been proactive in its responses, following reflection on the future needs of the school in the context of a growing town. The student council, although newly formed, has a clear interest in the needs of the school and has responded admirably by promoting environmental and health issues. Teachers engage in collaborative and reflective practice as a matter of course and in the interests of students. A binding force has been the school’s engagement with the formal planning process. In itself, this is indicative of the school’s ongoing commitment to action following review.

1.4 Management of resources

The school has made wise decisions in its employment of staff. Existing staff members have shown themselves to be adaptable and open to educational change, and to the professional and personal development that is an essential part of change. The time allocated to subject teaching and to instruction time in general is appropriate and is subject to annual review by staff and senior management.

It is a pleasure to visit a school in which the buildings are well maintained and decorated and where the grounds are landscaped and well presented. The sense of pride expressed by members of the board related not only to the quality of teaching staff but also to that of non-teaching staff. It is, perhaps, symbolic of the school’s view of the importance of structures and services in support of learning and teaching that the list of non-teaching staff is given prominence between the list of teaching staff and the various senior-management and middle management duties. The list includes three administrators, three caretakers, four cleaning staff and two special needs assistants. It is clear that the co-operative activities of all concerned have been instrumental in establishing a system in which the current and future needs of the school are identified and, once identified, are catered for without undue delay. The quality of maintenance and decoration, the easy access to technology for administrative and for teaching purposes, the ongoing planning for improvement, the visually pleasing environment and the concern for health and safety were plainly observed in the course of the inspection.

The school is situated in a town that is undergoing major development. The board of management is collaborating with the VEC in anticipating projected increases in enrolment, particularly in its plans for additional accommodation that are currently under consideration. A new system of double-glazed windows was installed under the summer works scheme in 2007. Plans to replace the roof are at an advanced stage.

Good planning and administration have resulted in an information and communication technology (ICT) system which is accessible, reliable and up to date. The technical and administrative experience, in the field of business and finance, of staff involved in the management of the system is of obvious advantage to the school. The planning and use of the system is very well documented and attention to detail in the use of ICT for administrative and educational purposes is commended. Similar attention to detail was observed in the planning of the new digital technology room in which specialised tables were installed at a little extra cost but with considerable benefits to convenience.

2. Quality of school planning

2.1 The school plan

The school has engaged effectively with the School Development Planning Initiative (SDPI). It was clear that the principles of good planning, namely, the cycle of review -design - implement - evaluate, are being used. It was also clear that the points of reference for planning are the aims of the school as expressed in the mission statement and which were developed through a process of consultation with staff. The planning process is well co-ordinated and documented. Documents observed, such as reviews of the Junior Certificate School Programme and of the Leaving Certificate Applied showed a clear commitment to an analysis of outcomes and programme review. An impressive array of planning documentation is on permanent view in the staffroom and charts the progress of planning through the phase of policy development, through the phase of subject-department planning and to the current phase of review of learning and teaching. Digital copies of important planning documents are also accessible through the school’s ICT network. The placement of a date on many of those documents is commended as good practice. The board of management has played an active part in the process, particularly in the development of plans for capital projects and in the review and ratification of policies in collaboration with staff and senior management.

It has already been noted that development plans are an ongoing feature of the life of the school and of board meetings. The ultimate aim of good planning lies in its provision of structures which facilitate the education of students. The school has clearly progressed to the stage at which teaching and learning have become the focus of planning attention. It is interesting, in the context of recent developments in provision for special educational needs at a national level, that some of the developments of innovative teaching practices in the school have emerged from good practice in this area. The use of more active methodologies, of collaborative approaches to classroom management such as team-teaching, and the development of individual educational plans have been part of the standard repertoire of special educational needs teachers at St Colman’s College. Such practices are being gradually extended to non-specialised classes and this development is commended. The timetable has allowed, for example, two teachers jointly to present lessons to some junior cycle classes. While the initiative is under evaluation, it was clear that it had prompted positive discussion among staff not only as a method of teaching but also as a creative response to the needs of students and one to which students themselves responded positively.

