A whole-school evaluation of Pobalscoil Inbhear Scéine 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 three subjects and in the Leaving Certificate Applied programme were evaluated in detail, and separate reports are available on these subjects/programmes. (See section 7 for details). The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

Introduction

Pobalscoil Inbhear Scéine was founded in 2001 and is the product of an amalgamation of Holy Cross College and Kenmare Vocational School. The school’s name signifies its geographical location, representing the greater Kenmare area which surrounds Kenmare Bay. The catchment area stretches from Sneem to Incheese and from Lauragh to the Black Valley. The school is co-educational and is the only second-level school in the area. The school participates in the free education scheme.

The student population is drawn from a wide range of national schools in the area. Beyond this, a particularly creditable feature of the school is its manifest openness to the enrolment of all students, whatever their learning needs. The school’s wide curriculum is a further indication of its focus on ensuring positive learning opportunities for all its students. The school offers the following curricular programmes: the Junior Certificate, the Transition Year Programme (which is optional), the Leaving Certificate, the Leaving Certificate Applied Programme and the Leaving Certificate Vocational Programme.

The Whole School Evaluation process focused on school management, school planning, curriculum provision, learning and teaching and support for students. Four curricular areas were evaluated: Mathematics, French, Physical Education and the Leaving Certificate Applied Programme. Meetings were held with staff members, management, the board of management, parents’ representatives and the student council.

1. quality of school management

1.1 Characteristic spirit of the school

The mission statement of Pobalscoil Inbhear Scéine states that ‘Pobalscoil Inbhear Scéine aims to provide a high quality comprehensive education, open to all the students of the greater Kenmare area. We are committed to the care and development of each individual and to fostering a positive attitude towards life-long learning. It is a school where students, teachers and parents work together to contribute to a safe, caring and happy environment.’

This mission statement is strongly reflected in the manner in which the school cares for its students. Inspectors commented on the very good relationships between staff and students which were manifest during the course of the whole school evaluation. Students themselves, when interviewed by inspectors, spoke of their good relationship with teachers, the quality of the learning and teaching which they experienced in lessons and aspects of the pastoral care system in the school which were helping them. Parents also pointed out these and other strengths, noting that ‘each child’s potential is looked after … open, progressive attitude to education … examples of very good pastoral care.’ Indeed, one of the most striking features of Pobalscoil Inbhear Scéine is the strong guidance and care for students which is actively pursued by senior management and staff.

Indeed, from the establishment phase of Pobalscoil Inbhear Scéine an emphasis has been placed on the inculcation of this spirit of caring between staff and students, best exemplified by the ‘code of courtesy’ which exists alongside the school’s code of behaviour. The code deals with areas such as the need for teachers and students to ‘actively listen to each other’ and to offer voluntary acts of courtesy to one another. The fact that the code of courtesy extends to highlight the need for ‘special consideration’ for those with special needs, and that it includes the need for courtesy towards all members of the school community, including ‘clerical officers, caretakers and cleaners’ is very positive. During the evaluation, the role of ancillary staff in contributing to the well-being of the school community was frequently highlighted. Senior management, the teaching staff and ancillary staff are to be strongly commended for the creation of a safe and caring environment for the students who attend Pobalscoil Inbhear Scéine.

While efforts have been ongoing to enhance relationships within the school community and while management states that much has been achieved in this regard since the foundation of the school resulting from an amalgamation more than six years ago, the mission statement and the stated characteristic spirit of the school do not permeate relationships between some members of the teaching staff and the principal. This is a cause of serious concern. At times formal letters are used as a means of communication between a number of staff and the principal. Morale among some members of staff was seen to be low. At a staff meeting in March of this year, the issue of staff morale was raised leading to a discussion on this and other issues. A committee was formed to look at this area in greater detail and to report back to the staff. Outcomes from this committee’s work have been limited to date. In any case, there must be strong concerns regarding the current situation as it pertains to relationships and communication within the school in general and as it impacts on the living out of the school’s mission statement and characteristic spirit in particular. It is recommended that the future growth and development of the school must involve an inclusive, shared vision by all staff members. This will require healing, reconciliation and openness to constructive criticism on all sides. Modes of communication should be normalised. The principles of mutual respect and equity should permeate all interactions in the school. The proactive support of all partners in the school community – senior management, staff, the board of management and parents – will be necessary to achieve this. This area should be addressed as a matter of priority.

1.2 School ownership and management

The board of management of Pobalscoil Inbhear Scéine, as set up under the Deed of Trust for Community Schools, has as its trustees the Sisters of Saint Clare and the Kerry Education Service. The board has been properly constituted and consists of three members nominated by the religious trustees, three members nominated by the Kerry Education Service, two members elected by parents and two members elected by the teaching staff. The principal acts as secretary to the board and the deputy principal acts as the recording secretary. The current board of management was established this year. A majority of the board members have continued in their roles from the previous board. At present there is one vacancy on the board of management.

The board meets approximately once per month during the school year, with additional meetings at the end of the academic year. There is always a quorum of five voting members at board meetings. All members of the board have been afforded the opportunity to receive training regarding their role and a number of board members have availed of this. This is positive and it is recommended that where board members have not accessed training with regard to their role, this should be pursued. A finance sub-committee is in place and this reports regularly to the board. The board is supportive of in-school management in its day-to-day running of the school and views itself as a partnership which reflects how the school is run. In this sense it sees itself as a support to staff, management and students. Members of the board attend awards nights and other school functions as a means of affirming staff in their work. The board has facilitated continuing professional development (CPD) for teachers.

The board has been supportive of the school development planning process. Time has been allocated to facilitate planning meetings for staff once per month. The board discusses school policies and a meeting at the end of the school year is devoted to the ratification of new school policies. This latter practice is very worthwhile and, as a result, in the vast majority of cases, dates when the policies were adopted by the board are included in policy documents, along with the signature of the secretary of the board and the period after which the policies in question will be reviewed. It is recommended that, in the very few instances where this has not been done, clear review and adoption dates should be attached to the policies in question. Five of the seven required policies have been created and the board has ratified four of these. The latter group includes policies on child protection, admissions, special educational needs and behaviour. It is recommended that the board should formally adopt the school’s attendance policy / strategy and should continue to support the work which is ongoing in the areas of health and safety and guidance, ratifying this work as appropriate.

At the initial meeting with the inspection team, the board expressed the view that the school has progressed and thrived since previous difficulties and that time had helped to build cohesion in the school. During the post-evaluation feedback, however, the board stated that it was conscious of difficulties with regard to some members of the school community and that it had devoted much time to the issue of staff morale. The board mentioned current difficulties experienced in communicating with some staff. This must be a cause of serious concern for the board. It is recommended that the board should adopt a proactive stance towards healing the divisions between the principal and some members of the teaching staff. It is further recommended that the board should prioritise the raising of the morale of these staff as a key issue to be addressed to ensure the healthy development of the school. Potentially useful efforts which have already begun in this area should be progressed as a matter of priority. It is recommended that communication, in the school community should be normalised. A willingness to put previous conflicts to the side will be central to achieving this aim and also to ensuring the healthy development and maintenance of the school community, along with its greatest resource, the school’s staff.

Parents’ representatives report broadly on the activities of the board to the parents’ association, while taking cognisance of the confidential nature of some areas of the board’s work. There is no formal report to parents from the board. Staff representatives do not report to staff regarding the work of the board and there are no agreed minutes distributed to the teaching staff from the board of management. It was stated that the staff advisory committee reports the views of staff to management and to the board. It is recommended that the board should adopt clear procedures for reporting on its activities to all members of the school community as a means of ensuring clear communication and transparency with regard to the work of the board. Such procedures might consist of agreed, written minutes which could be communicated to the various nominating bodies. The need for confidentiality with regard to particular areas of the board’s operations should, of course, be recognised in this process. Clear channels of communication between the various partners and the board are important. In addition, it is recommended that the board should publish an annual report on the operation and performance of the school, with particular reference to the achievement of objectives set out in the school plan, as is set down in Section 20 of the Education Act (1998).

1.3 In-school management

The principal and deputy principal have a good working relationship. The principal was appointed to the position at the establishment of the school and the deputy principal has been in situ for three and a half years. The principal and deputy principal have a shared vision of the school. Senior management is very committed to the development of the school and demonstrates considerable dedication to the school. The principal and deputy principal meet formally every Monday and informally two to three times a day. The roles of the principal and deputy principal are clearly set out in the teachers’ handbook in the section dealing with the code of behaviour and discipline. In practice, the principal views his role as centrally concerned with dealing with staff while the deputy principal deals with student issues. The two roles do, however, overlap at times. Senior management stated that they maintain a high level of visibility around the school and this was evident during the course of the evaluation.

