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

St Dominic’s Secondary School is an all girls school situated in Ballyfermot in Dublin. In September 1953 the Dominican sisters came from Cabra to set about opening a new school. In September 1956 St Dominic’s secondary school opened and thirty-three students were enrolled. Initially the classrooms were located on the top floor of the convent and a small range of subjects were provided. As the years went by the numbers of students increased, lay teachers were added to the staff and more subjects were offered. In 1970 a new school was built on the grounds of the convent. The first board of management was established in 1994 and the first lay principal was appointed in 1997. In 1996 the former convent building was refurbished and is now used as a second school building. More recently in September 2006 St Dominic’s celebrated fifty years of commitment to educational excellence.

The school is located on the western edge of Dublin immediately south of the Phoenix Park, between the river Liffey to the North and the Grand Canal to the south. The school’s catchment area is characterised by its large number of young people and a high level of social disadvantage. This is reported to present challenges for the school in encouraging retention and the full attendance of students. St Dominic’s does all in its power to serve the needs of the school community and has made significant progress in addressing those needs. In particular in recent times the school has developed and is driving forward innovative initiatives to address educational disadvantage in the area. The school is to be very highly commended for its futuristic vision in this regard.

1. quality of school management

1.1 Characteristic spirit of the school

The school has a clear mission statement which is documented and included in the school plan. The mission statement states the school aims “to provide a Christian education, inspired by the Dominican motto “Truth”, which fosters the education of the whole person.” The mission statement is followed by a long statement of ethos which includes references to the development of a caring community, the commitment to a curriculum that is meaningful and the promotion of educational partnerships with parents and the local community.

The mission statement was formulated in the mid 1990s. A significant percentage of the present teaching staff have been appointed since then and therefore were not involved in the development of the mission statement. It is recommended that the mission statement be revisited to ensure that all staff members are fully aware of it and where changes or amendments are desirable that these be made. It was clear in the course of the evaluation that the vision for the school focuses on improving students’ learning experiences and outcomes. Clear expectations for and positive attitudes towards equality, diversity and inclusion were also evident. The trustees support the school effectively to foster the characteristic spirit. There is a sense that the school vision is shared and supported by the vast majority of the members of the school community however not by all. This was exemplified in the course of the evaluation by significant differences of opinion among a small number of members of the teaching staff in relation to management of students and in relation to some of the initiatives in the school aimed at increasing retention rates. In light of this it is recommended that when revisiting the mission statement the school and in particular the teaching staff consider and establish their vision for the school. A shared vision and a whole-school approach are vital for the continued success of a number of initiatives which are currently being implemented in the school.

In practice and procedure the characteristic spirit and vision is lived out in many of the day- to-day activities in the school. Daily events such as the breakfast and homework clubs and the wide range of extra-curricular activities are evidence of this. Students find the school a welcoming environment. It is noted that some of the key written policies of the school do not in fact reflect the very good practice in the school, in particular the admissions policy and the code of behaviour. Recommendations regarding the review of these policies will be made in section 1.3.

1.2 School ownership and management

The board of management of St Dominic’s Secondary School is properly constituted and is composed of four trustee representatives, two parent representatives and two representatives of the teaching staff. The principal of the school acts as secretary to the board. The board is supported by the trustees of the school, the Dominican order. The members of the board have received training. This is to be commended. The board meets regularly and is committed to the development of the school.

The board has ratified a number of policies required by legislation. The board is engaged in policy development and the procedures for policy development are open, transparent and consultative. The procedures for updating and reviewing policies are less clear. It is recommended that all policies be dated and a review date be established at the time of ratification.

Communication with the parent body is very good and the board facilitates the active participation of parents. This is good practice. The board has established developmental priorities. Many of these are documented in the developmental section of the school plan. A very good example of a current priority is the commitment to raise the number of students taking higher level papers in the junior certificate examination. The board’s commitment to forward planning is praiseworthy.

The board is very supportive of continuous professional development (CPD) for all the teaching staff. Teachers are supported in requests made for additional training outside the school. The board also funds training which is delivered in the school to all or groups of staff. This is an example of best practice as it ensures that members of staff are up skilled. Recently, the staff has had in-service training on the theme of cooperative learning.

At the time of the evaluation the board was in the process of developing proposals for a new school building project for submission to the Department of Education and Science. This illustrates the high level of the board’s awareness of the school’s accommodation and resource needs. This is to be commended.

1.3 In-school management

The senior management team, comprising the principal and deputy principal, have a very good partnership approach to school leadership. They communicate effectively as a team by holding regular meetings at the beginning and end of the day and liaising frequently in between. Senior management share a common vision for the school. At the centre of this vision is their unstinting commitment to the provision of holistic education of a very high standard for students of the school in a caring and supportive environment.

The duties of senior management are clearly defined. These duties are carried out with tremendous commitment and dedication. The principal and deputy principal are to be highly commended for their strong work ethic and their ability to drive forward innovative initiatives in the school which have the welfare and education of students always at the centre of their work.

The in-school management structure (IMS) comprises 11 assistant principals and 13 special duties teachers. Generally their work is carried out well. A clear schedule of posts has been established and there is a job description available of all posts of responsibility. This is good practice. It was noted that one post, that of year head for fifth year students, is presently shared between two special duties teachers. This is not ideal. It is suggested that in so far as possible the post of year head should not be shared. There is a need to review the entire schedule of posts of responsibility to ensure that the posts meet the current needs of the school. It is recommended that this review of posts take place as soon as possible.

Good efforts are being made to work towards the development of distributed leadership. A culture of middle management is developing among post holders. For example, assistant principals have established a project this year which involves developing a team approach to the monitoring of copybooks in first year. To build on this good practice it is recommended that post holders seek further opportunities to develop a sense of middle management and actively lead projects in the school. Senior management is very supportive of developing a sense of middle management among the post holders. Some assistant principals have been allocated a time allowance to fulfil the duties of their post. Senior management facilitates a weekly meeting with the assistant principals. This is very good practice and to be commended. Given that some post-holders, in the course of interview, described a sense of powerlessness in carrying out their role, it is recommended that the senior and in-school management teams explore further ways in which a culture of leadership can be developed among the middle management team. This will undoubtedly lead to a greater sense of empowerment among the in-school management team.

