An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Whole School Evaluation

REPORT

 

New Court Special NS

Bray, County Wicklow

Uimhir rolla: 18408I

 

Date of inspection:  11 October 2007

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of support for pupils

Summary of findings and recommendations for further development

School response to the report

 

 

 

Whole-school evaluation

 

This report has been written following a whole school evaluation of New Court School. It presents the findings of an evaluation of the work of the school as a whole and makes recommendations for the further development of the work of the school. During the evaluation, the inspectors held pre-evaluation meetings with the principal, the teachers, the school’s board of management, the patron/trustees and representatives of the parents. The evaluation was conducted over a number of days during which inspectors visited classrooms and observed teaching and learning. They interacted with students and teachers, examined students’ work, and interacted with the class teachers. They reviewed school planning documentation and teachers’ written preparation, and met with various staff teams, where appropriate. Following the evaluation visit, the inspectors provided oral feedback on the outcomes of the evaluation to the staff and to the board of management. The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

 

1.     Introduction – school context and background

 

New Court School is a special school for boys and girls with mild general learning disabilities and associated learning difficulties from four to eighteen years of age. A small number of students with moderate general learning disabilities also attend the school. The catchment area of the school ranges from Shankill in south Co. Dublin to Arklow in Co. Wiclow. Students also attend from areas such as Roundwood and Glenmalure in Co. Wicklow. While the majority of students are from urban areas, some of those who attend are from a rural background. The school was established in 1958 and is under the patronage of the Sunbeam House Trust. The school moved to its current location on Newcourt Road, Bray, in 1991 where it is co-located with St. Andrew’s National School. The two schools share certain facilities including a hall/general purposes room and staff facilities. The patrons, trustees and school management were farseeing in constructing the special and ordinary national schools side by side and are commended for their innovative approach in commencing and maintaining the physical proximity and collaboration between the schools. The positive relationship between staff and the integration activities among the students are testimony to the value of this project.

 

New Court School aims to accommodate the diversity of students’ individual needs in a holistic manner.  The school is committed to providing an environment that is homely and familiar, where the students’ strengths are identified and nurtured, and where they are encouraged to work to the best of their ability and to develop their full potential as mature, capable and moral young people.    The school characteristic spirit and culture aim to provide an environment that is respectful, supportive and inclusive, and to provide for the intellectual, physical, moral, social and aesthetic development of the students. 

 

At the time of this evaluation there were 83 students enrolled. While enrolment at the school has remained stable, in recent years a greater number of students applying for places at the school are presenting with mild general learning disability and additional special educational needs. Many students are also enrolled around the time of transition from primary to post-primary education and the majority of students are now of post-primary age. This has had a significant impact on the way the school has developed in recent years. While the Health Service Executive provides some psychological and speech and language therapy services to the students, the extent of these services is limited and this is a matter of serious and ongoing concern for the school authorities. The majority of the students avail of the school transport service provided by the Department of Education and Science.

 

 

2.     Quality of school management

 

2.1 Board of management

 

The board of management is properly constituted, meets on a regular basis and maintains appropriate minutes and financial records.  Matters addressed at meetings include finance, maintenance and accommodation, school policies, staff appointments, enrolment and attendance issues, paramedical supports and teaching resources. The chairperson and members of the board are regular visitors to the school.  At the time of this evaluation the school board was actively involved with the relevant sections of the Department of Education and Science in relation to the commencement of the construction of additional classroom and ancillary accommodation for the school. The board of management has also recently commenced the employment of bus escorts for the school transport. Members of the board expressed a very high degree of satisfaction with the management and running of the school, and the quality of the education provided to the students. The commitment of the board of management to the work and continuous development of the school and to the support of the staff in carrying out their duties is evident in the wide range of activities undertaken by the board over many years. It is recommended that the wider school community be informed of the ongoing work of the board through the provision of an annual report. The chairperson and principal maintain regular contact regarding school matters and are acutely aware of the needs of the students and the concerns of the staff. The patron body and the school board of management have played an ongoing practical and strategic role in the growth of the school and the provision of suitable buildings and facilities. The patron body also provides significant financial support towards the operation of the school. The longstanding and generous commitment of the board of management, trustees and patron body to the mission and future development of New Court School is highly commended.

