An Roinn Oideachais agus Eolaíochta

Department of Education and Science

 

Meastóireacht Scoile Uile

TUAIRISC

 

Scoil Naomh Eirc

Baile an Mhóraigh, Baile na nGall, Trá Lí, Contae Chiarraí

Uimhir Rolla: 16456J

 

Dáta na cigireachta: 16 Bealtaine 2006

Dáta eisithe na tuairisce: 26 Deireadh Fómhair 2006

 

 

1. Réamhrá – comhthéacs agus cúlra na scoile

2. Cáilíocht na bainistíochta sa scoil

2.1 An bord bainistíochta

2.2 Bainistíocht inscoile

2.3 Bainistíocht acmhainní

3. Cáilíocht na pleanála sa scoil

3.1 An próiseas pleanála sa scoil agus a chur i ngníomh

3.2 Pleanáil don seomra ranga

4.Cáilíocht na foghlama agus an teagaisc

4.1 Teanga

4.2 Matamaitic

4.3 Oideachas Sóisialta, Imshaoil agus Eolaíochta

4.4 Oideachas Ealaíon

4.5 Corpoideachas

4.6 Oideachas Sóisialta, Pearsanta agus Sláinte

4.7 Measúnú agus gnóthachtáil

5. Cáilíocht na tacaíochta do dhaltaí

5.1 Daltaí a bhfuil riachtanais speisialta oideachais acu

6. Achoimre ar thorthaí agus ar mholtaí d’fhorbairt bhreise

 

 

1. Introduction – Context and background of the school

2. Quality of school management

2.1 Board of Management

2.2 In-school management

2.3 Management of resources

3. Quality of school planning

3.1 The school-planning process and its implementation

3.2 Planning in the classroom

4. Quality of learning and teaching

4.1 Language

4.2 Mathematics

4.3 Social, Environmental and Scientific Education (SESE)

4.4 Arts Education

4.5 Physical Education

4.6 Social, personal and health education (SPHE)

4.7 Assessment and Achievement

5. Quality of support for pupils

5.1 Pupils with special education needs

6. Summary of findings and recommendations for further development

 

 

 


An Tuairisc seo ar Mheastóireacht Scoile Uile

 

Scríobhadh an tuairisc seo tar éis meastóireacht scoile uile a bheith déanta ar Scoil Naomh Eirc. Léiríonn sí torthaí meastóireachta a rinneadh ar obair na scoile ina hiomláine agus déanann sí moltaí i leith tuilleadh forbartha ar obair na scoile. Le linn na meastóireachta bhí cruinnithe réamh-mheastóireachta ag an gcigire leis an bpríomhoide, leis na múinteoirí, le bord bainistíochta na scoile agus le tuismitheoirí. Cuireadh an mheastóireacht i gcrích thar thréimhse roinnt laethanta inar thug an cigire cuairteanna ar sheomraí ranga agus inar bhreathnaigh sé ar theagasc agus ar fhoghlaim. Rinne sé idirghníomhú leis na daltaí agus leis na múinteoirí, scrúdaigh sé obair na ndaltaí agus rinne sé idirghníomhú leis na múinteoirí ranga. D'athbhreithnigh sé doiciméadú faoi phleanáil scoile agus ullmhú scríofa na múinteoirí. Bhuail sé le grúpaí foirne éagsúla de réir mar ba chuí. I ndiaidh na cuairte meastóireachta thug an cigire aiseolas ó bhéal don fhoireann agus don bhord bainistíochta mar gheall ar thorthaí na meastóireachta.  Tugadh deis do bhord bainistíochta na scoile ar a thuairim a léiriú ar thorthaí agus ar mholtaí na tuairisce; ba rogha leis an mbord glacadh leis an tuairisc gan freagra a thabhairt.

 

 

 

1. Réamhrá – comhthéacs agus cúlra na scoile

Seo í Scoil Náisiúnta Naomh Eirc suite i mBaile an Mhóraigh in aice le Baile na nGall.  Tá an scoil gar do Chnoc Bréanainn i gCorca Dhuibhne.  Scoil Ghaeltachta cheithre oide is ea í le 55 dalta ar an rolla i láthair na huaire. Tá breis is ochtó bliain ó tógadh an foirgneamh. Bhí dhá scoil i bparóiste na Múrach uair amháin ach déanadh Scoil Naomh Breanndán a chomhnascadh le Scoil Eirc sa bhliain 1967.  Tá láthair na scoile féin beag ach tá páirc chaide agus imeartha trasna an bhóthair ón scoil áit ina bhfuil Halla na Feothanaí suite.  Úsáidtear an scoil mar láthair do na coláistí samhraidh gach bliain agus bíonn teagmháil rialta ag an scoil le heagrais áitiúla na Gaeltachta. 

 

Deirtear sna ráitis scoile go bhfuiltear ag súil go mbeadh na daltaí sona sásta sábháilte ar scoil agus go sroichfidh gach leanbh barr a (h)acmhainne ar scoil.   Is léir go ndéantar gach dícheall leas na ndaltaí a chur chun cinn in imeachtaí uile na scoile agus go gcuirtear dúshlán leathan rompu sa chlár oibre.  Meastar go bhfuil ag éirí go han-mhaith leis an bhfoireann san obair rí-thábhachtach atá faoi chaibidil anseo.