A number of posts of responsibility have been filled in an ‘acting up’ temporary capacity. At the time of the evaluation one such post was vacant. It was noted that although this had been advertised no member of staff had applied for the post. This is a cause for concern. Any post of responsibility left vacant means that significant and vital work in the school is taken on by senior management which is neither practical nor sustainable due to their existing heavy workload. It is recommended that ways be sought to ensure that no post is left vacant for too long. Such a situation should be addressed as a whole-school issue and include the involvement of the board.

Some formal lines of communication have been established within the school. For example there are notice boards in both staff rooms and notices are posted there on a daily basis. In order to enhance communication it is recommended that a staff news letter be introduced. There is very good provision for all staff to avail of opportunities for CPD. Senior management is hugely supportive of staff availing of such courses. This is good practice as staff and students alike benefit.

The school is deeply committed to inclusion. All students regardless of background are welcome to attend the school. The school’s attitude to inclusion is to be highly commended. However it was noted that the admissions policy of the school states that students with special educational needs will not be admitted until resources for the student have been secured. This admissions policy should be reviewed as the school should not refuse to enrol a student on the basis of the allocation of resources prior to seeking such resources from the National Council for Special Education (NCSE). The school has never refused enrolment of a student with special educational needs pending resources so the review of the policy will reflect this good practice already in existence in the school.

The management of students in the school is very good. In interacting with students inspectors found the students to be polite, courteous and articulate. Both staff and students are commended for this. In the course of the evaluation it was noted that a calm and well- disciplined atmosphere prevailed in the school. Students were well behaved. It is clear that senior management have a most definite pastoral approach to discipline. This is highly commendable.

It would appear from interviews with staff that there are significantly different views among school personnel about how discipline matters should be dealt with. This has led to some difficulties. It is therefore recommended that an agreed whole-school approach to discipline be developed and that all sanctions be consistently applied in all instances within the code of behaviour.

This year new referral sheets for dealing with matters relating to breaches of the code of behaviour have been developed. These are good and indicate effectively a ladder of referral from the class teacher to the year head to the deputy principal. As with the introduction of any new system it takes time for staff to become accustomed to using these. It is recommended that the ladder of referral be used appropriately. It is recommended that all forms be filled out properly indicating clearly the actions taken at the different stages.

The records from the National Education Welfare Board (NEWB) indicate that no students have been suspended from the school in the past year. This is reflective of the management authorities’ positive approach to keeping students in school and to dealing in a caring manner with discipline issues. The school is striving towards developing and reinforcing positive student behaviour. This in itself is very good practice. Management and staff are to be congratulated on the merit system which operates in first, second and third year. It is however recommended that rewards for the students do not lead to any students being excluded from class trips. The present code of behaviour reads negatively and does not reflect the exemplary practice in the school with regard to maintaining positive behaviour. It is recommended that the code of behaviour be reviewed to reflect the positive approach to disciplinary matters in the school. The code of behaviour should be reviewed in line with circular M33/91.

Members of staff are to be commended for making positive comments in journals. This is an effective way to promote positive behaviour and provides encouragement for students and parents. In order to assist with the management of students a tutor system has been put in place. The post of tutor is voluntary and members of staff who are carrying out this important role are to be highly commended for their work. There is a dedicated time allocated to tutors to meet their classes at 8.50 each morning. However in the course of the evaluation it was noted that not all tutors were available at 8.50 am. This led to students being left unsupervised in classrooms. This issue is serious and needs to be addressed. It is recommended that the role of tutor be reviewed. This review will need to take into account the role of tutor in the management of students and of their behaviour.

The first student representative council (SRC) was established in 2001 in St Dominic’s Secondary School. For a number of years the SRC was very active and contributed to a number of developmental priorities in the school. In the immediate past, interest in the SRC waned a little and there was poor attendance at council meetings. However in the current academic year wonderful progress has been made. The newly elected council holds regular meetings and is driving issues forward. The SRC availed of leadership training which was facilitated by the School Completion Programme (SCP). In the course of the evaluation inspectors met with the SRC and attended a meeting of the council. Students spoke most enthusiastically about their role and about the training which they had received. The students and staff involved in the SRC are to be highly commended for their work in this vital aspect of the development of a partnership approach to school management.

Students’ poor attendance is a cause for concern. Statistics from the NEWB indicate that in the year 2005-2006 approximately forty-five per cent of students missed over 20 days. An assistant principal post has been assigned to the duty of attendance officer. The school is taking proactive steps to encourage regular attendance. The school is to be highly commended for introducing the attendance strategy. The attendance strategy group which includes the senior management team and members of the SCP meets every Friday and individual student’s attendance is discussed and follow-up interventions are arranged. There is excellent follow up and liaison with home. Clear evidence in the form of statistics was provided to show that the attendance strategy is having a positive impact. This is commendable.

In the course of the evaluation inspectors observed an attendance strategy group meeting. While it is clear that the tracking and monitoring of attendance is a most onerous task, it was noted that there are issues regarding the correct recording of absences. It appeared that some students arriving late for school were recorded as absent. It is recommended that ways be found to address this difficulty. It was also noted in the course of the evaluation that some sixth-year and fifth-year students were given responsibility for the recording of absences of junior cycle students. It is recommended that the responsibility for recording attendance and absence be assigned to members of staff only. It is recommended that a whole-school approach to the monitoring of attendance be developed and implemented. The increased use of class rolls to monitor attendance is important. The school has put in place a system for dealing with students who arrive late in the morning. The school is to be commended for its efforts in dealing with this. There are some difficulties associated with the system. For example there are a number of points of access to the school which makes it difficult to track latecomers. It is recommended that the effectiveness of the system currently in place be kept under review and that whole-staff input be involved in the development of the system.

Regarding the retention of students in the school, very good work is being carried out by the SCP. There are many initiatives in the school starting with links with primary schools and the excellent and effective induction programme for incoming first-year students. Other initiatives such as the breakfast and homework clubs play a big role in supporting students to stay in school. It is very much a team effort. The SCP and associated initiatives are strongly supported by senior management and the majority of the staff. There is a strong philosophy of making school a happy environment for students who are at risk of early school leaving. The school and staff of the SCP are to be highly commended for their exemplary work in retention initiatives. There is clear evidence in the form of statistics to show success in increasing the amount of students who stay on in school.