Confirmation was provided that, in compliance with Post-primary Circulars M44/05 and 0062/2006, the board of management has formally adopted the Child Protection Guidelines for Post-primary Schools (Department of Education and Science, September 2004). Confirmation was also provided that these child protection procedures have been brought to the attention of management, school staff and parents; that a copy of the procedures has been provided to all staff (including all new staff); and that management has ensured that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) and a deputy DLP have been appointed in line with the requirements of the guidelines.

3. Quality of curriculum provision

3.1 Curriculum planning and organisation

It is characteristic of the school that developments and programmes in education are embraced in the spirit of a learning community. Teachers are positive in their views of programmes such as the Junior Certificate School Programme (JCSP), LCA, TY which is optional, the LCVP and the DEIS initiative. Curricular development and the use of technology are seen as steps to further development and improvement, not only for students but also for teachers. The newly installed computer system for the technological subjects was seen as an advantage to all, by specialist and non-specialist teachers alike. Similarly, the use of more active-learning methods, especially by newly qualified staff, was of obvious interest to teachers more advanced in their careers. The comprehensive range of subjects available to students at all levels, eighteen subjects in the Junior Certificate programme and seventeen in the Leaving Certificate, for example, supports the evidence of an active, enquiring staff, open to new ideas and willing to learn from the experience of change. The school is commended for having responded promptly to recommendations made in the English subject inspection report which is included in this evaluation but was carried out prior to it. Suggestions regarding the development of a whole-school approach to literacy have already been acted upon with the arrangement of a staff seminar on literacy in the context of subject department planning.

The expertise and interest of staff in the application of active-learning methods and in providing for the special educational needs of all students is among the major strengths of the school. Openness to developments in education and a commitment to strategic planning place the school on a firm footing for reviews of current practice. The acceptance of a request for participation as a pilot school in the assessment of the suitability of software for use in technological subjects is an example of the school’s willingness and of the recognition by external agencies of the school’s openness to change and development. Similarly, the school responds to the perceived needs of incoming students by providing a range of core subjects including Science and German for incoming students. Prior to entry, students opt for either Materials Technology (Wood) or Business Studies, Materials Technology (Metal) or Home Economics and either Technical Graphics or Art. While, as a general principle, it might be recommended that subjects be chosen following some experience of them, it would appear, given the favourable balance of boys and girls observed, for example in a first year Home Economics class visited, that the information disseminated during the induction programme is meeting the need for subject information. A recommendation is made in the subject inspection report of Construction Studies and Materials Technology (Wood) that opportunities be provided for students to experience subjects before expressing their preferences. It is recommended that the timing of subject choice be reviewed regularly in the light of these comments with a view to ensuring equity and gender balance in the provision of subjects and in students’ choices of them.

A system of streaming and banding is used in the allocation of students to classes in first year. Reports, such as the ESRI report on the experiences, nationally, of second-year students, available in summary form at www.ncca.ie , indicate the effectiveness of mixed-ability teaching in optimising student attainment. It is recommended that the system of allocation of students to classes in the junior cycle be reviewed in the light of these reports. Any proposals for changes in the composition of junior cycle classes which might emerge from recommendations in this WSE report, especially in the area of student support and special educational needs, should be taken into account so that proposals are made as part of an integrated set.

Effective use is made in the current timetable of the available resources of staff, time and accommodation. A consultative process leads to the construction of the timetable by the principal. It is suggested that, similar to the previous suggestion, proposals should include a consideration of the timetabling implications of any suggested plan. Conversely, a strong recommendation is made in the subject inspection report on special educational needs that factors such as the availability of additional resource hours be factored into the timetable in the early stages of its construction.