 

 

2.2 In-school management

 

The in-school management team undertakes its responsibilities in a highly committed and conscientious manner. The principal was appointed to the position in 1985 and has overseen the development and expansion of the school, including an increased enrolment and substantial growth in staffing, the construction of a new school building, and the implementation of a wide range of programmes and initiatives to meet the evolving needs of the students. He consistently endeavours to carry out the school’s mission in providing students with a supportive and encouraging environment where they can pursue an education which is relevant to their needs and challenges them to develop their abilities, and to achieve their potential. A collaborative team approach and an inclusive school community are in evidence. The principal has the confidence of the staff, the board of management and the parents’ representatives. High morale among the staff is evident across the school. Communication with the parents and guardians of the students is encouraged and the involvement of parents in the school is actively supported.

 

The work of the principal is very ably supported by an energetic and creative deputy principal and middle-management team, which consists of the posts of deputy and assistant principals and four special duties posts of responsibility. Working collaboratively, they proactively address the wide range of current and emerging organisational, curricular and pastoral issues with which the school deals on an ongoing basis.  Areas of responsibility include: the co-ordination of the IEP process and school development planning, the co-ordination of the Junior certificate, the Junior Certificate Schools Programme (JCSP) and the Leaving Certificate Applied Programme (LCA), information and communication technology (ICT), parental and community relationships, induction of new staff, religious education and health and safety. The implementation of a comprehensive range of organisational, curricular and pastoral policies and procedures contributes to the effective and orderly running of the school. The middle management team is commended for the committed and conscientious manner in which it has developed and implemented a wide range of programmes across the school, including the Junior Certificate, the JCSP, and the LCA to cater for the changing needs of the students. 

 

 

2.3 Management of resources

 

Staffing at the school consists of an administrative principal, eleven classroom teachers, a Home Economics teacher, a Physical Education teacher, a resource teacher, a part-time woodwork teacher (8 hours) and thirteen special needs assistants. The school also has the services of a school secretary and a part-time caretaker. Psychological and speech and language therapy services are provided through the Health Service Executive. The speech and language therapist attends on two days per week. In recent years the psychological service supports to the school have decreased and this is a matter of serious concern to the Board of Management and staff of the school. Members of staff are supported in accessing and availing of in-service training courses that are relevant to the work of the school. Teachers and special needs assistants have participated in a range of professional development courses relevant to the particular learning needs of the students.  The school has also availed of the services of the School Development Planning Service and the Special Education Support Service. It is evident from the high level of work undertaken across the school that the staff has a strong commitment to enabling all students to develop their potential. Students are actively involved in a broad variety of curricular and extra-curricular programmes and initiatives. The team of special needs assistants contributes conscientiously and effectively to providing for the care needs of the students and to supporting the students in the classroom in collaboration with the classroom teachers.

 

The school building shared with St. Andrews National School, is a single storey structure, comprising eleven classrooms, general purposes room / hall, a Home Economics room, a small Woodwork room, a principal’s office, a secretary’s office, a staffroom and other ancillary rooms. The outdoor play areas consist of hard-surface and grassy areas and are very well maintained. The school buildings and grounds are maintained to a very high standard and those involved in the upkeep of the school facilities are to be commended. The staff is also to be commended for the attractive, bright and welcoming environment that has been developed for students.  Classroom and corridor areas are used to display and celebrate the work and achievements of the students. The students’ art, project work, samples of written material, photographic records of school activities, nature displays, charts made by staff and students and commercially produced materials are all attractively displayed across the whole school.

