An Roinn Oideachais agus Eolaíochta

 

Department of Education and Science

 

 

Cigireacht Ábhair ar Threoir

TUAIRSC

 

 

Coláiste an Phiarsaigh

Gleann Maghair, Corcaigh

Uimhir rolla: 62301N

 

 

Dáta na cigireachta: 8 Bealtaine 2006

Dáta eisiúna na tuairisce: 15 Nollaig 2006

 

 

 

Tuairisc ar Chaighdeán an tSoláthair i dTreoir

Soláthar an Ábhair agus Tacaíocht na Scoile Uile

Pleanáil agus Ullmhúchán

Teagasc agus Foghlaim

Measúnú agus Gnóthachtáil

Achoimre ar na Príomhthátail agus Moltaí

 

 

Report on the Quality of Provision in Guidance

Subject provision and whole school support

Planning and Preparation

Teaching and learning

Assessment

Summary of main findings and recommendations

 

 

 

 

 

Tuairisc ar Chaighdeán an tSoláthair i dTreoir

 

An Tuairisc Chigireachta seo

 

Scríobhadh an tuairisc seo tar éis cigireacht ábhair i gColáiste an Phiarsaigh.  Leagann sé amach tátail mheasúnachta maidir le caighdeán an tsoláthair i dTreoir agus déanann moltaí d’fhorbairt Threorach sa scoil.  Rinneadh an mheasúnacht seo thar lá amháin inar thug an cigire cuairt ar sheomraí ranga, inar breathnaíodh na háiseanna Treorach agus inar athbhreithníodh doiciméadú pleanála na scoile.  Bhí teagmháil ag an gcigire le mic léinn agus le múinteoirí.  Tar éis na cuairte measúnachta, thug an cigire aiseolas ó bhéal ar thorthaí na measúnachta don phríomhoide agus don chomhairleoir treorach. Tugadh deis do bhord bainistíochta na scoile a thuairim a léiriú  ar thorthaí agus ar mholtaí na tuairisce i scríbhinn; ní bhfuarthas freagra ón mbord.

 

 

 

Soláthar an Ábhair agus Tacaíocht na Scoile Uile

 

Is scoil lán-Ghaeilge chomhoideachais é Coláiste an Phiarsaigh.  Ba chomhlacht príobháideach é, Gaedhalachas Teoranta, a bhunaigh an scoil i 1973 agus sampla Phádraig Mhic Phiarais agus Choláiste Éanna in aigne acu.  Tá sí ar cheann des na scoileanna lán-Ghaeilge is mó in Éirinn agus is de bhunadh cheantar Ghleann Maghair, Bhaile Róisín agus An Ghleanntáin iad formhór na scoláirí.  Tá rannóg chónaithe sa scoil ina gcónaíonn scoláirí ó Luan go hAoine.  Cuireadh síneadh nua leis an scoil i 1995 de bharr méadú ar líon na scoláirí.  Cláraíodh 492 sa scoilbhliain 2005-2006 idir bhuachaillí agus chailíní agus táthar ag súil le breis is cúig chéad scoláire a bheith cláraithe sa bhliain 2006-2007.  Tá comhairleoir treorach cáilithe fostaithe ag an scoil.  Fuarthas dáileadh seacht n-uaire an chloig déag d’am Treorach sa bhliain 2005-2006 agus táthar ag súil le ceithre huaire an chloig is scór sa bhliain 2006-2007 de bharr líon na scoláirí agus de réir forálacha Imlitir PPT12/05.  Bíonn sé rang in aghaidh na seachtaine don Treoir ag an gcomhairleoir treorach.  Sa timthriall sinsearach a bhíonn na ranganna sin.  Deich n-uaire an chloig a chaitear ar sheisiúin chomhairleoireachta.  Cuireann an comhairleoir treorach comhairleoireacht ar fáil do na mic léinn ina nduine is ina nduine agus ina ngrúpaí beaga.  Is é comhordaitheoir na hIdirbhliana a ghlacann an méid ama atá fágtha agus tá ranganna Treoir-Ghairme ar thráth-chlár bhliain a haon, a trí agus a ceathair.  Is cosúil go bhfuil breis ama roinnte ag an scoil ar chúrsaí Treorach ná mar atá i ndáileadh na Roinne Oideachais agus Eolaíochta idir chlár ama an chomhairleora treorach, chomhordaitheoir na hIdirbhliana agus ‘aoire’ na chéad bhliana ag a bhfuil ról láidir cúraim.  Moltar cur síos foirmiúil a dhéanamh ar rólanna cúraim na foirne mar cuid de phlean na scoile chun na rólanna agus na freagrachtaí a shoiléiriú.  Dearbhaíonn an príomhoide gur beag ar fad an ráta luathfhágála scoile a tharlaíonn.