The partnership approach with parents of students is most impressive. This partnership approach is very strongly fostered by the principal. This is praiseworthy. Parents are encouraged to become involved in school life and to work alongside teachers and other members of staff to develop policies and to drive forward initiatives which will be of benefit to the students. For example a committee comprising students, parents and staff are currently working together to develop a healthy-eating policy in the school. In the course of the evaluation inspectors attended a meeting of this committee and it was evident that a true partnership approach to the development of this new policy is being taken where the opinions of students, parents and staff are sought, valued and incorporated into the policy.

The parents’ association is strong and is a main focus for the inclusion of parents in the school. At a meeting between inspectors and the parents’ association, parents spoke very positively about their involvement in school and the supportive and open manner in which staff met this involvement.

The school’s system for communicating with parents is comprehensive. Communication is mainly in the form of letters and newsletters. Information regarding subject and programme choice is timely and effective. The school is to be commended for this. Newsletters presented as part of the documentation for the evaluation were colourful, attractive and most informative. These newsletters are produced by fourth-year students as part of their journalism studies course under the guidance of staff members. The students and staff are to be commended for this excellent work. Formal parent-teacher meetings are organised in line with agreed procedures. Parents stated that they found the school a friendly environment and that members of staff were helpful and approachable.

There are very strong links between the school and the community. The links created in the context of seeking work experience for students in different curricular programmes are very strong. Links have been fostered by the Guidance team and by programme co-ordinators with employers in the area. The school is involved in the ‘Business in the community programme’ and is now linked with Allianz Worldwide Healthcare in Parkwest which provides work placements, preparation for the world of work and staff/student mentoring. It was stated in the course of the evaluation that great care is taken when fostering links with local employers to deliberately choose suitable and pleasant work environments for the students in order to give students a positive experience of the world of work. The members of staff involved in this are to be very highly commended for this approach.

Strong links exist between other educational institutions in the community. Particularly noteworthy are the links with the local primary schools which are strongly developed by the principal and members of the SCP. Such links go a long way to ensuring the successful transfer of students to St Dominic’s. Senior management has fostered strong and effective links with the community and outside agencies. The Principal of St Dominic’s is the chairperson of the Ballyfermot Youth Service. The school has benefited considerably from its links with the local Ballyfermot Partnership , the Ballyfermot Youth Services and many other agencies. This is most laudable.

The school is very focussed on self-evaluation and has a strong culture of self-review. This was evident from discussions with senior management and from planning documentation. The views of staff, students and parents are sought as part of review processes in the school. Strengths and areas for development are identified. School management ensures that actions are followed through where improvements are needed. The focus of self- review in the school is always on improving outcomes for students. This is most commendable.

1.4 Management of resources

The most important resources that are available to the school are the personnel and the teaching hours sanctioned to the school by the Department of Education and Science. Instruction time is sacrosanct. The school timetable reveals a 40 minutes shortfall of the 28 hours as required under the Department circular M29/95. In addition in order for 50 minutes per week tutor time to be included within the 28 hours it would be mandatory for a teacher to be present at all times during tutor time. It is recommended that the board address this compliance issue as a matter of urgency.

When addressing the timetable issues it is strongly recommended that 30 minute classes be abolished. The erosion of class time as witnessed in the course of the evaluation is a serious cause for concern. This was attributable in part to the layout of the buildings and also to the fact that some teachers arrived significantly late for class. As a result of this it was observed that students were sometimes left unsupervised in classrooms. This is a very serious cause for concern and should be addressed by the board of management forthwith. Given the late arrival of some teachers to lessons in the course of the evaluation it should be noted that it is difficult for the school to implement the aforementioned system which requires students to be punctual and whereby students are punished for arriving late. The importance of the staff as role models for these young students cannot be underestimated. When addressing timetabling issues the morning break of ten minutes is very short and should also be reviewed.

Additional resources are accessed and utilised fully and effectively for the purposes for which they were allocated. There is an induction programme for new members of staff with a mentor in place to assist should difficulties arise. This is good practice. Support staff members are encouraged to make contributions to school life and are seen as valuable contributors to the school community.

The school accommodation is well maintained and the school is a bright and clean environment. The accommodation is utilised to optimum levels in delivering the curriculum. The current situation is that classrooms are student based. It is recommended that the school move to teacher-based rather than student-based class rooms. There would be a number of advantages associated with this, namely it would ensure teachers could store materials in their own rooms. Also it would enable more student and subject material to be displayed and maintained in rooms. At present teachers have to place a lot of material resources in presses on corridors and this is not optimal for the use of such materials. Currently the school has two staff rooms. This is not ideal in terms of facilitating communication. It is recommended that one staff room be provided.

School management is fully aware of the accommodation needs of the school. The majority of specialist rooms are very well equipped and provide suitable learning environments. However some specialist rooms, such as the school sports hall and one of the home-economics room need attention, when resources permit. It would also be useful if a covered walk way were constructed between the two school buildings. The board of management is working towards addressing these accommodation needs and is to be commended for the vision it has displayed in this regard.

There is good provision of information and communication technology (ICT) in the school. There are computers available to teachers in the staff room. There are two computer rooms in the school and effective use is made of these. Two interactive whiteboards have been installed in classrooms and teachers are engaging in peer support and training in the use of these for teaching and learning. This is an example of best practice. As resources permit it is recommended that more computers be installed in classrooms. This will be easier to do when teacher-based classrooms are provided.

There is a health and safety statement in the school. It is recommended that this be reviewed and updated in line with best practice.

2. Quality of school planning

2.1 The school plan

The quality of school planning is excellent. The school is fully and effectively engaged in an ongoing whole-school planning process. This process as witnessed in the course of the evaluation is exemplary in terms of the collaborative approach taken. All of the partners are actively involved in school development planning. The school management authorities, in particular the senior management team, are to be highly commended for the manner in which parents of students are encouraged to be involved in school planning. All members of the school community are given the opportunity to contribute ideas and make suggestions in an open and constructive manner. A special duties post has been assigned to the role of school development planning co-ordinator and many sub-planning groups have been established to work on developmental priorities. These formal co-ordinating structures are operating effectively to support the planning process. The members of staff involved are to be highly commended for their work in planning.