 

Throughout the school effective use is made of the range of resources to facilitate and extend the students’ experiences of learning. ICT is suitably provided for and the school is aware of the growing importance of this area in the students’ learning and development. All classrooms have access to computers and a range of software materials and resources for a variety of curricular areas. Students are provided with opportunities to develop a range of ICT skills and to develop an understanding of the uses, benefits and concerns in relation to the use of the computer. Student access to the internet and use of email is carefully supervised. A wide range of audio-visual materials and other aids is also employed in support of the implementation of a broad, challenging and differentiated curriculum for the students. These include television, DVD players, tape recorders, overhead projector, and digital cameras. Other teaching resources include musical instruments, physical education equipment, art resources and materials, and commercially produced and teacher-designed curricular materials.

 

 

2.4 Management of relationships and communication with the school community

 

The school aims to work and communicate openly and supportively with the parents and guardians of the students. Good channels of communication have been developed between home and school. Parent-teacher meetings are held on two occasions during the year and further meetings are held with parents or guardians whenever required. Positive home-school cooperation and links are cultivated through a range of activities including coffee mornings, school newsletters and fundraising activities. The quality and range of home school and wider community links are significantly enhanced through the work carried out by the school’s resource teacher, in relation to the school’s integration programme, work experience placements, transition to post-school provision and liaison with a range of agencies within the school’s catchment area.  All parents receive two written school reports annually and daily journals are maintained for individual students. Parents support the work of the school through participation in the board of management. While the school has had the active support of a parents association for many years, it is currently in transition and efforts are being made to establish a new committee. The wide catchment area of the school is cited as a contributory factor to the difficulty in maintaining an active parents’ association on an ongoing basis. The school authorities are conscious of this and endeavour to support the operation of the parents’ association. The parents’ nominees to the school board of management and parents met during the course of the evaluation commended the school staff for their work. The school has developed extensive links and integration activities with local mainstream schools. In particular, important relationships and a programme of activities have been developed with St. Andrews school, with which New Court school shares buildings and facilities.

 

 

2.5 Management of pupils

 

Positive and constructive relationships between the students and the staff of the school were in evidence during the period of evaluation. High expectations have been established in relation to student behaviour and their work in school. The staff approach to the management of behaviour and discipline is guided by a carefully implemented school code of behaviour. Effective arrangements and strategies have been established to support positive student behaviour and to address unacceptable and challenging behaviour. The majority of teachers have developed classroom rules and procedures in conjunction with the students and these are displayed in a suitable and accessible format.  During the course of the evaluation students demonstrated respect for staff and their school, co-operation with each other, willingness to adhere to classroom and school rules, and were polite to visitors to the school.  The school staff is commended for the positive and constructive manner in which behaviour is managed throughout the school.  Notwithstanding the positive work that is undertaken by staff, teachers have identified the limited psychological support services for particular students as a significant whole-school issue. While staff have accessed training from the special education support services, further training will be required in the context of providing for students who present with specific learning needs and challenging behaviour.  It is also advised that the concerns of the school in this regard be raised with the National Council for Special Education.

 

3.     Quality of school planning

 

3.1 School planning process and implementation

 

A comprehensive and detailed school plan covering organisational, curricular and pastoral areas has been developed, as required by the Education Act 1998. The school has responded in a professional and strategic manner to the changing needs of students, the aspirations of parents and the evolving context of special education provision generally. Over a number of years the school has proactively and constructively undertaken a process of school planning, which has led to the formulation of policies and practices from junior classes to the post primary-section of the school. Whole-school plans and policies aim to meet a diverse range of needs, including the provision of specific programs for individual students and the introduction, at post-primary level, of the Junior Certificate, the Junior Certificate Schools Programme (JCSP) and the Leaving Certificate Applied (LCA) programmes. The in-school management team and staff of the school are commended for their initiative, commitment, and professionalism in developing and carrying out the range of programmes across the school. It is recommended that suitable arrangements to facilitate greater access to the range of whole-school planning and policy documents among staff and the wider school community be put in place.

 

Confirmation was provided that, in compliance with Department of Education and Science Primary Circular 0061/2006, the board of management has formally adopted the Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2001). Confirmation was also provided that these child protection procedures have been brought to the attention of management, school staff and parents; that a copy of the procedures has been provided to all staff (including all new staff); and that management has ensured that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) and a deputy DLP have been appointed in line with the requirements of the guidelines.