 

 

2. Cáilíocht na bainistíochta sa scoil

 

2.1 An bord bainistíochta

Is faoi phátrúnacht Easpag Chiarraí atá an scoil.  Feidhmíonn an bord bainistíochta go dúthrachtach ar son na scoile.  Tionóiltear na cruinnithe go rialta agus pléitear cúrsaí na scoile go tráthúil.  Cothaíonn an bord spiorad dearfach le pobal na scoile agus dealraíonn sé go bhfuil comhpháirtíocht chabhraitheach i réim.  Bíonn teagmháil rialta ag an scoil le muintir na háite agus scaiptear eolas agus fógraí de réir mar is gá.  Díríonn an bord aird ar riachtanais na scoile nuair a bhíonn cúram ar leith le déanamh mar shampla sábháilteacht ar an mbóthar lasmuigh a fheabhsú, ceist a d’éirigh le déanaí.  Tá aithne an-mhaith ag muintir na háite ar a chéile agus tugann na daoine tacaíocht don scoil i ngach slí.  Tá an bord sásta le hobair na scoile agus bródúil as a bhfuil ar siúl ann.  Tuigeann an bord go bhfuil raon leathan d’imeachtaí agus deiseanna éagsúla ar fáil do na daltaí.  Tá an bord den tuairim go bhfuil easpa cóiríochta sa bhfoirgneamh go háirithe i láthair riachtanais chomhaimseartha an lae inniu.  Táthar den tuairim go ndéanann an bord cúram an-bhreá de ghnóthaí na scoile.

 

2.2 Bainistíocht inscoile

Comhoibríonn na múinteoirí go fonnmhar le chéile agus tá atmaisféar dearfach oibre le sonrú ina measc.  Faigheann an príomhoide cabhair agus comhoibriú inmholta ó na hoidí a bhfuil poist freagrachta acu.  Luaitear cúraimí éagsúla leis na hoidí seo agus cuirtear gnóthaí an churaclaim chomh maith le cúraimí eagair san áireamh.  Fós féin, meastar gur fiú athbhreithniú a dhéanamh ar na cúraimí ar fad agus béim níos treise a chur ar gnéithe den churaclam ionas gur féidir forbairt a dhéanamh maidir le cúrsaí pleanála agus oibre sa todhchaí.  Éiríonn go maith leis an mbainistíocht inmheánach gnóthaí na scoile a chur chun cinn agus meastar go bhfuil dul chun cinn an-bhreá déanta le blianta beaga anuas.

 

2.3 Bainistíocht acmhainní

Tá soláthar leathan de leabhair, d’áiseanna teagaisc, de ríomhairí agus d’fhearas eile ar fáil sa scoil chun tacú le hobair na scoile.  Cuirtear ábhair léirithe ar fáil go fial agus cuirtear dlúthcheirníní, leabhair bhreise, cártaí saothair, bréagáin, fearas eolaíochta, trealamh spóirt agus soláthairtí ealaíne ar fáil gan stró.  Déantar na hacmhainní seo a chóiriú agus a choimeád go héifeachtach agus tá teacht orthu go héasca.  Tá soláthar breá ar fáil do pháistí le riachtanais ar leith.  Baintear úsáid go fairsing as na háiseanna éagsúla agus téann siad go mór chun tairbhe na daltaí sna hachair foghlama go léir. 

 

Tugtar aire an-mhaith don bhfoirgneamh.  Le déanaí déanadh an foirgneamh a athnuachan le péint agus le troscán nua.  Cuireadh isteach seilfeanna nua chun stóras níos fearr a sholáthar.  Déantar na seomraí a ghlanadh go rialta agus déantar cothabháil go héifeachtach orthu.  Tá deisiú beag le déanamh ar fhalla na scoile ar chúl agus níor mhiste sábháilteacht na gciseán lasmuigh a iniúchadh.

 

Tógadh foirgneamh na scoile i 1921.  Ceithre sheomra ranga atá anois ann chomh maith le leithris laistigh.  Tá pasáiste lárnach ó dhoras go doras istigh agus tá spás an-bheag ar fáil mar chistin agus spás an-bheag eile cóirithe mar oifig.  Úsáidtear an oifig seo le haghaidh teagaisc go rialta cé go bhfuil an spás an-chúng.  Níl na seomraí ranga fairsing.  Is léir nach bhfuil spás a dhóthain iontu do riachtanais an lae inniu maidir le cur i bhfeidhm an churaclaim.  Tá sé deacair ríomhairí, fearas, cúinní spéise, leabhair agus gníomhaíochtaí éagsúla an churaclaim a chur sa tsiúl sna rangsheomraí faoi mar atáid.  Níl seomra foirne ná leabharlann/seomra leighis ná seomra ilfhóinteach ar fáil.  Meastar go bhfuil géarghá le hathchóiriú suntasach ar an bhfoirgneamh chun spás níos fairsinge a chur ar fáil ionas go mbeidh scóip ann do chur i bhfeidhm an churaclaim agus chun freastal ar riachtanais foghlama na ndaltaí sna blianta romhainn. 