3.2 Arrangements for students’ choice of subjects and programmes

Subject and programme choices are made by students following extensive inputs throughout the junior cycle from subject teachers, including teachers of SPHE and Civic, Social and Political Education (CSPE), the guidance counsellor, and staff in support roles such as HSCL and chaplaincy. The role of the special educational needs team is central to the process, given the team’s special understanding of the individual needs of some students. Similarly, given the school’s close contact with parents under the HSCL programme, the co-ordinator’s role is ongoing and a major element in helping parents to support their children’s choices. The parents’ role is encouraged and supported through a series of information sessions, personal contacts and parent-teacher meetings. In addition to meetings arranged for information of parents, the guidance counsellor encourages parents to seek further information and consultation and is available by appointment, by phone and by email.

The process of choice is a collaborative one and forms a major element of the school’s work in guidance. This is achieved, not only through the work of the guidance counsellor, but also through subjects such as SPHE, Religious Education (RE) and CSPE whose syllabuses contain elements in common with Guidance, including decision-making, responsible behaviour and social consciousness. As such, it is likely to warrant special attention in the recommended whole-school guidance planning process, being one of the major transitional points in the lives of students. The options available to students in third year include TY, LCVP, LCA and the established Leaving Certificate. Students opting for the Leaving Certificate in third year and TY choose their examination subjects by means of an equitable process based on their preferences. It was reported by the principal that another optional European language, in addition to German, is a current curricular priority. The guidance counsellor is available to students through planned intermittent classroom contact by arrangement with subject teachers, through timetabled contact in the senior cycle and through sessions with students individually and in small groups. The development, both of the guidance counsellor’s and the whole-school guidance programmes, particularly in relation to decision making, will be planned with reference to the National Council for Curriculum and Assessment (NCCA) draft Curriculum Framework for Guidance in Post-primary Schools (2007) of which the guidance counsellor is aware, and which has important implications for subjects such as SPHE, RE and Home Economics.

3.3 Co-curricular and extracurricular provision

The staff of St Colman’s Community College is highly commended for providing students with a range of experiences fully in keeping with its aim ‘to provide the best possible education’. There was clear evidence that students availed of the opportunities presented. This was exemplified by the celebration of students’ successes in a wide range of academic, sporting and social fields at the annual awards ceremony that took place during the week of the evaluation. The captains of four winning teams were among those celebrated on that occasion. Students spoken to in the course of the evaluation were enthusiastic about their chosen activities and about the school’s facilitation and encouragement of those activities which included participation in school musicals, quizzes, debates and sporting events and in projects associated with the Young Scientist exhibition, Young Social Innovators and the Green School initiative. Some reports have highlighted the commitment of teachers to organising out-of-school competitions, such as quizzes, and these are applauded. Attendance at events more directly related to individual subjects, such as drama and musical performances and careers exhibitions, is also facilitated and encouraged.

In providing one of the largest programmes of adult and continuing education in the province, including FETAC courses in business, childcare and multimedia studies, the school demonstrates its commitment to lifelong learning and symbolises, for younger students as well as for adults, the value of such commitment.

4. Quality of learning and teaching in subjects

4.1 Planning and preparation

The teaching teams of each of the subjects inspected as part of the evaluation meet on a regular basis. Progress made in the development of the subject-department planning structure is generally affirmed. Effective conveners have been appointed in each case and the outcomes of the meetings are recorded. It is recommended, to further enhance the present good practice, that records of meetings be word-processed where this is not already the case and that agendas be set and circulated in advance. Formal subject-department meetings are held at the beginning of the school year and periodically thereafter. Planning is also done at other times when the teachers concerned meet less formally. It is recommended, where this is needed, that the frequency and duration of subject-department or core-team meetings be increased. In general, very good collaborative planning was in evidence while co-ordinating planning and preparation for students with special education needs is a challenge faced by the school.

Subject planning documentation had been well developed in each of the subject areas, in line with the advice of the SDPI, and the teachers concerned are commended for their involvement in this. It is recommended that the range of areas discussed in the context of subject-department planning be extended to include, in specific instances: discussion of teaching and learning: differentiation strategies and teaching methodologies: the creation of lists of resources available for the use of members of subject-teaching teams: the extension or creation of common term plans: analysis of state examination results and how best to ensure equality of experience for female students. The outcomes of such planning activity should then be included in the relevant subject plans. Detailed programmes of work, following the requirements of the relevant syllabuses, were generally provided while in some cases teachers were involved in the development of such programmes. Some detailed recommendations are made with regard to the incorporation of specific content and teaching approaches into particular programmes of work, bearing in mind that content specified in the relevant syllabus, rather than in a textbook, should determine the work to be covered, particularly when the time available is limited.