 

 

3.2 Classroom planning

 

Teachers are highly conscientious and committed in their work and this is to be seen in the careful planning and preparation undertaken in relation to working with their students.  Long and short-term planning is provided and teachers plan for differentiation of the curriculum content and methodologies to meet the range of learning needs in classrooms. Teacher planning and preparation provide for a broad and balanced curriculum related to the learning needs, interests and experiences of the students. Records of progress are carefully maintained.

 

 

4.     Quality of learning and teaching

 

4.1               Overview of learning and teaching

 

Across the school, teaching and learning activities are well organised, carefully structured and well presented in relation to content and methodologies and with appropriate consideration of the range of learning needs of the students in each class. Teachers demonstrate very good knowledge of the curriculum and are skilled in differentiating content and teaching strategies to provide for individual students. Thematic approaches, integrating a number of curriculum areas, are successfully employed throughout the school. Teachers are creative in identifying opportunities to extend and enrich the learning experiences of the students. The range of approaches employed in classrooms includes whole-class teaching, one to one teaching, pair work, group activities, and circle-time. In the post-primary classes, team-teaching approaches are also effectively employed.  Teachers are sensitive to the learning styles of individual students. An appropriate emphasis is given to active learning methodologies, the use of visual, auditory and tactile materials, and linking learning activities to the lives and experiences of the students beyond the school. A positive inclusive learning environment is discernable in classrooms throughout the school. Students are actively and skilfully supported in the learning process and due recognition is also given to the affective dimension of learning in classrooms. Across all areas of the school, the majority of students participate meaningfully and purposefully in the programmes of learning activities presented. For the post-primary age students, the opportunity to work towards certification in the Junior Certificate, JCSP and the LCA programmes is reported as an important motivational factor in school attendance and in their application to the tasks and activities of the classroom. The school is commended for the very effective manner in which it has developed processes and plans to enable its students to participate purposefully in a wide range of relevant, individualised and suitably challenging education programmes.

 

 

4.2 Language

 

Irish

While students attending this special school are exempted from learning Irish, it is important nonetheless that they are provided with opportunities to experience aspects of the Irish language at a level suited to their abilities and needs. Students who enrol in the school from local primary schools will generally also have some knowledge of Irish and it is appropriate that they continue to have occasions to use the language in the school setting.  Irish is used informally by some teachers on certain occasions and this approach could be developed further as part of a planned overall approach to raising more awareness of elements of the Irish language and culture across the school, as appropriate to the learning needs of the students. 

 

Gaeilge

Bíodh is go bhfuil díolúine ón nGaeilge ag na daltaí a fhreastalaíonn ar an scoil speisialta seo, tá sé tábhachtach, ag an am céanna, go ndéanfaí deiseanna a sholáthar dóibh, chun gnéithe den teanga  a bhlaiseadh ag leibhéil atá oiriúnach dá gcumas agus dá riachtanas. Bíonn eolas áirithe ar an nGaeilge ag daltaí a thagann go dtí an scoil seo ó ghnáth-scoileanna áitiúla agus is cóir go leanfaí leis an nós a chuireann deiseanna ar fáil dóibh an Ghaeilge a úsáid laistigh de chomhthéacs saol na scoile.  Úsáideann oidí áirithe an Ghaeilge go neamhfhoirmiúil ar ócáidí áirithe. D’fhéadfaí an cur chuige seo a fhorbairt a thuilleadh fós taobh istigh den chur chuige scoile d’fhonn feasacht ar eilimintí na teanga agus ar chultúir a ardú trasna na scoile de réir mar a fhoireann do riachtanais foghlama na ndaltaí.