The middle management team consists of nine assistant principals and twelve special duties teachers. Post holders’ duties are clearly set out in the teachers’ handbook. There is also a document which outlines the duties attached to each post. Post holders meet as a group with senior management once or twice a year. There are also regular informal contacts between post holders and senior management. This is positive. In addition, a number of post holders have more regular formal meetings with senior management. In particular, this is the case with regard to those post holders who are year heads. Year heads meet formally with senior management once per week until October and every two weeks following this. Minutes are kept of these meetings. All of this is worthwhile. The formal meetings arranged for the wider group of post holders are also to be praised. Consideration could be given to the expansion of the number of these meetings held per year for the group of post holders, or a subdivision of same, if practicable and within the necessary constraints of school life. Such meetings could serve to further expand the awareness on the part of all post holders of their continuing and important management role.

The duties of some post holders have been adjusted over the last number of years to better reflect the needs of the school. This is positive. Beyond this, post holders are given the opportunity to review their posts at the end of every academic year and can discuss the nature of their role with the principal if they feel there is need for a change to their duties. This process is to be commended. However some imbalances and repetition of duties remain in the current post structure. Consequently, it is recommended that there should be a review of the current schedule of posts. This should be undertaken in order to ensure that the schedule might better reflect the changing needs of the school, to address imbalances in the current post structure and to raise experience levels of staff with regard to management and leadership. This review of posts should be undertaken in the medium term and with the assistance of outside facilitation. The involvement of the School Development Planning Initiative (SDPI) support service is one option which might be explored.

There are many worthwhile communication structures which have been developed in the school. In addition to the usual staff meetings, the organisation of monthly sessions for school development planning, as referenced previously in this report, is to be greatly praised. Minutes are taken of each staff meeting. It is suggested that the minutes of the previous staff meeting should be formally adopted at the beginning of each staff meeting and that this adoption should be recorded. Furthermore, the presentation of weekly staff briefings each Wednesday, typed by the school secretary, is a powerful means of maintaining staff awareness of the various activities and events which occur during each school week. Information is also communicated by means of staff members’ e-mail addresses, along with a variety of different notice boards in the staffroom. Another noteworthy item, recently adopted, is an LCD display unit, at the main entrance to the school, which presents text and photographs of the many activities which are underway in Pobalscoil Inbhear Scéine each week. All of this is praiseworthy. The use of the school website is also to be highly praised and it is recommended that the website should continue to be developed as a means of communicating with the wider school community.

The school operates an open and welcoming admissions practice. The written admissions policy does not reflect this reality. The principal acknowledges that there is a need to review the written policy. It is recommended that the admissions policy should be reviewed and adjusted in order to more fully comply with the requirements of the Education Act (1998) and the Equal Status Act (2000). An additional reason for this is to ensure that the policy is more in keeping with the school’s open and inclusive ethos. A number of areas should be attended to in this regard. The policy’s statements on the circumstances surrounding refusal to enrol, or to accept the transfer of a student should be adjusted so that the criteria involved in making such a decision are clear and transparent. Beyond this, the policy should be revisited in light of implications relating to the deferral or refusal of enrolment of students with special educational needs. The policy suggests that this may be done on the basis of the allocation of resources by the Department of Education and Science (DES) or, in certain cases, even where the DES has provided additional resources. Furthermore, the statement that admission to the school may be based, among other criteria, on ‘length of residence in the area’ should be reviewed. As well as these concerns, the current written policy refers to a ‘voluntary amenity fee’ to cover various costs during the school year. This fee is referred to in other school documentation as, alternately, ‘additional costs’ and ‘school fees’. It is recommended that fees should not be mentioned prior to the enrolment of students, thus highlighting the voluntary nature of the fee and the fact that it cannot be used as part of the enrolment decision. All documentation distributed to students subsequent to their enrolment should emphasise the voluntary nature of the ‘amenity fee’ mentioned in the admissions policy. On a minor point, consideration might also be afforded towards adjusting the date of the assessment of incoming first year students to more accurately reflect current practice.

Student behaviour, and the approach towards the management of student behaviour, is good. There is a comprehensive code of behaviour and discipline which is set out in the teachers’ handbook. This comprises an introduction, aims, expectations, internal structures and procedures, a section on the right of appeal and natural justice and support structures. This latter section deals with the school’s anti-bullying policy and its pastoral care structure. As such, it is emblematic of the positive nature of much of the code of behaviour and discipline. The code of courtesy, school rules, classroom rules and anti-bullying policy are also set out clearly in the student journal, ensuring clear communication regarding the expectations of the school community. While there is some overlap between these elements of the code of behaviour, which could profitably be eliminated, inspectors commented on the very good student behaviour evident in classrooms and corridors throughout the school. Central to this is the code of courtesy which is displayed around the school corridors and which the principal describes as the ‘primary document.’ The involvement of the student council in the creation of the code of courtesy is to be praised. Of particular note are the positively expressed goals of the code of courtesy and the focus it brings to bear on everyday interactions between staff, students and ancillary staff. This feature is further developed in the school rules and the classroom rules.

Beyond this, the highlighting of rewards for student conduct in the code of behaviour and discipline, prior to the setting out of sanctions, is sound practice. These rewards include the use of class complimentary sheets connected to benefits for class groups, awards ceremonies for first-year and second-year groups and individual complimentary sheets. A further worthwhile feature of the code of behaviour is its clear delineation of the roles of different members of the school community with regard to discipline. Sanctions in response to poor behaviour are set out using an incremental approach for escalating levels of misbehaviour. The right of parents or students to appeal suspension or expulsion to the board of management is also highlighted in the code of behaviour and discipline. It is recommended that this part of the document should also reference the right of parents or students over the age of 18 years to appeal a decision of the board with regard to suspension or expulsion under the terms of section 29 of the Education Act (1998).

Students are offered a clear voice in the school through their involvement in the student council which was set up during the 2001 / 2002 school year. It was originally organised with the assistance of three teachers, but since then, a post holder has been appointed to the position of student council coordinator and this teacher attends all meetings. Class representatives are elected from each class group. Representatives are elected in September as part of Social, Personal and Health Education (SPHE) lessons. A student council president is elected in October. Every student is entitled to vote in this election and candidates are provided with an opportunity to address the student body in the assembly area during a selected lunchtime. A proportional representation system is used in the election of the student president. A number of other officers are also appointed, including a secretary and PRO. The student council meets at least once per month. Following each meeting, a delegation meets with the principal. Class representatives raise issues brought to them by members of their class at council meetings. Students may also contact officers of the council through use of an e-mail address which has been set up for the council. There is also a student council area on the school website and opportunities to expand this should continue to be explored. Minutes of meetings are taken and these are discussed with each representative’s class group. There have been a range of achievements by the student council over the last number of years. Among these are a change in the policy regarding the wearing of earrings, involvement in the healthy eating campaign and significant fundraising activities. Policies are also referred to the student council for comment, where appropriate. The student council is a very positive feature of school life and its continued development as a means for expression of the student voice in the school is strongly encouraged.

There is a school attendance strategy. As has been previously mentioned in this report, the strategy should be adopted by the board of management. Year heads are viewed as central to the management of this issue, with attendance remaining constantly on the agenda of meetings between this group and senior management. Attendance and lateness are checked by year heads on a daily basis and students present absence notes to year heads on their return to school. Teachers check student attendance at the beginning of each lesson. Parents are asked to notify the school after two days absence and year heads telephone parents if a student is absent for more than three days, unless notification is received. Year heads also maintain links, through senior management, with any pastoral care issues which may be impacting on particular students’ attendance. When a student’s attendance is becoming problematic, a letter is sent to the student’s parents. A range of pastoral care supports are also in place which may be used to support students experiencing difficulties which in turn might lead to poor attendance. These include art therapy sessions and SPHE lessons. Good attendance among first-year students is rewarded at a special awards ceremony. The school liaises with the local Education Welfare Officer (EWO) regarding particularly poor attenders. It is further anticipated that the increased incorporation of Facility E-Portal into the school’s systems for recording attendance will serve to enhance the recording of student attendance patterns and communication with parents. All of this is most praiseworthy and it is clear that staff and senior management have been proactive in addressing the area of school attendance. Nevertheless, the number of students absent for more than twenty days per annum is high in senior cycle classes. In particular this issue is centred on classes in the second year of their Leaving Certificate course. It is therefore recommended that all partners in the school community should support senior management and staff in further developing the significant work they have already undertaken in supporting students’ regular attendance in the school.