In some cases, subject-department planning has focused on how best to ensure that the subjects concerned can be fully accessed by all students, taking account of special educational needs that may exist. This is affirmed as good practice. The school is engaged in the formulation of individual education plans where these are indicated. The school is also aware of the need to plan for the learning needs of students who are exceptionally able and gifted and any future review of school policies should take account of such learning needs.

Individual teacher preparation and lesson planning was of a high standard, for which the teachers concerned were, on occasion, commended. Lessons observed were well structured and had clearly defined objectives, consistent with the short-term and long-term goals of the respective subject plans.

Individual and collaborative planning for the identification and sourcing of resources, materials and equipment generally takes place in the context of overall subject-department planning. While formal budgets are not specified, management is favourably disposed to receive and respond to the requests of subject departments. Carefully planned provision for the deployment and use of ICT is highly commended in some instances, particularly where this has been given a particular impetus through syllabus change. In general, it is recommended to subject departments that they plan for increased use of these technologies in the learning and teaching of their subjects.

Subject departments, particularly in practical areas of study, have been involved in the development of appropriate provision and monitoring to ensure a safe and healthy learning environment for all.

4.2 Learning and teaching

A particularly high standard was reported regarding the quality of learning and teaching in the case of the subjects evaluated. The consequent positive impact on classroom atmosphere and on the learning process was noted by the inspectors. Of particular note is the diligence of teachers in their preparation and delivery of lessons, a practice which is reflected in significant levels of student participation and engagement.

A good work ethic existed in all classes visited, as did an atmosphere of mutual respect between students themselves and between students and their teachers. Students were familiar with long-established classroom practices and, as a result, efficient use was made of class contact time. The positive rapport between teachers and students was particularly evident in the collaborative atmosphere that was evident in many classes. Appropriate praise of students’ work and effort sustained their interest.

For the most part, the lesson objectives were clarified at the outset. In all instances, lesson content was appropriate to the age and ability of the learners. Good efforts were made to link topics to the interests and experiences of students. Cognisance was taken of the need to address the development of social skills. Lesson pace and structure were generally good. Effective use was made of a variety of resources, particularly of visual stimuli, concrete resources and handouts. In cases where the subjects had a base room, every effort was made to create a stimulating learning environment through the display of students’ work, teacher-prepared posters and other relevant material.

Teachers successfully employed a number of strategies to develop lessons: questioning was used effectively as a means of revisiting previous learning prior to introducing new material; good use was made of higher-order and lower-order questioning to check for understanding and to promote more analytical thinking; classroom activities were many and varied, thus ensuring sustained student interest; pair work and group work featured in a number of lessons and this facilitated teacher intervention at group and at individual level. Pair work and group work, in particular, were seen to promote high levels of students’ participation in their own learning, a phenomenon which is a highly effective learning tool and should be extended to all subject areas. Peer demonstration was used to good effect, particularly to reinforce earlier learning. Students were generally encouraged to be responsible for their own learning and, as a further extension of this practice, it was recommended in one instance that handout retention be encouraged. In general, students demonstrated a solid understanding of topics and a satisfactory acquisition of relevant skills.

The introduction of team-teaching has been welcomed by both teachers and students. An immediate benefit observed by teachers has been the consequent promotion of co-operative learning among students. Of particular note to the evaluation team was the effective co-ordination of teaching roles. Additionally, greater teacher mobility has increased opportunities for checking for understanding, for feedback and for student affirmation, thus effectively addressing the differentiated needs of learners. Teachers’ resourcefulness in developing new and innovative learning and teaching strategies is commendable as is their diligence in the collaborative preparation of lessons.