 

 

English

The development of the receptive and expressive language skills of the students is a core aim of teaching and learning across all classrooms. The promotion of oral language skills is addressed both through specific structured language lessons and through activities undertaken in all areas of the curriculum. Teachers are conscious of the critical role of language in the students’ ongoing learning and development. Students are provided with a wide range of opportunities to express ideas, feelings, share views and opinions and discuss experiences. Teacher-prepared and commercial materials are used to stimulate and support student engagement in classrooms. A range of teaching approaches is employed to foster the students’ communication experiences, including pair activities, group work, co-operative activities and circle-time activities. Cross-curricular topics, relevant to the age and experiences of students are regularly explored in classrooms.  In the senior and post-primary classes suitable attention is given to discussing the issues and concerns affecting young people today.

 

The development of literacy and the promotion of reading skills are carefully attended to and a comprehensive range of resources has been acquired to support the students’ development in this area. In the junior classes appropriate attention is given to the development of phonological awareness and rhyme. The use of large format reading material and supplementary resources is skilfully undertaken in the junior classes. Students are provided with opportunities to explore a variety of attractive books and reading materials and are encouraged to have positive experiences of reading. In a number of classes good use is made of a class novel or story.  A print-rich environment is a feature of classrooms and most have a good range of library books available. Reading activities are integrated and supported across the curriculum. An individualised approach is adopted and teachers take account of the particular learning strengths, needs and interests of their students. Appropriate attention is also afforded to poetry and story and to the students’ acquisition of writing skills. Progress is fostered through a wide variety of interesting, relevant and carefully graduated activities, through which the students have opportunities to write for different purposes and audiences.  Handwriting and keyboard skills are carefully promoted. Students of the school have also participated successfully and received awards for their work in the Write-a-Book Project.  

 

In the senior and post-primary classes there is an increased emphasis on the development of functional reading and writing skills. Articles reflecting current social themes and topics, newspaper articles, magazines, advertising materials, television and radio guides, restaurant menus and official documents and application forms are all employed to promote the students’ capacity to manage and use printed material in the context of their daily lives. In the classes where the Junior Certificate, the JCSP, and the LCA programmes are implemented the majority of students achieve certification for their work in English.  Praiseworthy samples of the written work of the students are in evidence in classrooms throughout the school, particularly in relation to projects they have undertaken. While all classrooms have access to a variety of software materials to support the students’ reading and writing across the stages of development, in the light of the growing importance of the electronic media, further expansion of the bank of resources in this area should be considered.

 

 

4.2               Mathematics

 

In Mathematics a wide variety of opportunities is provided for students to enable them to explore Mathematics, develop concepts and practice skills according to their abilities. Teachers are conscious of the particular challenge of Mathematics for many students and teaching and learning activities are suitably differentiated. Lessons provide for whole-class group, pair work and individual approaches.  Classrooms are equipped with a range of commercial and teacher made resources and there is a good variety of visual aids and concrete materials to support the learning process. In the junior classes, the emphasis is on early mathematical activities, the exploration of colour, size, shape, and the development of basic number concepts and computational skills. There is an appropriate emphasis on active learning and problem solving approaches with students engaged in practical tasks, using concrete materials and linking mathematical activities to their experiences and their environment. 

 

In the senior and post-primary classes, the practical, functional aspect of Mathematics as applied to real-life contexts is emphasised, to promote relevance and purposeful engagement. Examples of practical life-skills activities undertaken include managing money, budgeting, cooking and using public transport. Effective use is made of materials such as menus, recipes and timetables.  Across the curriculum areas, the teachers avail of opportunities to integrate mathematical concepts and the language of mathematics into a range of learning activities. This is particularly evident in areas such as Home Economics, Woodwork and Physical Education.  Students also successfully pursue Mathematics in the Junior Certificate, JCSP and LCA programmes. The teaching and learning activities undertaken in theses classes are highly structured and systematic and the programmes provide a clear framework and important motivation for the students, enabling them to achieve certification for their achievements in this curriculum area.