The planning process is grounded in the vision for the school which is shared by the majority of the school community. The school is engaged in regular self-evaluation and does this very well. Review, prioritisation and action planning are the hallmarks of successful planning which happens in the school. The outcomes of the planning process are focussed particularly on improving learning outcomes for students. This is excellent practice as it ensures the centrality of the student learning in the planning process.

Confirmation was provided that, in compliance with Post-primary Circulars M45/05 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.

The permanent and developmental sections of the school plan have been adopted by the board. The permanent section contains comprehensive policy statements in line with statutory obligations and Department of Education and Science circulars on best practice. The policy statements in some cases do not reflect the exemplary practice in the school in terms of its inclusiveness and approach to encouraging positive behaviour. As stated in the first section of this report the Code of Behaviour and Admissions Policy need to be reviewed in light of this. In addition all policies should be dated at the time of ratification by the board and a review date stated on them.

The developmental section contains information on the various action plans and priorities as established by the school community. In this section there are action plans for each priority. The action priorities for the current academic year are the grouping of students, promotion of positive behaviour, effective learning and the development of attendance strategies. The developmental section of the school plan documents who is responsible for what in terms of these priorities. Clear time frames have been established and stated. These action plans, which are focussed on school improvement and on improving the learning outcomes for the students are an example of excellent practice and to be highly commended.

The outcomes of school development planning are clearly evident in St Dominic’s and the implementation of action plans has resulted in significant improvements in students’ experiences in the school. Evidence of this is borne out by the introduction of new curricular programmes such as the Leaving Certificate Vocational Programme, the increased uptake of higher level subjects at Junior Certificate level and the change from streamed to mixed-ability classes.

There is an ongoing cycle of review and monitoring of progress in the school. It is suggested that the time frames for monitoring certain action plans be reviewed. For example, in September this year an excellent and innovative initiative was started with first-year students on the concept of multiple intelligences. In the course of the evaluation it was noted that some students had difficulty remembering what their individual strength was in terms of the multiple intelligences framework. It is suggested that the implementation of such strategies be reviewed and that the good work already done be consolidated from time to time during the school year. This will require a whole-staff approach and commitment. The school is to be highly commended for instigating such a worth-while student-centred initiative.

3. Quality of curriculum provision

3.1 Curriculum planning and organisation

The school prioritises the provision of a broad and balanced curriculum at both junior and senior cycle. The school is to be highly commended for providing the full range of curricular programmes. The Junior Certificate School Programme (JCSP), the Junior Certificate, the Transition Year (TY) programme, the Leaving Certificate Applied (LCA) Leaving Certificate Vocational Programme (LCVP) and the Leaving Certificate established are all on offer in the school. The provision of the full range of programmes is evidence of the school’s commitment to meeting the needs of all its students.

The JCSP is a wonderful programme designed to meet the needs of students who may be at risk of early school leaving. A number of different members of staff have acted as the JCSP co-ordinator over the past few years in the school and as a result there is a considerable wealth of expertise among staff members regarding this programme. It is recommended now that priority be given to establishing a very clear role for the co-ordinator of this post. This may be done in the context of the review of posts as outlined in section 1.3 of this report. It is recommended that a plan for the JCSP be put in place and that the criteria by which students are assigned to the programme be clearly established. In the current academic year all second-year students are doing the Junior Certificate course and have also been assigned to JCSP. It is recommended that this be reviewed.

A comprehensive plan for TY was presented in the course of the evaluation. It is recommended that the curriculum in TY be reviewed regularly and that students be given the chance to begin new subjects such as Home Economics in the course of the programme. The European Computer Driving Licence (ECDL) has been introduced by senior management and this has been available to TY students for the last four years. The TY has a high profile in the school. This is due to the support the programme is afforded by senior management. All TY students are involved in National Foundation for Teaching Entrepreneurship (NFTE) programme and many students are involved in Young Social Innovators (YSI). These activities greatly enrich the TY curriculum, benefit the students enormously and are to be commended. It is recommended that a TY notice board be put in a prominent place in the school so that all members of the school community are made fully aware of the activities of the programme. It is also recommended that the TY support service be availed of by members of staff who are involved in the programme. Information on this support service is available at www.slss.ie. The school has set its own priorities for the development of TY which are to place greater emphasis on a cross-curricular approach, and to introduce and to participate more in national competitions. These are very appropriate priorities and should be followed up.

The LCA programme is well established in the school. The teaching time provided currently within this programme falls significantly short of the minimum requirement of 28 hours alluded to in section 1.2 of the report. It is recommended that this be addressed as soon as possible. Future developmental priorities in the context of the LCA have been established by the school. Many of these are focussed on increasing the attainment levels of the students. These should be pursued.

The LCVP was recently introduced and the school is seeking ways of increasing the numbers of students taking the programme. This is a very good development and is evidence of the commitment on the part of the staff to meeting the needs of the students. When practicable it is suggested that consideration be given to assigning a post of responsibility to the role of co-ordinator of the LCVP. This will ensure further the development of this programme in the school.

Every effort is made to provide a broad and balanced curriculum. The school offers good access to a range of subjects. Increasing the access to higher-level subjects in junior cycle with a view to extending this to senior cycle is a priority for the school. Members of staff are to be highly commended for their dedication in realising this priority. It is particularly noteworthy that tables of statistics have been drawn up showing the increase in uptake in all subjects at higher level in junior certificate. It is by using statistics such as this that the school can establish that they are being successful in achieving their own targets. This is an example of excellent practice in the area of school self-evaluation.

School management ensures that curriculum provision is addressed in whole-school planning. Music and Leaving Certificate Religion have recently been introduced. In line with best practice the curriculum is reviewed regularly. Future priorities include emphasis on greater uptake of Science and Music. It is recommended that the introduction of more practical subjects be considered. As there is expertise among staff members this should be possible.

Generally members of staff are well deployed and teach within their subject specialisms. This is effective practice. The timetable is made out mainly with the needs of the students in mind. The distribution of Mathematics and English lessons in first year is not optimal and this should be reviewed in future timetabling.