4.3 Assessment

A number of subject inspection reports have commended the manner in which informal assessment has been productively employed in St. Colman’s College. In-class questioning has been particularly commended, with the suggestion that the variation of questioning between volunteer answerers and nominated students is an important balance to maintain.. The school’s general policy of hosting awards nights for students, which recognise both student engagement as well as achievement, has also been supported by inspectors.

Homework has been referred to in all subject reports, with particular commendation being given to the work done by teachers in assigning sensible homework and in giving time to the correction and monitoring of homework for students where possible. The use of formative, supportive comments on students’ essays, the assistance given to students in organising written work or hands-on project work, word search tasks, crosswords, and the assignment of occasional drawing or visual tasks have all been commended. The maintenance by students of folders containing their non-copybook assessment tasks has also been noted and applauded in some cases. On occasion, inspectors have urged the deployment of such varied homework strategies a little more often, and the inclusion of them in the overall homework policy, to ensure that students of different ability ranges and aptitudes are assessed in a manner which best suits their particular learning styles. The possibility of incorporating the use of ICT to allow students to ‘publish’ their homework has also been mooted. In general, however, the reports have shown a high quality of homework assignment and teacher correction across the subject range. The use of student journals in most subjects to help students recall their homework tasks and, indirectly, to allow parents to monitor students’ homework levels has also been commended.

In terms of more formal testing, teachers and management are committed to a very thorough regime. Formal Christmas examinations are held for all classes, with end-of-year examinations held for all classes not sitting state examinations. Third-year and sixth-year students sit mock state examinations each spring. Annual parent-teacher meetings, termly written reports on students’ progress and records of attendance and performance have also been regularly commended in the subject reports. Most teachers have also employed a policy of giving students in-class tests, either at particular points in the school year, such as mid-term, or at the end of particular sections of the course. This is applauded. It has also been noted that a fine commitment has been given to assigning students both written and practical examinations where the particular subject area may lend itself to such assessment. It has been suggested that teachers in such subjects ought to decide together what way marks will be allocated for the different assessment components and incorporate this into the subject plan in time.

In most subject areas inspected, some consideration has been given to developing common assessment instruments, for instance in end-of-year examinations. This can be a challenge, particularly initially, but it is recommended that subject departments consider moving towards common assessment as soon as possible. The support that the setting of common examinations, or even parts of examinations, can provide is quite tangible. It can make paper-setting an easier, collaborative task for teachers, allows the possibility of sharing the marking experience, supports the teaching of a common course to each year group and can be very useful in helping teachers and students gauge whether students ought to sit higher or ordinary papers in state examinations later on, for example.

It has been noted that a comprehensive policy of prior assessment has been put in place, incorporating standardised testing for all and diagnostic testing where students may have additional educational needs. The test instruments are appropriate to the population of students being assessed and are reviewed regularly. Links with the National Educational Psychological Service are ongoing. A very good focus is placed on ensuring that appropriate applications are made to the Reasonable Accommodations division of the State Examinations Commission (SEC) where students may need such additional supports in state examinations. The school has also been applauded for ensuring that students for whom such provision may be made, also have the chance to do their mock state examinations in similar circumstances. If it were possible to facilitate this in the regular school end-of-year examinations, it could also be worthwhile and would complement the thoroughness of assessment procedures evident in many ways in the subject inspection reports.

The school’s attention to detail in its recording processes is noted again here in relation to the recording and dissemination to parents, students and staff of information gathered in the course of assessments. It is clear that information is gathered and publicised in accordance with the principles of confidentiality and appropriateness and in a spirit of collaboration in the interests of students.