 

 

 

4.4 Social, Environmental and Scientific Education

 

History

Through a broad and interesting programme of activities in History, the students are provided with opportunities to gain an appreciation of time and chronology, change and continuity, and cause and effect. The approaches employed allow the students to explore and discuss the lives of people in the past and to gain an understanding of life in earlier times as compared with present day experiences.  In the junior classes very good use is made of story, myth and legend as the teachers support the students’ development of the skills of listening, recalling and sequencing, along with attending to the extension of vocabulary and the identification of feelings, and a sense of justice and injustice. In the senior classes, students undertake activities and projects related to aspects of local history, the history of Ireland, Europe and ancient civilizations. Praiseworthy examples of the work of the students can be seen in classrooms and on school corridors. Students engage with interest in the activities undertaken and in many classrooms, they can talk confidently and explain aspects of the work they have produced.  

 

Geography

In Geography, the students are provided with ample opportunities to explore the interrelationships between the human and natural environments. In the junior classes themes and topics are linked to the experiences of the students and due attention is accorded to their development of an understanding of, and relationship with their school, community and locality. Students are supported in developing an appreciation of the nature of the changing seasons and weather patterns and how these impact on their lives and the lives of others and on plant and animal life, both in Ireland and in other parts of the world.  Attractively presented tables of interest are a feature of many classrooms. In the senior and post-primary classes a broad range of activities is undertaken to promote the development of geographical concepts related to national, European and worldwide contexts. Throughout the school, very good use is made of pictures, photographs and other illustrated materials and books in supporting student engagement and discussion in exploring aspects of local and distant environments.  ICT is also effectively employed to enable students to access information relevant to lessons and projects undertaken in classrooms. Examples of photographic records of visits and trips to places of interest can be seen across the school and the more senior students are knowledgeable about the geography of their locality.  There is an appropriate emphasis on cross-curricular thematic projects and students engage in suitably differentiated activities, including investigation and research, recording, discussion and sharing of information. The students construct diagrams, and use pictorial representations, models and maps in their work. Some students can talk confidently about the activities and projects that they have undertaken in school and display an admirable concern and interest in matters relating to the environment. 

 

Science

Across the school a variety of activities is provided to enhance the students’ experience of Science. There is an appropriate emphasis on first-hand experience and exploration in providing opportunities for students to develop an understanding of this subject area. Lessons are well structured and the activities undertaken also provide opportunities to promote the development of receptive and expressive language and communication skills.  Thematic displays focusing on a range of aspects of the natural environment are a feature of classrooms across the school. In many classrooms, the students’ own work and contributions to this area of the curriculum are also prominently displayed. The students engage in activities involving questioning, investigation, discussion and recording, and the sharing of information and observations. 

 

 

Home Economics

A broad and interesting programme is undertaken in Home Economics. Many students are prepared for the Junior Certificate, JCSP and the LCA programmes and all aspects of the Home Economics programme are provided for.  Lessons are well planned and carefully structured and students have very good opportunities to participate in activities where they can acquire knowledge and understanding and practice the skills of food preparation, nutrition and healthy eating. There is an appropriate emphasis on active learning methodologies as students apply knowledge and skills to practical tasks, making use of suitable recipes and menus, using kitchen appliances and utensils safely, attending to hygiene and cleaning, and presenting and serving food to others. Students engage positively in the learning activities and the opportunities for the practical use of language and literacy and mathematical skills are carefully promoted. Students are also provided with important opportunities to work co-operatively, acquire an appreciation of safety in the home, plan suitable meals for different occasions and to take on greater responsibility for making healthy eating choices. Relevant links are also made with the areas of Social Personal and Health Education and Physical Education.

 

 

4.5 Arts Education

 

Visual Arts

An impressive programme is undertaken in the Visual Arts across the school, providing important opportunities for the students to engage in a range of creative activities and giving them scope for self-expression. Students demonstrate enjoyment in participating in the well-organised and resourced activities and their efforts are acknowledged and affirmed. Students are also provided with occasions to experience the work of well-known artists and they are skilfully engaged in these activities. Through the activities undertaken, opportunities for the promotion of receptive and expressive language experiences and an awareness of emotions and feelings are carefully fostered.  Some of the art work undertaken is successfully linked to thematic projects from other areas of the curriculum. Each of the curriculum strands of drawing, paint and colour, clay, construction, print and fabric and fibre is provided for. The work of the students is attractively displayed in classrooms and throughout the school. Samples of the students’ work are also maintained in folders and in many classrooms the students enjoy discussing and clearly take pride in their work. Many of the post-primary students successfully pursue this curriculum area as part of their Junior Certificate and LCA programmes.