 

Tá áiseanna Treorach na scoile go maith.  Úsáideann an comhairleoir treorach seomra atá lárnach gan a bheith ró phoiblí.  Úsáidtear an seomra mar sheomra comhairleoireachta agus mar oifig.  Is iad na háiseanna atá ann ná guthán, ríomhaire leis an idirlíon ar bhanda leathan, seilfeanna agus cófraí socair stórála agus leabharlann bheag oiriúnach do ghnáth obair chomhairleoireachta.  Lena chois sin tá leabhair, leabhráin agus acmhainní Treorach ar fáil do scoláirí i leabharlann na scoile agus tá eolas le feiscint ar bhoird fógraíochta atá ar crochadh ar fhallaí na scoile.  Is féidir le scoláirí feidhm a bhaint as na háiseanna ríomhaireachta ach é a shocrú le múinteoir roimh ré.  Cláraítear ranganna Treorach don seomra ríomhaireachta agus tá deis ag an gcomhairleoir treorach tairbhe a bhaint as an seomra de réir mar is gá.  Tá sé éasca go leor ranganna a reáchtáil sa seomra ríomhaireachta agus tá teacht ar an idirlíon ar bhanda leathan ann.

 

I rith na chéad bhliana agus an ceathrú bliain, roghnaítear na hábhair atá  roghnach sna scrúduithe Stáit.  Tá scéim chothrom i bhfeidhm atá bunaithe ar roghanna na scoláirí chomh fada agus is féidir.  Ar na hábhair atá éigeantach sa scoil tá teanga eile, chomh maith le Gaeilge, Béarla, agus an Eolaíocht.

 

Is sainchomhartha de chuid Choláiste an Phiarsaigh an bhéim a chuirtear ar chúram na mac léinn go háirithe sa chéad bhliain.  Chomh maith leis an gcaidreamh pearsanta neamhfhoirmiúil a bhí le feiceáil idir múinteoirí agus scoláirí, breathnaíodh doiciméid a léirigh go bhfuil córas foirmiúil cuimsitheach don chúram sa scoil.  Mar shampla bíonn rang amháin sa tseachtain ag gach scoláire ina múintear Oideachais Sóisialta, Pearsanta agus Sláinte (OSPS) sa timthriall sóisearach, agus bíonn rang Cumarsáide sa timthriall sinsearach atá bunaithe ar chlár Tionscnaimh um Oideachais Sóisialta agus Sláinte Chorcaí (Cork Social and Health Education Project).  Os rud é go bhfuil múinteoirí eile sa scoil ag gabháil do ghnéithe Treorach agus do nithe áirithe a bhaineann le tréad chúram, tá deis ag an gcomhairleoir treorach a haire a dhíriú ar na mór ghnéithe Treorach.

 

Is buntáiste mór é don chóras Treorach gur ball den fhoireann meánbhainistíochta, príomhoide cúnta, í an chomhairleoir treorach atá ann faoi láthair  Reáchtáiltear cruinnithe seachtainiúla na foirne sin ag a bpléitear feidhmiú laethúil na scoile, agus, mar chuid de, ceisteanna Treorach agus tréadchúraim.

 

Más gá scoláirí  a chur chuig saineolaithe lasmuigh den scoil tá córas neamhfhoirmiúil sásúil i bhfeidhm chuige sin.  Is é an príomhoide a eagraíonn teagmháil le seirbhísí cabhracha, an tSeirbhís Náisiúnta Síceolaíochta Oideachais (NEPS) mar shampla, le tacaíocht ón gcomhairleoir treorach.  Tá córas oscailte eagraithe i bhfeidhm laistigh den scoil trínar féidir leis na baill foirne, nó fiú an scoláire féin, coinne a eagrú gan bac.