It was noted that some teachers holding permanent incremental posts are scheduled for less than the required minimum 18 hours instruction/class contact time. The Rules for the Payment of an incremental salary to secondary teachers state clearly that teachers must teach a minimum of 18 hours up to a maximum of 22 hours. In addition any member of staff who is job sharing must teach eleven hours per week in line with the Department circular 18/98. It is the responsibility of the management authorities to ensure that staff members who are being paid an incremental salary carry out a minimum of 18 hours (or 11 hours in the case of job sharing) per week. It is recommended that this be addressed as a matter of urgency.

It was also noted that the school has three teachers over the quota. This situation has arisen in the context of falling enrolment in line with demographic trends in the area. Three teaching posts over the quota represent 66 hours of instruction per week. It is important for the school to plan for a situation, which may occur in the future, where this surplus may not exist. In planning, the implications for future timetabling and class size should be taken into account.

3.2 Arrangements for students’ choice of subjects and programmes

The programme and subject choice process in the school is designed to maximise the access to curriculum options for all students. Students are given an open choice of programmes, subjects and levels within the limitations of the resources available to the school. The school is to be commended for the subject and programme choice offered to the students in junior and senior cycle.

There is a taster programme for all first-year students. This enables students to sample eleven subjects. However the taster programme lasts for the entire year. In practical terms this means that first-year students only see some teachers once a week which brings about issues in relation to continuity and homework. It is recommended that the taster programme in first year be shortened. In the course of the evaluation first-year students indicated that they already knew by November which subjects they wished to choose. However in effect they would continue on with several subjects that they knew they were dropping for a further six months. This is further evidence of the need to review the length of the taster programme.

Currently all optional subjects apart from modern European languages are included in the taster programme for first-year students. These students are asked to choose between French or Spanish before they enter the school. It is recommended, in line with the recommendations of a previous subject inspection report, that modern languages be included in the taster programme. It is further recommended that, given the expertise in German among the staff, German be reintroduced into the curriculum and included in the first-year taster programme with the other two modern languages.

Parents and students are given clear comprehensive information about subject options and choice of programmes. Information evenings are held in the school for parents and students at the enrolment stage in first year. Other information evenings are held for parents of students who are moving into senior cycle. The guidance programme in the school provides very good assistance for students in choosing programmes, subjects and levels. The school is to be commended for the effective help it gives student and parents regarding these important choices which must be made.

3.3 Co-curricular and extra-curricular provision

The school is to be very highly commended for the provision of activities that support and enhance learning in all different spheres in the school. At the beginning of each academic year a clubs and societies afternoon is held. The purpose of this meeting is to give all students information about the different extra-curricular activities which are available. The holding of this event is a very effective means of encouraging students to participate in activities outside of school hours. The programme of co-curricular and extra-curricular activities is further evidence of the school’s commitment to providing a holistic education for the students.

A wide range of sports are on offer in the school. These include basketball, football and Gaelic football. The school has a range of different teams in these sports and the students regularly enter competitions. Debating is also a strong tradition in the school. Debates are run at lunch time for junior students and it was very impressive to see students in the senior cycle organising and running these debates as part of their own leadership training. This is to be highly commended, and is clearly of great benefit to all students involved. Students interested in debating are encouraged by the teachers involved in this activity to participate in competitions such as the Concern debates, Gael Linn and the European Forum debates.

In the context of Suaimhneas, which is a school-based project, lots of different co-curricular and extra-curricular activities are organised. Arts and craft, sports and digital photography are some of the activities available in the project. The leadership training which students receive in the school is particularly noteworthy. The students benefit from leadership training as part of the student council, the mentoring and peer mediation programmes.

Other activities such as drama, art club, language club and Green schools committee are available to students. The school constantly seeks to connect to other schools at home and abroad in the context of the extra-curricular programme. The school links with other schools in the context of the East West programme. As part of an international youth exchange programme students from St Dominic’s School and from a school in Northern Ireland travelled to Brazil where they looked at environmental issues. St Dominic’s has also hosted a return visit. The exchange included educational trips, culture nights, interactive workshops and the sharing of the Word of God. In the current academic year an educational exchange is being organised with schools from Holland, Norway, Poland and Spain as part of the Léargas exchange programme.

The school is to be highly commended for its wide range of extra-curricular activities. Members of staff give unstintingly of their time to provide a wealth of opportunities for the students of the school. These activities undoubtedly enhance the personal development of the students in very many ways. It is noteworthy that, through this staff generosity, the students of St Dominic’s get the opportunity to develop interests and hobbies which they might not otherwise do. The students are to be highly commended for their participation in available activities.

4. Quality of learning and teaching in subjects

4.1 Planning and preparation

There is a well-established culture of school planning in St. Dominic’s. Subject department planning is now being promoted and formulised. All subject departments currently have a co-ordinator. This is good practice. Ideally this role should be rotated among the subject team members to allow for the promotion of shared expertise and skills. However, a number of subject departments are engaging enthusiastically in good collaborative planning and the role of co-ordinator is being rotated. It is recommended that as a priority a co-ordinator for each subject department be sought to further the school’s planning aims.

All subject departments are afforded formal planning time and meet about three times a year. More informal meetings take place throughout the year. Agendas are drawn up and agreed with management, records of meetings are maintained and collaborative planning takes place.

Subject plans were made available for all the subjects evaluated. These were, generally, of good quality and most contained an overall plan for each year group and year-long schemes drawn up by individual teachers for classes. While some of these were well advanced, other plans consisted of lists of topics to be completed. Some subject plans included much more detail, outlined class materials to be used and timetabling and were examples of good and effective practice. Given that most subject departments operate within a supportive and collegial ethos, it is recommended that teachers combine the best examples of long-term schemes, amplify and modify these, and use them as templates for yearly planning of all class groups. The very good atmosphere of supportive and imaginative planning operating in a number of subject departments should become the norm for all departments and programme areas throughout the school.

There was evidence in a number of instances that reflective practice in the monitoring and review of plans would be desirable. Where it is already taking place it is commended.