There is an active and effective parents’ association. The association was founded in 2001. There is a meeting of the parents’ association committee every month, from September to May. There is an open meeting of the association every second month which all parents can attend. The committee is elected at the annual general meeting of the association. The principal is invited to monthly meetings. Representatives of the parents’ association reported that they felt the principal was open to debate and willing to give a hearing to all. The parents’ association is affiliated to the Parents’ Association of Community and Comprehensive Schools (PACCS). The association views its role as one of initiating, informing and being involved in the development of school policies. This is most evident in the special subcommittee which has been formed with regard to special educational needs / learning support. The committee researched and encouraged the adoption of an innovative literacy and learning programme using information communication technology (ICT) which is now used extensively as an aid in supporting students with different learning needs. In the last year, the parents’ association has also been involved in supporting the organisation of the graduation ball, presenting a study skills programme for parents and students, a healthy eating committee, a dyslexia training day for staff and parents in the wider community of Kenmare and the creation of a homework policy. A presentation for parents on the Central Applications Office (CAO) form is also planned in the near future. The parents’ association also has an area on the school website highlighting dates of meetings, names of committee members and the minutes of recent meetings. The work of the parents’ association in Pobalscoil Inbhear Scéine and the school’s openness to the contribution made by the parents’ association is to be praised.

The school also communicates with parents through a variety of other means. These include phone calls, the student journal, reports on student progress, parent / teacher meetings, a notice board for the parents’ association, the school website and a newsletter which is produced twice per year. The development of the school’s website as a means of communicating with the school community is particularly noteworthy and it is recommended that the website should continue to be developed. As has been anticipated, this would be particularly useful in the area of policy development and communication with, potentially, school policies and the school plan being easily accessed through the website. There are also frequent written communications from the school to parents regarding upcoming meetings and other events. Beyond this, as previously mentioned, the school is developing the use of Facility E-Portal as an electronic means of ensuring availability of information regarding various aspects of students’ school lives for their parents. The development of a text-sms system to further enhance communications between the school and home is also envisaged. The willingness of senior management to investigate and adopt new technologies is to be praised. The principal and deputy principal review all written reports to parents as a means of maintaining links with students’ progress. This is commendable. Various presentations are also organised during the year which parents are invited to attend, including, among others, an awards night, an information night for parents of incoming first years and a graduation night.

There are numerous links with the local community. The school seeks to facilitate various voluntary groups and sporting organisations by providing facilities for meetings and events in which they are involved. These groups include basketball clubs, drama groups, Scór competitions, Fleadh Ceol Chiarraí and many other endeavours. Links with external agencies such as the National Educational Welfare Board (NEWB), the National Council for Special Education (NCSE) and the National Educational Psychological Service (NEPS) are also maintained. Local businesses provide work experience opportunities for students in the Transition Year (TY) and Leaving Certificate Applied (LCA) programmes. There are also significant connections with local primary schools, particularly in the areas of student support and special educational needs. Pobalscoil Inbhear Scéine is, in this sense, very much a community school which serves its community.

1.4 Management of resources

Timetables provided to the inspection team during the whole school evaluation period indicated that a number of permanent wholetime teachers (PWT) and a teacher with a contract of indefinite duration (CID) of eighteen hours were timetabled for less than the required minimum eighteen hours class-contact time or, alternatively, were timetabled for more than the maximum of twenty-two hours class contact time. In this context, it is important to note that a small number of these teachers have a supervised study lesson included as part of their timetables. This is labelled as ‘Preparation for Work’ in returns to the DES. These classes are made up of students who are not taking part in the Leaving Certificate Vocational Programme (LCVP). DES regulations do not allow supervised study to form a part of a teacher’s timetable and supervised study is not reckonable as an element in the amount of instruction time required under Circular 29/95 (Time in School). These timetables should be adjusted accordingly and it is recommended that all PWT teachers should be timetabled for a minimum of eighteen and a maximum of twenty-two class contact hours. It is therefore recommended that optimal use should be made of the school’s teaching resources. All of this should be done, not least, to protect all staff’s incremental salary entitlements.

In a number of instances, information on timetables given to the inspection team did not relate to actual instruction provided on the ground. A large number of lessons featured on the timetable which were not labelled with regard to, variously, the teacher involved or the subject being taught or the room being utilised. In a small number of cases, teachers timetabled lessons did not add up to the total amount of time noted on the teacher timetable itself. Senior management stated that inconsistencies in the timetable were due to late adjustments, alongside difficulties with new software which the school has adopted to facilitate timetabling. The principal stated that senior management was working to resolve these difficulties. It is recommended that management should continue to resolve the inconsistencies in timetabling observed during the inspection.

The teaching staff is generally deployed appropriately. There are some exceptions to this, particularly with regard to the area of the teaching of Physical Education. Specific commentary with regard to this area may be viewed in the appended subject inspection report on Physical Education. Beyond this, a number of teachers are deployed in assisting with the delivery of learning-support software which the school has purchased to aid students with special educational needs. The school is encouraged to maintain vigilance in this area, particularly regarding the extent to which this work effectively makes use of teachers’ professional skills.

Senior management states that, due to curriculum carryover from the amalgamation of the previous two schools, alongside the impact of the introduction of contracts of indefinite duration, there has been concern with regard to the school’s ability to maintain the wide range of subjects currently available to students. Each year the school has applied to the DES for additional curricular concessions in order to maintain current levels of provision. To date these curricular concessions have been afforded by the DES. This is important, given the school’s position as the sole provider of post-primary education in its catchment area. Senior management looks after subject department resources on a needs basis through the use of a requisition form. There is a staffroom which provides support for staff in their work through the provision of locker space, work areas and access to ICT. There is a comprehensive staff handbook which is compiled every year and this is commendable. Senior management stated that the staff advisory committee is currently working on the introduction of a formal induction programme for new staff. This is very positive and should continue to be developed. At present, Special Needs Assistants (SNAs) are inducted by the learning-support coordinator, which is appropriate. Senior management recognise that a policy regarding the role of SNAs should be compiled. Such a policy should comply with the terms of Circular Letter 12/05 and the contract of employment for SNAs set out in this circular letter. This is of particular relevance in light of the LCA programme evaluation report appended to this whole school evaluation report.

There are two main elements to the school plant. The first is the main school building, while the second is a large prefabricated structure which allows considerable additional space to be utilised. The main school building is an impressive and unique structure, comprising a mixture of the old convent building and modern elements. Among the facilities in the main building are a large number of general classrooms, a demonstration room, a stage area, two ICT rooms, three science laboratories, a dress design room, a home economics room, a stage, a gymnasium, a language laboratory, a metalwork room, a woodwork room and a technical drawing room. In addition, there is a year heads office, as well as offices for the principal, deputy principal, the guidance counsellor and pastoral care. Beyond this, there is a meditation room, two learning-support rooms, library and a recording studio on the upper floor of the building. The second building includes a number of general classrooms, a junior cycle woodwork room, a home economics room, a demonstration room and an office for the Leaving Certificate Applied (LCA) coordinator. A school canteen is also located near the main building and this has been redeveloped with an attractive floor layout. The canteen itself is a ‘healthy eating canteen’, designated as such through the efforts of senior management, the student council and the board of management. There is an assembly area in front of the stage in the main building and around this there are various displays of student artwork, along with other notice boards dealing with current school activities. The school building and grounds are well maintained. Senior management emphasised the important work done in this regard by the school’s two caretakers. Beyond this, the two school secretaries contribute significantly to the school community, not only in an administrative capacity, but also through their awareness of the pastoral needs of different members of the student body.

There are significant ICT resources. There are 130 computers in all. These are distributed variously between two ICT rooms, the language laboratory and a learning-support suite, along with other areas in the school such as the woodwork, home economics and LCA rooms. The majority of classrooms have at least one computer and each classroom is fitted with at least two network points. Each student has access to an e-mail address and their own personal folder. One of the ICT rooms is open to students for two lunchtimes per week, under the supervision of a teacher. Lessons in computers are provided and students have participated in examinations based on the European Computer Driving Licence (ECDL) and Microsoft Academy. There is an ICT module in first year, along with ECDL course work which is undertaken from second year to fifth year. The school has several data projectors, along with some laptops for teacher use. Various innovative software packages have been adopted for use by the school and the purchase of interactive whiteboards is also underway. Students can also borrow a number of laptops from the school once permission has been granted by a member of staff. An acceptable use policy for use of computers and the internet by students has been formulated and a focus for school planning in the coming year is the creation of an ICT policy. This is most worthwhile. The principal states that the policy will have a learning and teaching component. This is positive.