 

In Woodwork, students in the senior classes have access to a regular lesson, where they have opportunities to acquire and to practise a range of skills. The approach employed focuses on the students having a positive experience and the recreational aspects of working with wood. The development of habits of working safely and carefully with tools and equipment is given appropriate attention. During the Woodwork classes students engage in planning, designing, making and producing finished decorative and practical items. The classes also provide opportunities for the integration of mathematical, literacy and artistic skills and it is evident from the lessons that students engage constructively and positively in the activities undertaken in Woodwork. Students also successfully pursue Woodwork as part of their Junior Certificate and LCA programmes and achieve certification for their work.

 

Music

Music is a significant curricular strength across the school and commendable use is made of a range of music activities to promote positive experiences for all students as they participate in the life of the school community. Each strand of the curriculum is provided for. The students have opportunities to listen and respond to a variety of musical traditions and styles, including, modern, popular, traditional Irish and classical.  Students engage in a wide range of activities including making music, using percussion instruments and singing. Singing is an important part of school occasions such as the weekly assembly where students have opportunities to sing together, as a whole school and in groups. The social aspect of music and singing is also carefully fostered in the school. Music activities are positively and constructively integrated with other areas of the curriculum.   

 

Drama

Drama activities are integrated across the curriculum and constructively employed in many classrooms to support the students’ learning as they explore situations involving social and emotional contexts and relationships. In the junior classes, Drama is suitably linked to story and related language development activities and students enjoy participating in the activities undertaken. Very effective use is made of role-play scenarios in the senior and post-primary classes and students are enabled to practise skills of receptive and expressive communication in relation to issues and situations relevant to their lives and experiences. The involvement and contributions of students are sensitively encouraged and affirmed as they gain confidence in self-expression and communication skills in a supportive learning environment.

 

 

4.6 Physical Education

 

A comprehensive programme of Physical Education is undertaken across the school.  The school has the use of the hall on some days of the week and there are both hard-surface and grassed areas outside. Students participate in a regular PE class, incorporating the promotion of fitness, participation in games, and the fostering of interest in the recreational opportunities provided by physical activity and sport. Lessons are well structured and are suitably matched to the age and abilities of the students.  A good supply of large and small equipment and resources has been acquired and is skilfully deployed by teachers in carrying out the various activities. The skill development element of the Physical Education programme is carefully provided for and students have good opportunities to practise and play a range of sports including individual and team games such as Badminton, Basketball and football. Swimming lessons are organised with a local pool. Teachers pay particular attention to the social, team, co-operative and competitive dimensions of sports and games.  The school also participates in a variety of inter-school sports events. A number of students also participate in a regular and impressive pony riding session provided through a local voluntary organisation. 

 

 

 

 

4.7 Social, Personal and Health Education

 

Social, Personal and Health Education (SPHE) is considered as a key area of the curriculum and a comprehensive range of activities is provided throughout the school. The aims of the SPHE curriculum are achieved through the attention afforded the creation and maintenance of a positive school climate, the teaching of discrete lessons in aspects of SPHE and the integration of SPHE related topics across the curriculum. Positive relationships between staff and students and among students themselves are actively encouraged. The Relationships and Sexuality Education programme is carefully implemented throughout the school. A wide range of methodologies is employed including circle-time, discussion using DVD, video and visual aids, drama and role-play, games, art activities and writing tasks. The promotion of a sense of school community, the involvement of the students and the celebration of their work and achievements are core aspects of the provision of SPHE. The weekly school assembly is a focal point for the promotion of a sense of participation and belonging and an opportunity for the recognition of individual and groups of students. Lessons addressing specific aspects of the curriculum are well-organised and activities are undertaken to foster greater awareness of themselves and others in their school and home communities. Co-operative skills and positive social interaction are encouraged. Opportunities to appreciate one’s own feelings and those of others are gainfully and sensitively explored in many classrooms. Particular emphasis is given to making safe and healthy choices in relation to dangers in the environment and in developing a sense of personal responsibility. Due attention is given to the topics of hygiene, healthy eating, participating in exercise and taking care of one’s body. In all classes, activities are suitably differentiated to cater for the age and learning needs of individual students. Programmes such as the Stay Safe Programme and the Walk Tall Programme are carefully implemented.