5. Quality of support for students

5.1 Inclusion of students with additional educational needs

St. Colman’s Community College has an open enrolment policy and makes every effort to aid the inclusion of all students, including students with special educational needs, into all aspects of school life. There is a well-established, systematic and caring approach adopted in preparing to meet the needs of all students who wish to attend the school. Staff members are eager to do what is best for the students in their school and are found to be responsive, flexible and creative in meeting the wide range of special educational needs that present. While available resources and entitlements have been accessed, as previously mentioned, optimal benefit from additional resource provision will be best achieved by factoring all known resources into the timetable at the time of its construction. The quality of care and support for students very much contributes to promoting an atmosphere conducive to learning. Teaching and learning is of a high quality for all students. Effective use of differentiated practice was witnessed throughout the duration of the evaluation. Continued co-operation, combined with more structured liaison between members of the special educational needs support team is advised, and this in turn will assist in further promoting whole-school collaborative planning to support students with their learning.

5.2 Guidance and student support in the whole-school context

Among the major strengths of the school is the quality of support given to all students. This is fundamental to the finding that learning and teaching are very good and that the quality of most relationships, especially between teachers and students, is equally so. Members of staff with particular responsibility for aspects of student support exemplify the value of these supports in fulfilling the aim to provide the best possible education to students through personal, educational and vocational support and good teaching. The guidance counsellor, those involved in support for special educational needs, for home-school-community liaison, in chaplaincy and those with middle-management and care responsibilities are among those included in this grouping. The recent appointment of a School Completion Programme co-ordinator under the DEIS initiative, with responsibility for St Colman’s Community College and another school, is a significant addition to the student support team. It is a truism to state that all staff, teaching and non-teaching, have responsibilities for guiding, supporting and caring for students. It is, however, one which must be stated in the context of whole-school guidance planning which has been initiated in the school.

Recent changes in staff with particular responsibility for the support of students place the school in a very favourable position from which to direct planning for an integrated, collaborative system of supports. The timing of the appointments in the initial stages of guidance planning is fortunate, facilitating, as it does, a fresh approach to support-system planning and the development of the new roles while retaining the school’s existing strengths and expertise. It is recommended that a small, time-limited task-group be established in the context of school development planning to guide the process of whole-school guidance planning as envisaged in the considerable resources which are available. These include the Department of Education and Science (2005) Guidelines for Second-Level Schools on the Implications of Section 9(c) of the Education Act 1998, Relating to Students' Access to Appropriate Guidance and Planning the School Guidance Programme published by the National Centre for Guidance in Education (NCGE) in 2004 and used in conjunction with its modular whole-school guidance planning diploma course. The whole-school guidance programme should be considered as part of the process and the NCCA Curriculum Framework for Guidance in Post-primary Schools (2007) should prove of use in this regard. Other current information about guidance planning is available on the websites of the Department of Education and Science at www.education.ie under the education personnel link, and of the SDPI at www.sdpi.ie . It is suggested, without being prescriptive, that some strands in whole-school guidance planning would include a review of the school’s current strengths and roles in personal, educational and vocational guidance and support. It is further suggested that this review would take into account the existing student management and communication structure of year heads and class teachers and the changes taking place in the roles of those involved in dealing with special educational needs, chaplaincy and home-school-community liaison.

It is recommended that a small student-support team be formed which would meet regularly and whose functions would include the identification and management of students at risk. It is envisaged that the team would consist of a representative of the guidance, chaplaincy, special educational needs, HSCL and SPHE departments and of the middle-management or senior-management teams. In the interests of efficiency, it would be reasonable to assume that a somewhat expanded version of this team might, in its initial stages, be the whole-school guidance planning team already advocated. In the initial stages of whole-school guidance planning, it is suggested that some time be devoted to the planning process as recommended above, and through which the roles and responsibilities of the guidance team and the support roles of all staff should be outlined and noted.