A safety statement has recently been completed. Whole-staff in-service training on the area of health and safety was recently presented by the principal, following his attendance at a training course. Another in-service training day on the area of health and safety is planned for January. There is a post holder assigned as health and safety liaison. The safety statement sets out various responsibilities with regard to health and safety. All of this is worthwhile. It is suggested that the safety officer should be specifically identified in the safety statement. Beyond this, it is recommended that a full health and safety audit of the school should be conducted. In particular, the involvement of subject departments which use practical rooms should be promoted in this enterprise. The involvement of staff in this audit should be regarded as being of paramount importance.

Of particular note is the school’s involvement in the Green Schools Programme. There is a students’ Green School Committee, facilitated by a staff member, which works towards maintaining the school’s Green Flag status which has been renewed three times during the short history of the school. The committee meets at regular intervals and its work is publicised through both the school newsletters and the school website. An annual ‘green day’ is organised, as are a wide range of other ‘green’ events. The commitment of staff and students to this enterprise is roundly applauded.

2. Quality of school planning

2.1 The school plan

Pobalscoil Inbhear Scéine has been involved in the school development planning (SDP) process since the 2002/2003 school year. It has maintained contact with the School Development Planning Initiative (SDPI) throughout this period. The SDP coordinator, principal or deputy principal attend cluster meetings organised by the SDPI on a regular basis. The principal and deputy principal have played a central role in advancing the SDP process in the school. This is commendable. SDP has been further facilitated through the previously mentioned allocation of time each month by the board of management. There is a committed SDP coordinator who has played a significant role in developing the SDP process. Initially staff selected topics to be addressed through the medium of SDP and assigned themselves to the areas that held an interest for them. The addressing of key policy areas has since continued through the formation of different steering groups, while the core steering committee for SDP of the coordinator, principal and deputy principal monitor and encourage progress. The whole-staff involvement which has featured in the SDP process is most worthwhile and to be encouraged. Beyond this, policies are routinely referred to the board, the student council where appropriate, and the parents’ association for inputs. This is sound practice, ensuring the voices of these education partners can be heard during the planning process.

Key priorities have been identified for the coming year and these were named in the school plan summary statement of May 2007 as including the development or review of policies on attendance, dignity in the workplace, Guidance and social, personal and health education (SPHE) policy. There has been some adjustment of these priorities at the beginning of this school year so that there is now a focus on the development of the guidance plan, literacy and ICT policies, identifying the CPD needs of staff and the review of some policies already developed. This latter aim is aided through the inclusion of review dates on the majority of school policies, a practice which should be extended to all such documents. It is positive that the school is looking forward in its approach to SDP. In particular, the focus on CPD is to be encouraged and it is recommended that this priority should be expanded to incorporate the creation of a CPD policy. This policy should include a setting out of the various methods through which CPD can be provided for staff. These might include the accessing of external providers, alongside the harnessing of the staff’s own capacities in supporting each others’ professional development. It must be stated that Pobalscoil Inbhear Scéine has already made significant steps towards this latter end, with CPD having been provided in the areas of special educational needs and health and safety by staff members and senior management in the recent past. This is most positive. Where staff members participate in external CPD, therefore, opportunities to communicate key messages to fellow staff or subject department members should be highlighted through the CPD policy. Beyond this, all subject departments should keep material appropriated by department members at in-service training courses, along with the names of those who attended these courses and the dates on which they attended. Further areas which could be explored might include the manner in which CPD can be carried forward to ensure a real impact on the development of learning and teaching. The school’s expressed commitment to providing for the CPD needs of all staff is recognised and affirmed and should also be included as part of the CPD policy.

The permanent section of the school plan is well developed. Considerable work has gone into the development of a range of school policies. Policies on admissions, learning support / special educational needs and behaviour have been developed and ratified by the board. As referred to in a previous section, a strategy regarding attendance has also been created and this should be adopted by the board. There is continuing work in the areas of health and safety and guidance. Work should continue on developing policies in these latter two areas. The possibility of difficulties previously alluded to in this report being dealt with as part of the SDP process or through outside facilitation could also be considered. 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. Beyond this, an impressive number of other policies have been created. The completion of policies is currently diligently recorded in the school planning folder. An addition to this might be the inclusion of the dates of commencement and completion of each policy. This would serve both as a form of affirmation for staff and as a useful shorthand through which the last date of review of policies could be accessed in a single location. The names of staff involved in each task group might also be recorded in a section of the folder as a further means of affirming the efforts involved. It is anticipated that the permanent section of the school plan will soon be published on the school website. This is also a positive move, facilitating transparency and ownership with regard to the school plan.

Recently there has also been considerable work in the area of subject planning. This has resulted in greater discussion around topics such as the raising of academic performances, the analysis of State examination results versus national norms, team teaching, the sharing of resources and the setting of common examinations by subject departments, among other topics. The commitment displayed by staff and senior management in the area of school development planning is to be commended.

3. Quality of curriculum provision

3.1 Curriculum planning and organisation

The curriculum offered by Pobalscoil Inbhear Scéine is wide and varied, seeking to fully cater to the needs of the diversity of students. The school offers a range of curricular programmes, including the Junior Certificate, the Leaving Certificate (Established), the TY Programme (which is optional), the LCVP and the LCA programme. The school does not offer the Junior Certificate School Programme as it is not currently part of the Delivering Equality in Schools (DEIS) initiative. Consequently, it can be stated that all available programmes are offered to students. This is praiseworthy, as is the proactive approach the school has adopted to adding new subjects to the curriculum whenever possible. Some of these include Music, Religion (as an examination subject for the Junior Certificate and the Leaving Certificate), Chemistry, Agricultural Science and German.

Core subjects in the first year include: Irish, English, Maths, History, Geography, French, Science, Civic, Social & Political Education (CSPE), Physical Education, Religious Education, Social, Personal & Health Education (SPHE) and Information Technology. In addition, German is studied by some students. Optional subjects include Art, Home Economics, Music, Technical Graphics, Business Studies, Material Technology Wood (MTW) and Materials Technology Metal (MTM). Of the optional subjects, students choose three to study over the course of first year.

At the end of first year most students drop one subject from a prescribed list and study eleven subjects for their Junior Certificate examination. Included among these latter subjects are Geography and History which become optional subjects at the end of first year. Senior management state that this has been done in order to satisfy students’ educational needs. This aim is creditable. However, a number of considerations should be mentioned when considering senior management’s choice of this arrangement. It is important to note that, in taking the decision to make History and Geography optional after first year, the school is not in breach of Department of Education and Science regulations. However, it is pointed out that such a decision is at odds with policy in all voluntary secondary schools, the clear majority of community schools and many community colleges as well. In addition, Pobalscoil Inbhear Scéine serves a community steeped in history and surrounded by a striking landscape, facts which are forcefully represented through the mythological and geographical origins of the school name itself. It is unfortunate that making History and Geography optional after first year means that a number of students may go through much of their post-primary education without studying many details of the heritage of their homeland. Therefore, it is recommended that the school should reconsider the decision to make History and Geography optional subjects at the end of first year. This is strongly urged, as has been previously delineated in a history subject inspection report. Some first year students may drop French as a subject following first year. This is done where learning difficulties are being experienced by the student in question and verbal agreement is sought with students’ parents on the matter. It is suggested that this verbal agreement should be formalised, particularly given the consequences of not studying a language for students’ future choices.

Classes are of mixed ability in first year. Classes in Irish, English and Maths are streamed in second year for the duration of junior cycle. This streaming is done on the basis of a common examination, along with teachers’ input and students’ and parents’ wishes regarding the examination level to be attempted. Classes in all other junior cycle subjects are of mixed ability. In addition, smaller learning-support groups may be formed in English and Maths in junior cycle year groups. At present there is a small class group for English in second year and in third year while there are small class groups for Maths in first year, second year and third year. The use of concurrent timetabling in junior cycle English, Irish, Maths and Science supports student movement between classes, when this is necessary, and is to be commended.