 

With the post-primary age students, themes are explored as part of the broader post-primary programme, and the Junior Certificate and LCA programmes, in particular, address a wide range of SPHE themes. Careful attention is given to issues such as substance mis-use, and making responsible and healthy lifestyle choices and accessing Health related and community services.  Students are also provided with ample opportunities to explore aspects of citizenship and the wider environment.  Key themes of the SPHE programme are reinforced across a range of curricular areas, particularly Physical Education and Home Economics, as students are encouraged to incorporate elements of the programme in to their daily routines.

 

 

4.8 Assessment

 

A range of approaches is employed in assessing the progress of students across the school. An individualised education planning process is in place and the progress of students is monitored in relation to each student’s plan. The teachers are conscientious in monitoring and recording the students’ work, progress and achievements. They observe and support the engagement of their students in the learning process and provide them with ongoing and constructive feedback. Student writing tasks, teacher designed tests, students’ projects, checklists and folders of students completed work are all usefully employed in tracking student progress.  While a number of standardised tests are used in English and Mathematics, consideration should be given to expanding the range of diagnostic resources and norm-referenced assessment materials available in the school. In the post-primary classes students are involved in developing their own learning statements and goals and the Junior Certificate, JCSP and LCA programmes provide an important framework for monitoring the achievements of the students. Parents are provided with a report on their child’s progress across the range of curricular and other school related areas and activities, including attendance, behaviour and achievement.

 

 

 

 

5.     Quality of support for pupils

 

5.1 Pupils with special educational needs

 

All students attending this school have special educational needs arising from mild or moderate general learning disabilities and related difficulties. The school is responsive to the overall needs of each student and is conscious of the evolving legislative framework within which the school operates. Individualised education plans are devised for all students and the school endeavours to mobilise the appropriate educational and Health Service resources in providing appropriately for each student in its care. Differentiated educational experiences are planned and provided for students to address their learning needs. As noted above, the board of management has expressed its concern in relation to the level of Health-related supports available to the students of the school and this matter is being pursued by the school authorities. The preparation of students for the transition to post-school education and training courses or employment opportunities is an important aspect of school provision in the senior classes. Useful opportunities are provided to students to take part in work-experience programmes and to explore suitable education and training schemes in the local area. Judicious planning is undertaken, and advice and guidance are provided for students as they consider their future employment options and make important decisions in relation to the education, training and employment opportunities available to them on leaving school. 

 

 

5.2 Other supports for pupils: disadvantaged, minority and other groups

 

The characteristic spirit of this school is inclusive and welcoming and students from all backgrounds participate actively in the school community. Many students from disadvantaged backgrounds attend the school together with a number of children from Traveller and ethnic minority backgrounds. The policy and practice of the school is to actively facilitate and encourage the involvement of all students and their families in the various aspects of the work of the school and the life of the school community.

 

6.     Summary of findings and recommendations for further development

 

The following are the main strengths identified in the evaluation:

 

 

 

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

 

 

 

Post-evaluation meetings were held with the staff and board of management where the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

 

 

 

Published November 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 and staff acknowledge the support offered by all three inspectors involved in the Whole School Evaluation and wish to thank them for their affirmation and for making the process a positive learning experience.

 

 

 

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 has noted the recommendations of the report and has already implemented some of these and is in the process of implementing the remainder