In order to further develop planning for the teaching and learning of individual subjects to different year groups and class groups, it is recommended that a greater emphasis be placed on the desired learning outcomes and the integration of the skills to be developed with the subject content. It is also recommended that the good practice of differentiation which was evident in the classrooms in some subject areas be included more formally in subject planning in order to further develop and extend its use.

Preparation for individual lessons observed was good, and in some instances excellent. This was evidenced by the use of available materials, resources such as the board, ICT and the preparation of worksheets and other support materials.

4.2 Teaching and learning

A variety of lessons both theoretical and practical were observed during the evaluation. Classroom management was good, creating a supportive learning environment for the students. Teaching and learning took place in an atmosphere that was calm, secure and supportive. Interactions between staff and students were characterised by mutual respect and good teacher-student rapport. Classes proceeded effectively making optimum use of time and opportunities. However, in some instances the timetabling of short class periods below forty minutes militated against the smooth delivery of lessons. This timetabling approach should be reviewed. The good practice of taking a roll call at the beginning of lessons was noted.

Teaching and learning resources were generally well used and in a student-centred manner in almost all cases. These included the classroom itself, the board, information communication technology (ICT) equipment and so on. In some lessons observed there was an over emphasis on teacher talk. In some instances resource materials had been prepared for specific learning activities using ICT and these were well planned and prepared. In a number of cases these materials were notably imaginative and stimulating. The good practice observed in this area is warmly commended and the sharing and extending of the use of such materials should be seen as an important aim of collaborative subject planning in all subject departments.

Teachers displayed good subject knowledge and this was evidenced by the attention to detail paid to teaching new concepts and ideas. Lessons were generally well structured and the lesson objectives were stated clearly at the outset of some lessons. In some instances, the lesson objectives were expressed as learning outcomes. This last is a very helpful practice as it gives an immediate sense of structure to the lesson and encourages students to work purposefully towards a goal, and it should be universally followed. It is recommended that teachers share lesson objectives with students and ensure that learning outcomes are clearly communicated. These should be linked with overall lesson schemes and department planning.

A range of teaching and learning methodologies were deployed in the course of the subject inspections. Effective methods to promote active learning were observed in a number of instances. These included the use of appropriate questioning to elicit students’ understanding, good explanations given about practical assignments to be completed, group work and attention in some instances to students’ language-skills development. Attention to addressing students’ language needs should become a priority in all subjects to support the school’s literacy objectives. Questioning of students was generally effective in checking understanding and recall and, in the area of higher-order questioning, leading students towards more complex perceptions and a clearer expression of their ideas. Teachers should guard against an overuse of global questions, that is, those addressed to the whole class, as these may lead to chorus answering or else responses from a small number of more vocal students. Questioning strategy in all cases should be designed to ensure that all students fully participate in class activities. Students were forthright in answering and showed good understanding of the subjects being taught.

Differentiation strategies were observed in some lessons to accommodate the different paces at which students learned and the different styles of learning. This is excellent practice and could profitably be the focus of subject department planning in the future. The need to challenge able students by giving them greater responsibility for their own learning and opportunities for more self-directed learning should be very much borne in mind in developing differentiated teaching and learning practices. Many classrooms visited had attractive displays that stimulate interest and record students’ work but some rooms still need to be made more conducive to learning.

Students were supported to learn. Teaching took into account the needs of individual students. Communication between teachers and students was open and positive, and students benefited in many instances from regular affirmation of their work.

4.3 Assessment

Good assessment practices are widespread across the subjects inspected as part of the whole-school evaluation. Homework is regularly set and monitored and in many cases good feedback is supplied to students. However, in order to maximise students’ achievements and effectively support the school’s homework policy all subject departments should plan appropriate homework strategies and rigorously apply this policy. These strategies should be reviewed regularly as part of subject department planning. Positive feedback on completed homework should be supplied in all cases and all corrections and comments supplied should be dated. Even more use should be made of the student journal to record work set and commend good performance.

Formal examinations are a feature of the assessment policy of the school. All students sit examinations at Christmas and prior to the summer holidays. Junior and Leaving Certificate students take mock examinations during the spring term. Good records are kept of all tests and examinations, and the results of these are communicated to parents on a regular basis. Student attainment rates in the state examinations are reviewed and compared with the national norms. Common tests are in use in some subject areas. This type of best practice is highly commended and should be followed by all subject departments.

One of the principles underlying the use of assessment for learning is that students should understand the basis on which their work will be judged, that is the criteria for assessment. In this way, they can review their own work and check if they have done all that was required. The NCCA web site has a section on assessment for learning www.ncca.ie and a short and helpful Department document, Assessment advice for students, can be found on the English section of the SLSS web site www.slss.ie. Information about Junior and Leaving Certificate marking schemes is available on the State Examinations Commission’s (SEC) website www.sec.ie. It is recommended that students should be made aware of the assessment criteria that are being applied to their work in this context as this may motivate and stimulate them towards achievement.

Care should also be taken to ensure that all assessments and particularly the mock examinations are used effectively to motivate students rather than discourage them. In particular, able students who may not have applied themselves fully to study for the mock examination should be assisted to view a poor result in these tests as a learning experience, and not a reason to opt for a lower level than is appropriate in their case. In-house tests and examinations should be used to inform and assist students’ work and progress and not only as summative assessments. It is commendable however, that with staff support and dedication an increasing number of students are now taking subjects at higher level in state examinations.

As a general principle, criteria for assessment and suitable marking schemes should be discussed, agreed and shared with the students so as to assist their preparation and improve their skills to answer questions. The range of assessment modes chosen should be wide and take into account the needs of all students.

5. Quality of support for students

5.1 Inclusion of students with additional educational needs

St Dominic’s Secondary School has used allocated resources appropriately to develop a variety of strategies and interventions to support a diverse range of students. The principal and deputy principal have worked closely with the well-qualified, experienced and caring special educational needs team to establish the existing provision. The school has implemented pro-active procedures for identifying students requiring support. Information from feeder schools and parents along with the results of previous reports and diagnostic and attainment testing are used by the special educational needs team to create student profiles that are used to assist all staff in providing for the needs of the students. Since 2005 the school has been gradually evolving a process of including the special educational needs team, mainstream staff, parents and students in the development and implementation of individual educational plans. While this process is not complete it is a commendable proactive measure. All school special educational needs related policies support the full inclusion of students with special educational needs but some do require development and review and it is recommended that the school refer to the Inspectorate publication ‘Inclusion of Students with Special Educational Needs: Post-primary Guidelines’ for direction in this regard.