Time allocated for subjects in junior and senior cycle is, generally, satisfactory. In first year, German lessons are conducted during lunchtimes and students receive three lessons per week. This situation is similar to that in sixth year where students receive four lessons of German per week, compared with other optional subjects which receive five lessons per week. The principal states that this is due to a lack of personnel in the subject area. Beyond this, in TY there are three lessons of Irish per week, arranged in the form of one double lesson and one single lesson. This is not ideal, as it does not allow for the maximum number of contact points between students and the target language during the week. In Mathematics, initially TY lessons were timetabled concurrently with fifth-year classes. TY students were distributed for Maths to level-appropriate fifth-year classes. This is not consistent with the spirit and aims of the TY programme. The arrangement was discontinued immediately preceding the whole school evaluation due to reported difficulties with the arrangement. This is positive and this arrangement should be avoided in the future. In addition, a teacher has been timetabled to teach both French and German to the TY class group at the same time during two periods per week. This situation should be clarified on the school timetable and consideration should be given to changing the school timetable, as is outlined in the French subject inspection report appended to this whole school evaluation report. In addition, a number of practical lessons are timetabled across break times during the school day. It is recommended that this should be avoided where practicable in order to maintain continuity of experience with regard to practical activities undertaken during these lessons.

Both CSPE and SPHE are scheduled once a week for all class groups in junior cycle. In addition, SPHE is scheduled once a week for class groups in senior cycle. This is very positive. SPHE is titled ‘Life Skills’ on the school timetable and it is suggested that this should be adjusted to more fully reflect the nature of the subject involved, at least in the junior cycle year groups. There is an SPHE coordinator and there are a number of meetings of SPHE teachers during the year. All of this is very worthwhile.

In senior cycle there are four programmes offered to students. These include the TY programme, the Leaving Certificate (Established) programme, the LCVP and the LCA programme. The TY programme is optional in Pobalscoil Inbhear Scéine. There is a wide range of subjects studied during the year, including English, Irish, Maths, French / German (noted as French on the school timetable), Humanities, Science, Computers, World of Work / Careers, Enterprise, Art, Music, Woodwork, Metalwork, Home Economics, Physical Education, Religion, Community Care and European Studies. In addition, students are provided with one tutorial period per week and explore a range of other activities as part of their TY programme. Included among these are two one-week work placements, a graduation ceremony, a fashion show, visiting speakers, a film workshop, participation in the school musical, swimming, star sailing, Tae-kwon-do, a trip to the Gaeltacht and gardening. The breadth of activities provided in TY speaks to the high level of dedication and planning on the part of the TY coordinator. This is facilitated through frequent meetings with the principal. The coordinator speaks to all third-year students regarding the programme at Christmas, and TY students also talk to third-year students on this subject. This latter strategy is to be praised as it again allows for the enhancement of the place of the student voice in the school. In addition to these approaches, the guidance counsellor meets third-year students in their class groups and speaks to them regarding their programme options. There is an induction process for TY students at the beginning of the school year. Subject-specific plans for TY were also presented to the inspection team and, again, considerable dedication was evident here. Evaluation forms are distributed to TY students, teachers and parents in order to gain their views and ensure the continuing development of the programme. This is good practice. There is a TY notice board in the staffroom and the core TY team meets once every half term. These arrangements are worthwhile.

The LCVP is also offered to students as an option in senior cycle. Time allocated to the teaching of link modules in the LCVP is appropriate and there is very good access to ICT for students participating in the LCVP. There are informal meetings between the LCVP teachers and teachers have availed of in-service training opportunities in the programme. Considerable planning was also evident. All of this is very positive. There is a committed teaching team delivering the LCVP which collaborates effectively.

In fifth and sixth year, students study seven core subjects, namely Irish, English and Maths, Religious Education, Physical Education, Social Personal and Health Education, Information and Communications Technology. Students are also timetabled for Career Guidance classes in fifth year. Students choose four other subjects from a range of fifteen optional subjects. These include Accounting, Art, Biology, Business, Chemistry, Construction Studies, Engineering, German, Geography, History, Home Economics, Music, Physics, Technical Drawing and French. LCVP link modules are also studied by students opting for the programme. English, Irish and Maths are set in fifth and sixth year, along with some other subjects on occasion. Students are assigned to these classes based on their results in the Junior Certificate examination. The concurrent timetabling of English, Irish and Maths in senior cycle is, again, to be commended. Senior management has also facilitated the creation of smaller class groups in some subjects.

The inclusion of the LCA programme in the school’s provision is to be commended, showing a commitment on the part of the school to meeting the needs of all of its students. There is a dedicated LCA coordinator. Slots at staff meetings and a dedicated LCA notice board in the staff room facilitate whole-staff awareness of the programme. Notwithstanding this, it is recommended that the knowledge of management and the whole teaching staff regarding the LCA programme should be enhanced through the delivery of a presentation at a staff meeting. The coordinator has developed good communication strategies with all members of the school community. As a further support in this area, it is recommended that a number of formal meetings of the LCA team should be held during the school year. The establishment of regular formal meetings of the LCA core team, or appropriate groups of teachers, is recommended to ensure that curriculum integration occurs in a planned and coherent way. The practice of timetabling a member of the education-support team for English and Communications with the whole class group in the LCA programme is commended. There was evidence of good planning for individual subjects within the programme and systems are in place to support the attainment of programme objectives. The utilisation of students’ input into devising the LCA curriculum is also commended. It is recommended that all programmes should be prioritised equally in the timetabling process in order to ensure that any staff deployment issues can be solved in advance of the school year. The development of an overall written plan for LCA is recommended and all members of the teaching team should devise subject-specific programmes of work. The current fifth-year LCA students are studying one vocational specialism only. This should be rectified when planning the sixth-year timetable for these students. Management has stated that this situation can be resolved. It is recommended that, where amalgamation of the fifth year and sixth year LCA groups is deemed necessary, careful consideration should be given when decisions are made concerning the subjects that are taught in this manner. Further findings and recommendations, along with other details regarding the LCA programme, may be obtained in the programme evaluation report accompanying this whole school evaluation report.

3.2 Arrangements for students’ choice of subjects and programmes

Students in Pobalscoil Inbhear Scéine are provided with a wide choice of subjects and programmes at different points in their school life. Their choices are formed through an open choice system. This is good practice.

In the March prior to entry, prospective first-year students attend an open night, along with their parents. They visit different subject rooms and discuss their choice of subjects with different teachers. Information is sent to incoming first-year students regarding subject choice. Students are offered seventeen examination subjects from which they choose twelve. There are nine core examination subjects, with German being offered as well. There are seven optional examination subjects, from which students study three. Their choices remain flexible when they start school in September and the school tries to ensure that they are happy with the choices they have made during the year. All of this is positive and the efforts of the school to cater for student needs is recognised. It is, however, recommended that the school should introduce a system which facilitates students in experiencing a wider range of subjects in first year so that choices can be made on the basis of experience. While a brief ‘taster’ system has been attempted in the past, the school is encouraged to consider different models which would support the implementation of this recommendation, particularly in light of commentary on this area in the National Council for Curriculum and Assessment (NCCA) publication Moving Up: The Experiences of First-Year Students in Post-Primary Education. At the end of first year, one of the twelve subjects studied by students during the year is dropped and eleven subjects are studied for the remainder of the junior cycle.

In fifth year, Irish, English and Maths are core examination subjects, while there are fifteen optional examination subjects, along with the LCVP link modules for students taking the programme. Students choose four optional examination subjects to study. At the end of third year students are given presentations from staff and students regarding the different programme options available to them, as well as guidelines on choosing their subjects. Their parents are invited to an evening presentation on the choices available to students. The guidance counsellor meets TY and third-year class groups to discuss their options in detail. All of this is good practice. Students are strongly supported regarding their programme and subject choice in Pobalscoil Inbhear Scéine.

3.3 Co-curricular and extracurricular provision

The school provides an extensive range of co-curricular and extracurricular activities. A strong emphasis on the development of the whole person is evident in the programme offered which provides experiences of a sporting, cultural, social and spiritual nature. The inclusion of all students in the co-curricular and extracurricular programme is highlighted in the learning-support policy which explicitly states that ‘students with special educational needs are actively encouraged to take part in extracurricular activities’. This is most positive.

Of particular note is the school’s running of an Arts week on an annual basis. A variety of work is displayed, including that of professional artists, students past and present, along with presentations by some of the teaching staff of Pobalscoil Inbhear Scéine. The breadth of imagination and commitment on the part of staff and senior management in mounting this event is to be greatly praised. The creation of ‘Spraoi Scéine’, a concert which is held on the last day of the term preceding Christmas, along with annual fashion shows, are further examples of the school’s commitment to providing enjoyable cultural experiences for its students.