 

 

Pleanáil agus Ullmhúchán

 

Is fiú ardmholadh an phleanáil Treorach atá déanta ag an roinn Treorach sa scoil agus moltar leanúint leis an obair sin sa tslí is go dtarraingeofar na snáitheanna neamhfhoirmiúla Treorach uile le chéile.  Moltar, leis, go mbeadh cruinnithe rialta ann don phleanáil sin. B’fhiú don ghrúpa beag pleanála atá bunaithe cheana féin teacht le chéile chun an cheist seo a thabhairt chun críche.

 

Ta dul chun cinn maith le feiceáil i bplean Treorach na scoile.  Tuairiscíonn an príomhoide go bhfuil roinnt mhaith polasaithe déanta amach agus go bhfuil glactha leo, mar shampla polasaí do chlárú mac léinn agus polasaí don riailbhéas.  Léirítear sna doiciméid a bhreathnaíodh go bhfuil pleanáil éifeachtúil bunaithe ar phrionsabail an Tionscnaimh Phleanáil Fhorbartha Scoile faoi sheol.  Bunaíodh fo-choiste Treorach leis an bplean a chur chun cinn.  Tá clár Treorach an chomhairleora treorach leagtha amach go cúramach agus go héifeachtúil.  Chomh maith le na ranganna rialta cláraithe is léir go n-eagraítear teagmháil le ranganna eile i rith na scoilbhliana de réir mar is gá.  Moltar pleanáil chúramach le haghaidh na bliana romhainn i gcomhthéacs méadú ar lion na mac léinn cláraithe sa scoil agus an dáileadh breise ama a cheadaítear do scoil le breis is cúig chéad mac léinn.

 

Moltar, leis, rólanna Treorach na foirne uile a leagadh amach i gcomhthéacs an doiciméid Treoirlínte do Scoileanna Dara Leibhéal ar Impleachtaí Alt 9 (c) den Acht Oideachais 1998, a bhaineann le rochtain mac léinn ar sholáthar treorach cuí. a d’fhoilsigh Cigireacht na Roinne Oideachais agus Eolaíochta sa bhliain 2005.  Gheofar breis eolais ar phleanáil Treorach ar shuíomh idirlín an Tionscnaimh Phleanáil Fhorbartha Scoile ag www.sdpi.ie .

 

Tá an soláthar i dTreoir cothrom agus cuimsitheach idir an timthriall sóisearach agus an timthriall sinsearach.  De bhreis ar na ranganna cláraithe eagraítear ranganna eile i rith na bliana nuair is gá, i dtaobh rogha na n-ábhar, mar shampla.  Ní beag an méid sin, agus moltar go leanfaí leis na socruithe seo.

 

Tá spiorad an comhoibrithe le tuismitheoirí go láidir sa scoil.  Tionóltar cruinnithe go rialta le tuismitheoirí na mblianta éagsúla le linn na scoilbhliana agus reáchtáiltear seisiúin eolais maidir leis an Idirbhliain agus, i rith na dtástálacha san earrach, agus maidir le socruithe iontrála na ndaltaí óga.  De bhreis air sin, tuairiscítear go ndéantar gach iarracht teagmháil neamhfhoirmiúil a chothú leis na tuismitheoirí.

 

Moltar na ceangail atá bunaithe ag Coláiste an Phiarsaigh leis na heagraíochtaí oideachais agus traenála agus le fostóirí an cheantair.  Glacann an scoil le Scéim na Scol atá i bhfeidhm ag Coláiste na hOllscoile i gCorcaigh.  Faoin scéim sin tagann léachtóirí go dtí an scoil chun saol na Gaeilge agus cúrsaí Gaeilge an Choláiste a mhíniú.  Tagann gnóthadóirí chuig lucht na hIdirbhliana faoi scéim Young Enterprise Ireland.  Gníomhaítear mar bhéil múinte do lucht na mionchomhlachta.  Ba mhór an ócáid í nuair a bhuaigh foireann na scoile comórtas Rotary i scileanna agallaimh agus iarratais.  Déanann scoláirí na scoile freastal ar ghnáth laethanta oscailte na gcoláistí agus imeachtaí eolais eile a eagraíonn fostóirí na Mumhan agus Institiúid na gComhairleoirí Treorach.  Socraítear léirithe agus léachtaí le cabhair ó eagraíochtaí an cheantair do gach rang mar is cuí.  Cuirtear béim ar cheisteanna sóisialta agus pearsanta, go háirithe trí OSPS agus Staidéar Reiligiúin sa timthriall sóisearach, agus ar cheisteanna gairmiúla agus oideachasúla sa timthriall sinsearach.  Tuairiscíonn an príomhoide go bhfuil deacrachtaí ann daoine le Gaeilge a fháil dos na himeachtaí seo agus go bhfuil baol ann go lagaítear teachtaireacht na scoile i ngeall ar an easpa sin.