There is ongoing positive collaboration among the staff members who directly support students with special educational needs. There is effective department and subject-level organisation and planning. At present, the department plan does not reflect existing practice and needs significant work to provide the required guidance for classroom-level planning. The array of available supports for students in all year groups includes differentiated instruction, co-operative teaching as well as individual and small-group withdrawal for additional learning support. The school also provides a number of very good literacy and numeracy initiatives for junior cycle students. The dedicated support classrooms are stocked with a collection of teaching resources and computers. The rooms have internet access and secure storage for student reports and confidential information. Three students have been allocated special needs assistants. These additional staff members have been welcomed by the school and play an important part in enabling inclusion.

The observed teaching of students in need of additional support was of a good quality. Students were engaged and well-behaved. Teachers were well-prepared and employed a wide range of appropriate methodologies and strategies to create a positive working environment. Teacher’s consistently re-evaluated their teaching in response to each student’s learning. Student progress is monitored through homework, class participation, and class-based and standardised testing. Reasonable accommodations in the state and school examinations are facilitated. Parents are kept informed of progress through annual reports and regular formal and informal contact with the team. It is recommended that the school create an assessment policy to document existing practice and to provide a clearer focus on identifying and recording learning outcomes for all students.

A positive and consistent effort is made in the school to support the mainstream staff through in-service, ready access to student profiles and the practical support and advice of the special educational needs team. The special educational needs team maintains useful links with the school’s National Educational Psychological Service (NEPS) psychologist, the special educational needs organiser (SENO), the SCP co-ordinator, the visiting teacher for travellers and care workers as well as a local cluster group of the Irish Learning Support Association (ILSA). The subject inspection report of special educational needs linked to this report provides further detail on the quality of support for these students.

There are excellent supports in place to assist students who come from disadvantaged or minority background. The school is inclusive in enrolling such students and provides effectively for them once enrolled. The school has accessed all appropriate resources and available supports to aid the full inclusion of these students. The SCP employs a co-ordinator, two project workers and one tracking co-ordinator all of whom have offices in the school. These personnel work very closely with the local primary schools some of which are on the same campus as St Dominic’s. The breakfast club is run by the school and SCP. In addition SCP runs a homework club in the afternoons. These before and after- school clubs provide very effective supports for students coming from disadvantaged backgrounds. The strong focus on attendance and retention previously alluded to in this report is further evidence of the support for students.

There are a small number of Traveller students attending the school. These students are very well supported and encouraged to take an active part in school life. The school is particularly proud of the fact that Traveller students are now completing senior cycle in the school. Two Traveller students attended Trinity College in the summer 2007 as part of the Trinity Access Programme. These students were given students of the programme award and this great success was duly acknowledged in the school’s newsletter. Traveller students are strongly encouraged to become involved in leadership training in the school. In interaction with these students it was clear how much they benefited from the supports put in place. The school is to be highly commended for all supports that it has in place for students from disadvantaged and minority background.

At present there are relatively few newcomer students in the school. The school has welcomed any newcomer students who have sought enrolment and has accessed additional English language support for these students. Should the numbers of newcomer students seeking enrolment increase then it is recommended that appropriate policies be developed in line with best practice.

5.2 Guidance and student support in the whole-school context

St. Dominic’s adopts a caring approach to students’ welfare and a very wide range of educational, social, personal and vocational supports are provided for students. A focus on providing individual assistance for students guides the planning of all support measures in the school. These supports are regularly reviewed and adjusted to meet new and emerging needs. The school is to be highly commended for the ways that it fully integrates with the Ballyfermot community in providing a campus for learning and the personal development of students.

Guidance is viewed as a very crucial support for learning and for addressing the developmental needs of students. It is a very well-developed service that is fully integrated with all other student supports. The school has a very competent guidance team who plan and manage Guidance in a whole-school context. Students and their parents are assisted in a variety of ways to explore and plan appropriate transitions. Very effective and on-going liaison with management, staff, parents and with all school programmes is a strong feature of Guidance in St Dominic’s. The guidance team is a member of all staff groups that plan individual interventions for students. New approaches are constantly being explored to improve Guidance delivery and meet students’ needs.

A very comprehensive and detailed school guidance plan has been developed after full consultation with the whole-school community. This plan guides the provision of Guidance and contains a guidance programme for each year group and school programme, details of all linkages with school programmes and contacts established with internal and external services and support agencies. A range of suitable methodologies are deployed to deliver Guidance. These include one-to-one and group guidance sessions, timetabled classes, visits to third-level and further education colleges, career events, guest speakers and information events for parents. Students in junior cycle are assisted to explore subject options, develop good skills, plan transitions and explore personal interests. Students in senior cycle are assisted to gain the maximum benefit from their education, choose subjects and explore a full range of career options. Each student is supported to develop good decision-making skills, explore a comprehensive range of third-level and further education options and make applications to the Central Applications Office (CAO). In addition to educational and career support, all students also can access individual counselling support to explore personal issues and concerns. Where appropriate, students can be referred for more in-depth counselling to the school’s family therapy service, or to other external psychological or support services provided by the Health Service Executive (HSE). These referrals are sensitively and professionally managed. Parents are kept fully informed and are invited to attend a large number of events arranged to assist them with transitions. The school is to be highly commended for providing such a high level of personal support and care for students and their parents.

Good contacts between the school and parents are prioritised to facilitate the holistic education of students. The school has had a long tradition of welcoming parents to St Dominic’s and encouraging them to fully engage with the life of the school. The Home- School-Community-Liaison (HSCL) service provided valuable support for parents by visiting homes and encouraging the full participation of students for many years. Unfortunately, this post is currently not filled in the school, although some of these duties are being carried out by SCP personnel. It is recommended that this issue be urgently addressed by the board and senior management.