The school is also committed to providing a variety of sporting activities for its students. These include Gaelic games, basketball, rugby, athletics, badminton, golf and adventure activities. Lunch-time leagues have also been organised. A high level of commitment on the part of teachers is evident in these activities.

Beyond this, a wide variety of co-curricular events are organised, including Seachtain na Gaeilge, trips to the theatre, school quizzes, debating, public speaking and school tours. The involvement of the school in the Comenius Programme is also impressive as a means of supporting students’ language study, along with their citizenship education. The school’s regular and impressive involvement in raising funds for a variety of charities is also worthy of mention. There is also a busy calendar of liturgical events to advance the spiritual development of students.

Overall, the involvement of staff and senior management in the provision of a comprehensive and extensive range of extracurricular and co-curricular activities for the benefit of all students must simply be applauded.

4. Quality of learning and teaching in subjects

4.1 Planning and preparation

Subject planning is ongoing in the school as a result of the School Development Planning process. Subject departments have been established and, in the case of French and Mathematics, a subject co-ordinator is appointed on a rotational basis. In the case of LCA, the programme coordinator is a post-holder while in Physical Education, planning is organised by the sole physical education teacher. There is evidence of good collaboration within the subject departments, both formally and informally, and the commitment of the subject and programme teachers is commended. Management facilitates formal planning meetings during the year, although there is a wide variation in the number of meetings held with the French department having one meeting per term while Mathematics has one at the start and end of the year as well as one per term. In the case of LCA, the provision of one meeting per year is seen as insufficient for the planning of tasks, cross-curricular integration and the development of appropriate strategies in literacy and numeracy that need to be undertaken by the teachers involved. The need for regular meetings is therefore highlighted. The recording of the minutes of these meetings is commended.

Comprehensive plans have been prepared in the subject areas, incorporating extensive documentation on all aspects of the course such as schemes of work, examination material and lists of resources including those obtained at CPD courses. The high standard of planning for activities in Physical Education, as well as the links between subject and whole-school planning is noted, as are the arrangements for e-twinning in French. The physical education programme is also lauded for its philosophy of promoting a life-long involvement in physical activity by students. However there is a need for an overall plan for LCA to be prepared as well as planning for students with special needs. Specific recommendations are made in the various subject inspection reports in relation to future planning with a view to focusing subject development in the area of learning and teaching. It is suggested that lists of key skills as well as learning outcomes be incorporated into plans in subjects such as French and Mathematics while individual subject-specific programmes of work should be prepared in LCA. Time for a discussion of methodologies and for a review of progress is also recommended as is the further integration of ICT into classroom practice. In Physical Education, there is a need to concentrate on planning for a less games-dominated programme at senior cycle and the extension of the use of rich tasks.

Individual planning documentation was made available by a number of teachers which reflected a high degree of short and long-term planning. It was noted that the good practice of having students’ credit record sheets, records of attendance and of assessment was also apparent. The involvement of students in a range of co-curricular activities was well-documented and the teachers are to be commended for this work. Individual lessons observed reflected syllabus requirements and showed evidence of careful preparation of resources such as handouts, materials and equipment.

4.2 Learning and teaching

A feature of all lessons observed as part of subject and programme inspections was the excellent, business-like, friendly atmosphere in which lessons took place. Inspectors regularly commented on aspects such as the mutual respect shown between teachers and students, the sensitive manner in which students’ questions were handled, a strong sense of co-operation and the manner in which teacher affirmation and encouragement helped to create a positive and supportive learning environment. It is clear that the school’s Code of Courtesy is having a palpable impact on classroom interactions in this regard.

The visually attractive nature of some classrooms, which included displays of poster and other material as well as students’ work, was positively viewed by inspectors, especially when the latter was used as a stimulus for further learning. Consideration should be given to displaying such stimulus material in all classrooms.

Considerable variation was noted in the range of teaching methodologies used in classes. Where optimum practice was observed, a good variety of methodologies were employed including the use of group and pair work, the use of TV, video and other resources as stimulus material, a focus on integrated and inter-disciplinary learning and a non reliance on textbooks as the main source of learning. In lessons in which a more traditional teaching style was in evidence, a teacher-directed, whole-class teaching approach was often observed with less use of learning aids. Students were much more passive in these lessons. It is recommended that all subject departments focus on methods of incorporating more active teaching methodologies into the teaching of their subjects, particularly focusing on active learning opportunities presented by the use of assessment for learning. Although aspects of assessment for learning were observed in a number of lessons, its use was inconsistent. Some teachers were in the habit of sharing lesson content with students at the start of the lesson. While this is good practice, the development of this practice whereby teachers shared lesson objectives with students and also encouraged students to reflect on learning at the end of the lesson was also noted, and was regarded as having a more significant impact on students’ learning. It is recommended that this practice be extended to all lessons and that teachers collaborate and share ideas with each other as to how best this can be achieved.

Very good use was made in many lessons of the school’s excellent range of ICT facilities, including the use of laptop computers and data projectors and the use of innovative software programs to provide rich, interesting learning experiences for students. Most lessons were paced effectively and the preparation of a range of appropriate class materials, including handouts, charts, acetate sheets and other materials were successful in maintaining students’ interest and engagement. Very good use of teacher questioning was observed in many lessons. This was used to elicit understanding from students and to encourage them to engage in higher order thinking such as analysis and evaluation.

Students’ achievement across the range of subjects and programme inspected was generally good with lessons characterised by high levels of student engagement. The regular correction and assigning of homework was noted and commended by inspectors, although the need to explain homework carefully, the need to make sure that it is relevant to the topic studied and the need to carefully annotate students’ copybooks as a motivational aid, was also noted.

4.3 Assessment

Assessment is carried out utilising a variety of assessment modes to determine students’ progress and achievement in Mathematics, French, Physical Education and LCA, all of which were evaluated during the course of this whole-school evaluation. Formal assessment of students’ progress in Leaving Certificate and Junior Certificate subjects is ascertained by means of set examinations in November and February for the State examination classes, while other year groups have examinations at Christmas and in the summer. In the case of LCA, ongoing assessment strategies include the completion of key assignments and tasks, which are pre-requisites of the LCA programme, while in Physical Education formal modes of assessment such as the use of self-assessment and peer-assessment sheets are employed. In some subjects common assessments are employed. Such practice is to be encouraged as it helps to establish a common direction for subjects, whilst ensuring consistency and cohesiveness within the individual department, and so consideration should be given to the extension of this practice across all subject areas, where appropriate.

In all lessons students’ learning is ascertained through observation, questioning and students’ written work. There was some evidence of regular monitoring and annotating of students’ work. It is recommended that this good practice should be appropriately employed in all subject areas. Some good examples of comment-only marking were noted in a minority of instances. This very constructive approach to monitoring students’ work should be utilised to a greater extent in all subject areas, as it reflects the principles of assessment for learning (AFL). Information on this approach can be accessed through the NCCA website at www.ncca.ie.

Records of students’ attendance and participation in lessons, as well as assessments completed, are maintained. These are utilised as evidence bases for reports on students’ progress to parents, which is facilitated through parent-teacher meetings, the use of the students’ journal and through additional meetings with parents when required. Being part of a rural community provides the possibility for ongoing informal communication, including telephone contact with parents, an opportunity the school uses.

5. Quality of support for students

5.1 Inclusion of students with additional educational needs

Pobalscoil Inbhear Scéine’s provision for students with special educational needs (SEN) is based on the creation of small learning-support classes in English and Mathematics, individual and group withdrawal for extra literacy and numeracy classes and withdrawal for project support. In the current school year, small classes for English have been created in second year, in third year and in sixth year while there are small classes for Mathematics in first year, in second year and in third year. In addition, support for students with special educational needs is organised during house examinations. This is commendable. Furthermore, an innovative ICT programme for learning support and cognitive development has recently been added to the school’s provision. This involves students being assigned for fifty minute sessions, a number of times each week, to interact with the programme. Individual students’ cognitive needs are evaluated by the software which then creates individualised programmes. The learning support coordinator retests students’ literacy levels following interventions utilising the programme. The adoption of the programme was originally initiated by the parents’ association, which has a learning-support subcommittee. The proactive approach adopted by the education-support team, with the assistance of senior management and the parents’ association, is to be praised.