 

Cothaítear an fhorbairt phroifisiúnta sa scoil.  Ghlac múinteoirí OSPS le traenáil faoi leith san ábhar sin, agus tá céim mháistir ag an mbeirt is lárnaí i saol Treorach na scoile.  Is ball d’Institiúid na gComhairleoirí Treorach í an comhairleoir treorach agus bíonn sí páirteach i gcúrsaí inseirbhíse na hInstitiúide, tástáil ar leibhéil A (level A testing) mar shampla.  Is í a ghníomhaíonn mar dhuine idirchaidrimh ainmnithe faoin dlí ar chosaint an linbh, ag freagairt don phríomhoide, agus tá baint leanúnach aici le heagrú traenála d’fhoireann na scoile ar an ábhar sin agus faoi dhéileáil le teagmhais chriticiúla.  Moltar forbairt phroifisiúnta i dTreoir do bhaill na foirne ar fad agus go háirithe dóibh siúd a bhfuil ról lárnach tacaíochta agus cúraim acu.

 

 

Teagasc agus Foghlaim

 

Bhí atmaisféar oscailte, fáilteach sa rang ar tugadh cuairt air.  Ba í an Ghaeilge gnáth-theanga chumarsáide an ranga.  Lean obair an cheachta ar aghaidh go réidh agus ba léir go raibh pleanáil chuí déanta roimh ré ar ábhar an cheachta – iarratais ar iontráil an tríú leibhéal agus scéim na bpointí.  Baineadh úsáid oiriúnach as an gclár bán agus as bileoga eolais a tugadh amach i rith an cheachta.  Leagadh troscán an tseomra amach sa tslí is go raibh sé furasta bogadh timpeall i measc na scoláirí.  Cuireadh go leor ceisteanna de chaighdeán ard ar na scoláirí agus freagraíodh iad go béasach agus le héirim.  Thaispeáin freagraí agus cumarsáid fhormhór na scoláirí go raibh eolas cruinn acu agus go raibh an t-eolas sin ar leibhéal ard smaointe.  Ba léir gur deineadh obair fiúntach sna ranganna Treorach go dtí seo.

 

 

 

 

Measúnú agus Gnóthachtáil

 

Cuireann an múinteoir tacaíochta foghlama na daltaí atá ar tí teacht chuig an scoil faoi thástáil oibiachtúil i nGaeilge in earrach na bliana iontrála.  Roinntear na ranganna ar bhonn cumais i nGaeilge ach cothaítear meascán ábaltachta sa chéad bhliain chomh fada agus is féidir.  Úsáidtear fardail spéise sa timthriall sóisearach, go háirithe san Idirbhliain agus úsáidtear trialacha ábaltachta agus mianaigh sa chúigiú bhliain.  Mínítear torthaí na trialacha go cuí nuair a bhuaileann an comhairleoir treorach le gach dalta i rith na bliana.

 

Tuairiscíonn an comhairleoir treorach go gcoimeádtar súil ar chúrsaí na scoláirí a bhfuil a gcuid scolaíochta thart.  Seoltar ceistneoir chucu siúd a bhfuil an scoil fágtha acu sa bhfómhar i ndiaidh scrúdú na hArdteistiméireachta agus déantar suirbhé eile le linn cruinnithe na dtuismitheoirí.  Is féidir a bhaint as an eolas seo go ngnóthaíonn formhór lucht fágála scoile áit chun foghlama i gcoláistí tríú leibhéal Chorcaí.

 

Cuirtear ábhar coinnithe an chomhairleora treorach i gcuntas mar is cóir agus coimeádtar na comhaid go socair sábháilte sa scoil.