The basic resources needed for an efficient guidance department are very good and include a well-equipped office suited to the practice of counselling, and access by staff and students to the school’s ICT facilities. The school has a total ex-quota allocation for Guidance of twenty-seven and a half hours per week. Seventeen of these hours are allocated under the general allocation to schools, five under the DEIS initiative and five-and-a-half under the Guidance Enhancement Initiative. The hours are used effectively for the provision of Guidance mainly by a versatile guidance counsellor. The additional five and a half hours are currently allocated to the HSCL co-ordinator. The guidance counsellor’s programme of inputs into the junior and senior cycles and in one-to-one and group interventions is in the process of development as part of the school’s general guidance programme. The year head and class teacher structure provides a system of student management, support and guidance and provides major inputs into the school’s general guidance programme. Communication throughout the school is facilitated by the structure. On a day-to-day level, communication is largely informal. An appropriate level of formality is achieved through monthly middle-management meetings and through a defined referral system, both within the school and to external agencies such as the National Educational Psychological Service (NEPS) and the National Educational Welfare Board (NEWB). The role of HSCL is central to communication between the school, parents, students and outside agencies and the co-ordinator attends middle-management meetings. The involvement of guidance staff in professional counselling support provided by the Institute of Guidance Counsellors with the funding of the Department of Education and Science is commended.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

The educational aims of the school are firmly held and are a fundamental element of good practice.
The school is inclusive and maintains a strong commitment to the support of all students.
The maintenance and decoration of the school and its environs is of a high standard.
Responses to recommendations made in previous reports reveal a positive collaborative approach to improvement.
Commendable progress has been made in whole-school planning and a focus on learning and teaching is a current priority.
A culture of reflective practice and review is widespread.
The school is actively involved in the provision of educational experiences at all levels of the community.
A wide range of programmes and subjects is provided.
The quality of teaching is high.
Lessons are well planned and structured.
The use of ICT is appropriate and widespread.
The school engages in wide-ranging and comprehensive assessment of students.
School records, information literature and documentation of policies and procedures are appropriate in tone and of high quality.
The school is supportive of teachers’ continuing professional development.
The relationship between teachers and students is good.
Relationships and communication among staff are generally good.
A large range of extracurricular and co-curricular activities is organised by teachers for the benefit of students.
Collaboration between teachers, and with management, is strongly evident.

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

The content and tone of the staff handbook should be augmented by material which more accurately reflects the positive atmosphere, relationships and achievements of the school.
Priority should be given to the development of whole-school plans in the area of student support, particularly in Guidance and special educational needs and that small task groups be formed to advance such planning.
The professionalism and goodwill of all stakeholders should be combined to facilitate the improvement of the professional relationship of senior management.
To ensure optimal and appropriate use of allocated resources it is strongly recommended that all known additional resource hours are factored into the timetable at the time of its construction with due regard being given to reducing the numbers of teachers involved in supporting student with additional educational needs.
It is recommended that the tasks assigned under the posts of responsibility system be reviewed by staff in the context of school development planning.
It is recommended that the system of allocation of students to classes in the junior cycle be reviewed.
It is recommended that subject departments consider moving towards common assessments.

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.

7. Related subject inspection reports

The following related Subject Inspection reports are available:

Subject Inspection of Construction Studies and Materials Technology (Wood) – 23 October 2007
Subject Inspection of English – 5 December 2006
Subject Inspection of History – 25 October 2007
Subject Inspection of Mathematics – 25 October 2007
Subject Inspection of Special Educational Needs – 26 October 2007

Published, June 2008

Appendix

School response to the report

Submitted by the Board of Management

Area 1 Observations on the content of the Inspection Report

The Board of Management of St. Colman’s Community College is extremely pleased to welcome this very positive report which comprehensively recognises the high quality of teaching and learning at the college. The Board is very aware of the systematic caring approach taken and is pleased that this is noted in the report.

The Board is particularly pleased that the report recognises

That the school is inclusive and maintains a strong commitment to the support of all students.

That the climate of the school is very supportive of students.

The wide range of subjects and programmes provided.

The widespread use of ICT.

The quality of relationships in the school.

The culture of reflective practice.

The support for continuing professional development of staff.

The Board wishes to record that the evaluation process was carried in a thoroughly professional and sensitive manner by all members of the evaluation team.

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

As is noted in the report there is a strong track record of review and development in the college.

Recommendations in the report will be considered with a view to implementation. This will be done in the context of ongoing planning. The staff handbook will be further developed for the coming academic year to more fully reflect the positive atmosphere and achievements of the school.