As a means of extending these worthwhile efforts, it is recommended that the need for a varied and adaptable model for SEN provision should remain a focus for the SEN team and senior management. A useful resource in this area, and other areas pertinent to SEN, is the recent Department of Education and Science (DES) Inspectorate publication Inclusion of Students with Special Educational Needs: Post-Primary Guidelines which sets out varied models for whole-school support of students with SEN. The adoption of cooperative teaching approaches, as outlined in these guidelines, may prove especially useful as an addition to the current modes of support being provided. Beyond this, it is important that the team maintain cognisance of the need for support to focus on the individual needs of students with SEN over the cognitive, affective and social domains. The National Council for Special Education (NCSE) publication Guidelines on the Individual Education Plan Process contains information which may be of some use in this regard.

The school has a learning-support policy. This is positive. It is important that a review date should be attached to the policy. Equally, the role of mainstream subject teachers might usefully be set out in the policy, alongside the links which are to be maintained between the SEN team and mainstream classrooms. It is recommended that the learning-support policy should reflect practice on the ground in the school. This comment is made with particular reference to the practice of developing Individual Education Plans (IEPs) for students with SEN, as outlined in the policy. While it is recognised that a type of education plan is created by the previously mentioned learning-support ICT programme, this does not equate with the very good IEP process outlined in the policy. This contradiction should be rectified. The learning-support policy also outlines links between the school and a range of other agencies in the interests of providing support for students with SEN. Among these are the National Educational Psychological Service (NEPS), the Central Remedial Clinic, the National Learning Network (formerly the NTDI), the Health Service Executive, Fás and the learning-support coordinators of the National University of Ireland.

The early identification of students in need of additional support is a very positive feature of the school’s provision for students with special educational needs. Visits to local primary schools in February / March allow the education-support team the opportunity to meet students and liaise with primary teachers and to seek relevant documentation and information relating to students’ needs. On the basis of students’ psychological assessments which have been collated at that point, application is made to the local Special Educational Needs Organiser (SENO). A general assessment test is also organised in March as a screening measure for students whose needs may not have been identified up to that point. Where such students are identified, the school seeks a psychological assessment. The school maintains links with the NEPS but also employs the services of an educational psychologist in private practice. Parents of students with SEN are also met and a further strength, and display of diligence on the part of the core education-support team, is the links maintained with the local learning-support network.

There are two qualified learning support teachers on the core education-support team and meetings of the core team are held once a week. The core education-support team is to be praised for its high level of commitment to the care of students with SEN. There are two rooms dedicated to learning support, with ICT facilities, and this is worthwhile. The school has a DES allocation for SEN which amounts to approximately 67.8 hours for resource teaching and 11 hours for learning support. This is a little more than three and a half whole-time teacher equivalents. Members of the core education-support team are allocated to many of the small learning-support classes in junior cycle, along with supervision of students using the learning-support software. This is positive.

Beyond this, learning-support and resource hours are divided between a team of seventeen teachers in all. This division of hours follows the creation of the main timetable and students are then allocated to different teachers based on which teachers are available, alongside an awareness of the needs of particular students. Despite these commendable efforts, it must be stated that these arrangements are not consistent with best practice. Coordination of a team of this size is difficult, as is the challenge of maintaining consistent communication with regard to the needs of particular students both within the team and between the team and mainstream subject teachers. Equally pertinent in this regard are difficulties in building expertise within the team alongside consistent relationships with the students involved. Therefore it is recommended that, in order to ensure maximum and appropriate use of allocated resources, all known additional hours should, where possible, be factored into the timetable at the time of its construction. Due regard should also be given to reducing the number of teachers involved in supporting student learning. Advice on the organisation of learning support and resource hours is set out in the Inclusion of Students with Special Educational Needs: Post-Primary Guidelines (p.74) referred to above. The reduced team should consist of teachers with an interest in the area of education support and who are willing to access training to enhance their skills in this area. Such training may be accessed through the Institute of Child Education and Psychology Europe (ICEP Europe) and the website of the Special Education Support Service (SESS) at www.sess.ie. Indeed, this training may prove of interest to other mainstream subject teachers also, as an aid to helping all students to access the curriculum. It is further recommended that time should be allocated to the learning-support coordinator for coordination of SEN and related work. With regard to the overall allocation of hours to students with SEN, in some instances, resource hours for individual students are used to maintain small class sizes in TY and LCA classes. It is recommended that this practice should end and that resource hours allocated to students should be used for their specific support rather than being allocated to particular programmes.

There has been whole-staff in-service training on the general area of SEN. Speakers on the topics of dyslexia and support for students with SEN at third level have addressed staff. Beyond this, the core SEN team itself has given input on its work to the wider staff body. A very worthwhile feature of general staff meetings is the regular time allocated to the core education-support team to communicate regarding current SEN developments. In addition, the recent publication from the NCCA, Guidelines for Teachers of Students with General Learning Disabilities has been made available. All of this is positive and the vital role of mainstream subject teachers in ensuring access to the curriculum for students with SEN should continue to be developed. As a further aid in this endeavour, it is recommended that the school should investigate the adoption of an electronic register of students with SEN to aid links between the education-support team and mainstream teachers. This register should list the supports available to each student and how these are being utilised. In addition, information regarding the needs of particular students could also be incorporated, within the limits of necessary confidentiality, alongside links to areas on the SESS website, which could expand on the needs of these students for mainstream teachers’ benefit.

There is very good communication between the education-support team and senior management. The role of senior management is briefly outlined in the learning-support policy, while the guidance counsellor’s role in this area is also outlined. It is suggested that, in a review of the policy, these roles and those of other members of the school community might be expanded upon with reference to the DES Inspectorate publication Inclusion of Students with Special Educational Needs: Post-Primary Guidelines.

The school has a number of students in receipt of hours for English as an Additional Language (EAL) and classes in this area take place after school, three times per week. The school has made contact with Integrate Ireland Language and Training (IILT) and the Language Proficiency Benchmarks have been used to identify students’ level of need. The language-support teacher plans to utilise the European Language Portfolio as a resource in delivering a programme for EAL students. The pastoral care team has proposed that a cultural diversity day should be organised during this school year to celebrate the different cultural traditions represented in Pobalscoil Inbhear Scéine at this time. This is worthwhile. It is recommended that the IILT publication A Resource Book for Language Support in Post-Primary Schools should be accessed as a further aid in developing the school’s service to EAL students. Beyond this, the anticipated formalisation of links between guidance personnel and the language-support teacher should be advanced. The inclusion in the teachers’ handbook of information from the NCCA on intercultural education is a further positive development, highlighting the role of all teachers in ensuring access to the curriculum for all students. The school is encouraged to further expand on this good work through the use of the NCCA publication Intercultural Education in the Post-Primary School which is available at www.ncca.ie.

5.2 Guidance and student support in the whole-school context

The current allocation for guidance amounts to one full-time teaching post, with eleven hours having been allocated from the Guidance Enhancement Initiative. There is a qualified guidance counsellor and these hours are used in providing personal, educational and vocational guidance for students. The guidance counsellor has an office which is equipped with ICT and internet access. In addition, there is an area on the school website which deals with guidance and student support. This is worthwhile.

The guidance counsellor is formally timetabled for lessons with fifth-year and TY students. In addition, the counsellor meets with third-year and sixth-year students during the school year, dealing with topics such as subject and programme choice, careers and the Central Applications Office (CAO) system. At present, the guidance counsellor does not have class contact hours with first-year and second-year students. However, it must be stated that this is alleviated through involvement in the transition programme for new first-year students, alongside student contact with the school chaplain. The need for further guidance input for second year students has also been recognised. A possibility which might be considered here is some rebalancing of the allocation of guidance hours from the LCVP towards an extension of formal contacts with second-year classes.

Beyond the range of activities already mentioned, the guidance counsellor organises and delivers a number of presentations to parents during the year. Students are aided in their choices for senior cycle through Differential Aptitude Tests (D.A.T.S.) which are administered by the guidance counsellor. The guidance counsellor also provides individual support for students. This is available on request and may result in an immediate meeting or an appointment through a clearly set out appointment system. Evidence of considerable planning and evaluation in the area of guidance was presented to inspectors and speaks to the high level of commitment which the guidance counsellor brings to the role.