 

 

Achoimre ar na Príomhthátail agus Moltaí

 

 

Mar bhealach le tógáil ar na buanna seo agus chun dul i gceann réimsí le haghaidh forbartha, tá na moltaí seo a leanas á ndéanamh:

 

Eagraíodh cruinnithe iarmheasúnachta leis an gcomhairleoir treorach agus leis an bpríomhoide ag deireadh na measúnachta nuair a cuireadh na dréacht-thátail agus na moltaí i láthair agus nuair a pléadh iad.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Report on the Quality of Provision in Guidance

 

Subject inspection report

 

This report has been written following a subject inspection in Coláiste an Phiarsaigh.  It presents the findings of an evaluation of the quality of provision in Guidance and makes recommendations for the further development of Guidance in the school.  The evaluation was conducted over one day during which the inspector visited classrooms, viewed Guidance facilities, interacted with students, held discussions with teachers and reviewed school planning documentation.  Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and guidance counsellor. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.

 

 

 

Subject provision and whole school support

 

Coláiste an Phiarsaigh is an all-Irish co-educational school.  It was established in 1973 by a private company, Gaedhlachas Teoranta, using Patrick Pearse and St Enda’s as a guide.  It is one of the largest all-Irish schools in Ireland and the majority of students are from the Glanmire, Riverstown and Glounthane areas.  There is a boarding section in the school where pupils live from Monday to Friday.  A new extension was added to the school in 1995 due to increased enrolment.  An total of 492 boys and girls were registered in the academic year 2005 – 2006 and it is expected that over five hundred will enrol for 2006 – 2007.  A qualified guidance counsellor is employed by the school.  Seventeen hours of Guidance time were allocated in 2005 – 2006 and it is expected that the allocation for 2006 -2007 will be twenty-four hours on the basis of student numbers and according to the provisions of Circular PPT 12/05.  The guidance counsellor is timetabled for six senior cycle guidance classes each week.  Ten hours are spent on counselling sessions.  Student counselling is available from the guidance counsellor on a one-to-one basis or in small groups.  The Transition Year co-ordinator uses the remaining time and Vocational Guidance is on the timetable of first, third and fourth years.  It is evident that additional time is allocated by the school to Guidance activities beyond the Department of Education and Science allocation  and that this time has been allocated to, among others, the guidance counsellor’s timetable, the transition year coordinator and the first year aoire or‘shepherd’, who has a strong care role.  It is recommended that a formal description of the staff care roles be written as part of the school plan to clarify roles and responsibilities.  The principal confirms that the rate of early school leaving is low.

 

Guidance facilities in the school are good.  The guidance counsellor uses a room which is central without being too public.  The room is used as a counselling room and as an office.  The facilities that are available are: phone, computer with broadband internet access, shelves and secure storage cupboards and a small library suitable for normal counselling work.  Along with that there are books, booklets and guidance resources available to students and information can be seen on notice-boards on the school walls.

 

Students may use the computing facilities by prior arrangement with a teacher.  Guidance classes are timetabled for the computer room and the guidance counseller may use the room as neccessary.  It is relatively easy to organise classes in the computing room and broadband internet access is available there.

 

Optional subjects for the State Examinations are chosen during first and fourth years.  An equitable scheme is in place which is largely based on student preferences.  Amongst the compulsory subjects in the school are Irish, English, another language and Science. 

 

The emphasis on student care, especially in first year, is a characteristic of Coláiste an Phiarsaigh.  As well as the personal, informal friendliness that could be seen between teachers and pupils, documents were seen that showed a comprehensive formal system of care in the school.  For example, every student has one class a week in which Social, Personal and Health Education (SPHE) is taught in the junior cycle and there is a Communications class in the senior cycle which is based on the programme of the Cork Social and Health Education Project.  As other teachers in the school are involved in aspects of Guidance and various issues dealing with pastoral care, the guidance counsellor can focus on more formal guidance issues.

 

It is a major advantage to the guidance programme that the current guidance  counsellor is a member of middle management as assistant principal.  Weekly meetings of that team are arranged at which daily functioning of the school are discussed including Guidance and pastoral care issues. 

 

Where referrals are necessary, an informal system of referrals to outside agencies is well managed and satisfactory.   The principal arranges contact with external agencies such as the National Educational Psychological Service (NEPS) with support from the guidance counsellor.   There is an open and well-organised system in operation within the school through which staff members or students themselves can make appointments without difficulty.

 

 

Planning and Preparation

 

The guidance planning which has been carried out by the guidance department in the school is highly commended and it is recommended that this work be continued in such a way as to draw together all the informal guidance threads.  It is also recommended that there would be regular meetings for such planning.  It would be worthwhile for the small planning group, which is already established, to come together to accomplish this.