There is an excellent student-support structure in the school. Class tutors and year heads play an important role in this structure. Social, Personal and Health Education (SPHE) is well provided for in the school and is delivered appropriately. SPHE forms an important element of student support. There is a very strong anti-bullying programme in the school. This programme is modelled on the Cool School Programme and involves all students being interviewed on a regular basis. The co-ordination of this programme is carried out with great dedication and in a highly effective manner. The practice in relation to the anti-bullying programme in the school is excellent.

The student-support structure is co-ordinated by a care team involving senior management, guidance counsellors and members of the SCP. The work of the care team is effective and exemplary. The care team meets on a bi-weekly basis and students’ needs and progress are discussed. Referrals to other supports such as family therapists or counsellors are organised. This referral system is well established and working effectively. It is noteworthy that St Dominic’s is the first school in Ireland to have a family therapist on campus. This is evidence of the schools’ strong commitment to caring for its students and of the school’s commitment to seeking innovative ways to address all the needs of students. Follow-up for students in need of support is excellent. The minutes of all care team meetings are noted meticulously and very comprehensive records of actions to be taken are kept. There is a clear system of communication with parents relating to student progress and well-being. The student-support system in the school is excellent and is undoubtedly one of the key strengths of the school. The work done by all those involved in providing this high standard of care is to be highly commended

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

In practice and procedure the characteristic spirit and vision is lived out in many of the day-to-day activities in the school. Daily events such as the breakfast and homework clubs and the wide range of extra-curricular activities are evidence of this.

Senior management share a common vision for the school. At the centre of this vision is their unstinting commitment to the provision of holistic education of a very high standard in a caring and supportive environment for the students of the school.

The students and staff involved in the SRC are to be highly commended for their work in this vital aspect of the development of a partnership approach to school management.

The management of students in the school is very effective.

The school is taking proactive steps to encourage regular attendance. There is excellent follow up and liaison with the homes of students with a poor attendance record. Clear evidence in the form of statistics was provided to show that the attendance strategy is having positive impact.

The school and staff of the SCP are to be highly commended for their exemplary work in initiatives designed to improve retention. There is clear evidence in the form of statistics to show success in increasing the amount of students who stay on in school.

The school is very focussed on self-evaluation and has a strong culture of self-review. The views of staff, students and parents are sought as part of review processes in the school.

The quality of school planning is excellent. The school is fully and effectively engaged in an ongoing whole-school planning process.

The school is committed to providing as broad a curriculum as possible and is to be highly commended for providing all of the curricular programmes on offer.

The school is to be very highly commended for the provision of activities that support and enhance learning in all different spheres in the school.

The provision for students with additional educational needs is excellent.

The student-support system in the school is excellent and is undoubtedly one of the key strengths of the school. The work done by all those involved in providing this high standard of care is to be highly commended.

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

It is recommended that the mission statement of the school be revisited. As part of the process the teaching staff need to establish their vision for the school. A shared vision is vital for the successful implementation of a number of initiatives which are currently in the school.

There is a need to review the entire schedule of posts of responsibility to ensure that the posts meet the current needs of the school. It is recommended that this review of posts take place as soon as possible.

It is recommended that the code of behaviour be reviewed to reflect the positive approach to disciplinary matters in the school. The code of behaviour should be reviewed in line with circular M33/91.

It is recommended that a whole-school approach to the monitoring of attendance be developed. It is recommended that the responsibility for recording attendance and absence be assigned to members of staff only.

It is recommended that the compliance issues in relation to minimum hours of instruction per week in line with circular M29/95 be addressed. The school management authorities must ensure that staff members who are being paid an incremental salary carry out a minimum of 18 hours (or 11 hours in the case of job sharing) per week. It is recommended that this be addressed as a matter of urgency.

It is recommended that all subject departments plan homework to support learning outcomes and make maximum use of the student diary to record the homework given and completed assignments.

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 Spanish – 2007
Subject Inspection of English – 28 November 2007
Subject Inspection of Art– 27 November 2007
Subject Inspection of Home Economics – 26 November 2007
Inspection of Special Education Needs – 22,23 November 2007

Published June 2008

Appendix

School Response to the Report

Submitted by the Board of Management

Area 1 Observations on the content of the inspection report

The Board of Management welcomes this WSE report. It appreciates the positive affirmation given, the courteous professional approach of the Department of Education team, and their constructive recommendations to build on, and develop, the many strengths identified in the report.

The acknowledgement of the schools ‘futuristic vision’ in ‘driving forward innovative initiatives to address educational disadvantage’ is appreciated.

The Board welcomes the highlighting of the inclusive, caring and supportive environment which is lived out in the many day to day activities, the commitment to a curriculum which is meaningful, and the promotion of partnerships with parents and the local community, all of which reflects the Mission statement of St. Dominic’s School.

The Board appreciates that recognition has been given to the following:

· Staff commitment to extra-curricular and co-curricular activities in an inclusive manner

· The students and staff involved in the Student Council for their partnership approach to school management in their efforts to drive issues forward.

· Students are polite, courteous and articulate.

· Parents and the Parents’ Association’s strong involvement with the school and the supporting open manner in which staff meet this involvement.

· The strategies to improve attendance which show that a positive impact is being made.

· School Completion Programme staff for their work in designing initiatives, which are increasing school retention levels.

· School planning for their exemplary process in adopting a collaborative approach, with a strong culture of self-review.

· Good provision of ICT in Teaching and Learning

· The full range of curricular programmes is provided.

· Well established culture of subject planning.

· Teaching and learning takes into account the individual needs of students, in an open, positive and affirming environment.

· Provision of a wide variety of strategies and interventions to support a diverse range of students with educational needs.

· Comprehensive and detailed guidance plan has been developed after full consultation with the whole school community.

· Student support system is a key strength of the school.

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

The Board examined the key recommendations of the report and has already started to address the issues highlighted:

· Mission statement will be revisited in 2008/09

· Review of Post of Responsibilities has already started.

· Admissions policy is being reviewed to reflect the indicated good practice in place.

· Code of Behaviour is being reviewed, with reference to NEWB guidelines.

· Whole school Attendance strategies are being developed through S.D.P.I.

· All compliance issues were addressed immediately, and the position of Home School Liaison has been filled.

· The Board will continue to address accommodation requirements as funding becomes available.