Of particular note during the evaluation, was the recent move towards the development of a whole-school guidance policy. Impressive work has already been undertaken in this task, with the involvement and support of senior management and a wide range of staff. In particular, the already completed and impressive pastoral care policy, which delineates the roles of specific members of the school community with regard to care of students, must be singled out. It is anticipated that the pastoral care policy, and other policies which have been developed in the area of guidance and care, will inform the overall guidance policy. An important document in this respect, which has been developed, is one which deals with the possibility of a critical incident arising. This document is comprehensive, well-planned and sensitive and includes the formation of a school response team when such an incident arises. The guidance counsellor, chaplain, senior management, a number of year heads and a representative of the education-support team are involved in steering the development of the guidance policy and already a wide-ranging consultation of staff has taken place. This approach emphasises the whole-school nature of the guidance policy and is to be greatly praised. The involvement of parents and students in the plan is also anticipated at a future point. It is recommended that the very good work done towards creating a guidance policy should continue on the whole-school basis which has been adopted up to this stage.

A particular strength of Pobalscoil Inbhear Scéine is its focus on supporting and caring for students as a key part of its mission. Central to this is the strong pastoral care team which has been formed and meets on a regular basis throughout the year. The team normally consists of both members of senior management, a year head representative, a class tutor, the guidance counsellor, a member of the education-support team, the chaplain and the SPHE coordinator. This structure facilitates communication regarding pastoral care issues with all members of the school staff, particularly those centrally involved with pastoral care, and is to be praised. The pastoral care committee is proactive in addressing the needs of students and identifying emerging priorities. The work of the pastoral care committee is to be commended. During the course of the evaluation, the need for greater gender balance on the pastoral care team was raised by members of the team. This is a valid concern and, consequently, it is recommended that a greater degree of gender balance should be pursued on the pastoral care team in order to expand explicit responsibility for this area across the general staff body.

Members of the committee have been involved in implementing a number of programmes over the last number of years. Incoming first-year students are informed regarding the elements of the pastoral care programme through documentation distributed prior to their attending the school. Among these elements are the Spectrum programme, art therapy classes and the transition programme for first year students. The Spectrum programme is a bereavement support programme for students over a ten-week period, while art therapy has been introduced as an aid to students with behavioural difficulties. The transition programme aims to aid new first-year students’ transition to post-primary school through a mentoring programme involving sixth-year students. These senior students go through a selection process at the end of fifth year. Mentors participate in a one-day training course in preparation for their duties and are then assigned to a number of first-year students. They meet regularly as a group during the programme. Alongside this mentoring programme, SPHE is used to present lessons focusing on the transition from primary school to post-primary school. The organisation and commitment to students’ well-being displayed through the transition programme and other programmes organised in the area of pastoral care are to be praised.

Another key role in the area of guidance and student support is that played by the school chaplain. The chaplain’s role is viewed as encompassing three broad areas which include the spiritual and liturgical, the pastoral and community building. The chaplain is involved in providing a wide range of liturgical services during the year, along with retreats and one-to-one meetings with students. At the open night for new first-year students, the chaplain speaks regarding the pastoral care systems in the school. The chaplain meets with all first-year students in late September, October and November. The chaplain is also available to other students through an appointment system and coordinates the pastoral care committee as well as playing a role in liaising with the Spectrum team and the school’s art therapist. Links are also maintained with the School Chaplain’s Association of Ireland. All of these activities require significant levels of planning and speak to the very high level of dedication displayed by the chaplain in respect of the role.

A further essential part of student guidance and support is the year head and class tutor system. As previously outlined in this report, communication between year heads and senior management is facilitated through the scheduling of weekly meetings up to October of each year with fortnightly meetings thereafter. Year heads maintain contacts with senior management, the pastoral care team and the education-support team regarding students in their year group. Year heads are also assigned to teach some classes in their year group, which is positive, and liaise with class tutors both formally and informally. Class tutors report to the year head if there are any concerns arising with regard to a particular student. These arrangements are worthwhile, as is the very good work carried out by the year head team.

Class tutors generally teach SPHE to their class groups. This is positive, allowing tutors to deal with areas of concern for their students and to build up a positive relationship with them. SPHE is scheduled for all year groups in junior cycle and in senior cycle. This is praiseworthy and is another indication of the high premium placed on care for students in Pobalscoil Inbhear Scéine. An SPHE coordinator is in place and this is good practice.

The school community must be congratulated on the high level of care for students displayed through the range of structures outlined above, alongside the commitment of senior management and staff.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

There is a high level of care for students and a positive atmosphere among the student body.
The board of management has been properly constituted.
Senior management is very committed to the development of the school and demonstrates considerable dedication.
There are regular meetings between year heads and senior management.
The school is welcoming to all students and operates an open admissions practice. This is not reflected in the written policy.
Staff and senior management have been proactive in addressing the issue of school attendance.
There is a proactive parents’ association which makes a considerable contribution to the life of the school.
The school is part of the green schools initiative. This is praiseworthy.
The permanent section of the school plan is well developed. There is a committed school development planning coordinator.
A broad curriculum is offered which seeks to provide for the widest range of students’ interests.
Teachers’ commitment to providing co-curricular and extracurricular activities is applauded.
Comprehensive subject plans have been developed. There was an excellent, business-like, friendly atmosphere evident in all lessons.
The education-support team has a high level of commitment. There have been a number of whole-staff training sessions in the area of SEN.
Provision for guidance is good. There was evidence of significant planning and evaluation in the area of guidance.
There is a proactive pastoral care committee.

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

The future growth and development of the school must involve an inclusive, shared vision by all staff members. The areas of relationships, communication and the morale of all staff should be addressed as a matter of priority. The support of all partners in the school community will be needed to achieve this.
The board of management should adopt clear procedures for reporting on its activities to all members of the school community.
The written admissions policy should be reviewed and adjusted. All documentation relating to enrolment should clearly recognise the voluntary nature of the ‘amenity fee’ mentioned in the admissions policy.
All partners should work together in addressing the key area of school attendance.
A full health and safety audit should be conducted.
All PWT teachers should be timetabled for a minimum of eighteen and a maximum of twenty-two class contact hours. Optimal use should be made of the school’s teaching resources.
Work should continue to resolve the inconsistencies in timetabling observed during the inspection.
The school should introduce a system which facilitates students in experiencing a wider range of subjects in first year so that choices can be made on the basis of experience.
Subject departments should focus on methods of incorporating more active teaching methodologies into the teaching of their subjects.
In the area of SEN, all known additional hours should, where possible, be factored into the timetable at the time of its construction. Due regard should be given to reducing the number of teachers involved in providing learning support.
An electronic register of students with SEN should be established to aid links with mainstream teachers.
Resource hours allocated to students should be used for their specific support rather than being allocated to particular programmes.
The need for a varied and adaptable model for SEN provision should remain a focus for the education-support team.
The guidance policy should continue to be developed on a whole-school basis.

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 French – 22 October 2007
Subject Inspection of Maths – 23 October 2007
Subject Inspection of Physical Education – 25 October 2007
Programme Inspection of Leaving Certificate Applied – 25 October 2007

Appendix

School Response to the Report

Submitted by the Board of Management

Inspection Report School Response Form

Area 1 Observations on the content of the Inspection Report

The Board of Management would like to acknowledge the very thorough evaluation of Pobalscoil Inbhear Scéine. This report will form the blue print for the school’s future development.

The Board of Management is delighted with the positive feedback it has received and the public acknowledgement of the outstanding work being carried out in Pobalscoil Inbhear Scéine on a daily basis.

The Board of Management is particularly pleased that the recognition of the Parents Association and the Student Council, along with the numerous links with the local community, makes Pobalscoil Inbhear Scéine a Community School in every sense.

The Board of Management would like to commend the staff of Pobalscoil Inbhear Scéine for its commitment, professionalism and in particular its voluntary commitment to various extra curricular and co-curricular activities.

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

The school has constantly strived to improve by self reflection and planning over the last seven years. A number of aspects of the Whole School Evaluation recommendations have been addressed through this process to date. For example:

Staff Day on “Developing a shared Vision” (10^th March, 2008)
Agreed Report from Board of Management circulated to staff and parent representatives at Board of Management meeting. Further development will be to publish such report on school’s web site.
Timetabling issues have been addressed and resolved in so far as is practicable within the resources available to the school.
Policies are available on the web site.

Further follow up actions are planned as part of the future development of the school. These will include:

Policies will be reviewed regularly
Policies on Guidance, ICT and Attendance will be developed as a priority.
Planning in future years will look at incorporating more active teaching methodologies.
Resource hours will be factored into the timetable at the construction of the timetable (if these hours are known at that stage).
An electronic register of students with Special Educational Needs will be established.

Pobalscoil Inbhear Scéine has developed since its amalgamation in 2001 and is constantly developing. The Whole School Evaluation report recognises this and all the partners in Pobalscoil Inbhear Scéine are commited to the outgoing development and growth of this wonderful school.