 

Good progress is to be seen in the formation of the school Guidance plan.  The principal reports that many policies have been created and ratified, for example policy for student registration and discipline policy.  It is clear from the documents seen that effective planning, based on principles of School Development Planning Initiative, is in progress.  A Guidance sub-committee has been formed to promote the plan.  The individual plan of the guidance counsellor is laid out carefully and effectively.  In addition to formally timetabled classes contact with other classes is organised during the school year as required. Careful planning for the coming year is recommended in the context of increased student enrolment and the extra allocation of time which will be allowed to a school with over five hundred students.

 

It is also recommended that the Guidance roles of the whole team be arranged in the context of the document Guidelines for second-level schools on the implications of Section 9(c) of the Education Act (1998), relating to students' access to appropriate guidance published by the Inspectorate of the Department of Education and Science in 2005.  Further information on Guidance planning can be found at the School Development Planning Initiative (SDPI) website at www.sdpi.ie

 

Guidance provision is balanced and comprehensive in both the the junior and senior cycles.  In addition to timetabled classes, other classes are arranged during the year as neccessary, in relation to subject choice for example.  This is commended and it is recommended that these arrangements be maintained.

 

A spirit of cooperation with parents is strong in the school.  Regular meeting are held with parents of the different year groups during the school year. Information sessions regarding transition year and entry arrangements for new students are organised,  during the spring examinations. In addition, it is reported that every effort is made to promote informal contacts with parents.

 

The links which Coláiste an Phiarsaigh have established with educational and training organisations and with local employers are commended.  The school takes part in Scéim na Scol in cooperation with University College, Cork.  In this scheme lecturers come to the school to explain Irish Language related matters and university Irish courses.  Business people visit transition year students under the Young Enterprise Ireland scheme.  This is done as a means of teaching for the minicompany members.  It was a big occasion when the school team won the Rotary competition in interview and application skills.  Students attend the usual college open days and other information events which Munster employers and Insititute of Guidance Counsellors organise.   Presentations and lectures are arranged with help from local organisations for every class as is appropriate.  Emphasis is placed on social and personal issues, especially through SPHE and Religious Education in junior cycle and vocational and educational issues in senior cycle.  The principal reports that there are difficulties in getting people with Irish for these activities and that there is a danger the school message will be weakened due to this shortage. 

 

Professional development is encouraged.  SPHE teachers underwent special training in that subject and the two key members of the guidance team  have Masters degrees.   The guidance counsellor is a member of the Institute of Guidance Counsellors and takes part in Institute inservice training, Level A Testing for example.  She acts as a designated liaison person  under the child protection guidelines and reports to the principal. She has an ongoing responsibilities in relation to the organisation of staff inservice in this area and also deals with critical incidents.  Continuing professional development in guidance-related ares is recommended for all staff members especially those with a core care and support roles. 

 

 

Teaching and learning

 

There was an open, welcoming atmosphere in the class visited.  Irish was the normal language of communication in class.  The lesson progressed at a steady pace and it was clear that appropriate planning had been done in advance of the lesson on 3rd level applications and the points system.  Good use was made of the whiteboard and information sheets which were distributed during the lesson.  The room furniture was laid out so as to facilitate easy movement among the students.  Many higher-order questions were put to the students and they were answered politely and intelligently. The answers and communication of most of the students showed that they had accurate information and that their knowledge was at a high level.  It was obvious that worthwhile Guidance work had been done up to then in the classes.

 

 

Assessment

 

In the spring of the year of admission the learning support teacher uses a standardised Irish test to assesses the students about to enter the school.  The classes are divided on the basis of competence in Irish but classes are of mixed ability classes are maintained in first year as far as possible.  Interest inventories are used in the junior cycle especially in transition year and ability and aptitude tests are administered in fifth year.  The results of the trials are properly reported when the guidance counsellor meets every student during the year. 

 

The guidance counsellor reports that the progress of students who have left the school is monitored.  In the autumn a questionnaire is sent to those who left school after the Leaving Certificate examination and another survey is done during parent meetings.   It is evident from this information that the majority of school leavers continue education in Corks third level colleges.

 

Careful records are kept of appointments by the guidance counsellor and files are kept in secure storage in the school.

 

 

Summary of main findings and recommendations

 

The following are the main strengths identified in the evaluation:

 

 

 

As a means of building on these strengths the following key recommendations are made:

 

 

 

 

Post-evaluation meetings were held with the guidance counsellor and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.