 

 

3. Cáilíocht na pleanála sa scoil

 

3.1 An próiseas pleanála sa scoil agus a chur i ngníomh

Tá plean an-bhreá rianaithe don scoil agus is mór an chabhair é mar léiriú ar chur chuige na scoile.  Trodán mór i gclúdach amháin is ea an Plean Scoile agus tá leabhrán beag eile ar fáil don bhfoireann ina bhfuil achoimre ar phríomh-ghnóthaí na scoile.  Tá an plean cuimsitheach, oiriúnach agus dírithe go beacht ar riachtanais na scoile áirithe seo.  Tugtar aitheantas do phríomhthábhacht na dtuismitheoirí mar oideachasóirí i saol an linbh agus féachtar le caidreamh sláintiúil rialta a choinneáil leo. Tá dhá chuid sa phlean, gnóthaí riaracháin agus cúrsaí an churaclaim.  Tá polasaithe rianaithe do riar agus d’eagrú na scoile agus ina measc siúd tá polasaí iontrála na scoile, cód iompair agus béasaíochta, ráiteas sábháilteachta, polasaí maidir le bulaíocht agus rialacha inmheánacha na scoile.  Táid seo leagtha amach go soiléir, le dea-eagair.  Tá cur síos ar chúraimí na múinteoirí le poist freagrachta.  Meastar go bhféadfaí athbhreithniú a dhéanamh ar na cúraimí ar mhaithe le breis béime a chur ar ghnéithe den churaclam.  Ina theannta sin, níor mhiste na polasaithe éagsúla a shíniú agus dáta a chur leo.

 

Maidir le curaclam, tá soláthar an-mhaith déanta do na hachair foghlama.  Cuireadh na polasaithe le chéile le comhoibriú na múinteoirí agus le cabhair na gCuiditheoirí i gcásanna áirithe. Meastar gur baineadh úsáid cheart as na laethanta inseirbhíse agus pleanála.  Tá plean leathan iomlán ann do chúrsaí teanga sa Ghaeilge agus sa Bhéarla agus tugtar tús áite do riachtanais na ndaltaí.  Cuirtear béim freisin ar ról na dtuismitheoirí sna gnóthaí éagsúla a bhaineann le múineadh na dteangacha. Tá polasaí an-bhreá ar fáil don Mhatamaitic dírithe ar an scoil agus ar riachtanais na ndaltaí.  Tá cur síos an-mhaith ar chur chuige na scoile maidir le cleachtais ranga agus teagaisc agus tá polasaí oiriúnach don obair bhaile sa Mhatamaitic.  Tá polasaithe oiriúnacha ann do na réimsí curaclaim go léir agus aird cheart iontu ar riachtanais na scoile, rud atá ciallmhar agus le moladh.  Tá cód cleachtais leagtha amach chun úsáid shábháilte a bhaint as teicneolaíocht an eolais agus na cumarsáide.  Tá polasaí leathan iomlán rianaithe do chúrsaí tacaíochta foghlama.  Is léir go bhfuil polasaithe na scoile sa churaclam iomlán agus fiúntach. 

 

Is léir go bhfuil obair leanúnach chúramach déanta ar chúrsaí pleanála agus go bhfuil toradh maith ar an obair seo.  Dealraíonn sé go bhfuil na múinteoirí go léir páirteach sa phleanáil agus go n-úsáidtear na laethanta pleanála agus deiseanna eile go ciallmhar chun na cáipéisí a dhréachtú agus a chríochnú.  Moltar an saothar a caitheadh leis na cúraimí seo.

 

Cuireadh fianaise ar fáil a dhearbhaíonn go bhfuil céimeanna cuí glactha ag an mbord bainistíochta agus ag an bhfoireann chun beartais a fhorbairt atá ag teacht le forálacha i Children First: National Guidelines for the Protection and Welfare of Children (An Roinn Sláinte agus Leanaí, 2004) agus Treoirlínte agus Cur Chuige um Chaomhnú Páistí (An Roinn Oideachais agus Eolaíochta, Aibreán 2001). Cuireadh fianaise ar fáil, leis, a dhearbhaíonn go bhfuil na beartais glactha ag an mbord bainistíochta agus go bhfuil siad curtha i bhfeidhm aige. Táthar tar éis duine idirchaidrimh ainmnithe a cheapadh de réir cheanglas threoirlínte na Roinne.  Tá eolas ina leith seo scaipthe i measc na dtuismitheoirí i mBéarla agus i nGaeilge. 

 

3.2 Pleanáil don seomra ranga

Déanann na múinteoirí pleanáil rialta dá gcuid ceachtanna.  Bunaítear na pleananna oibre ar pholasaithe na scoile agus is léir go bhfuil tionchar inmholta ag an bpróiseas pleanála scoile ar ullmhúchán na múinteoirí.  Soláthraíonn siad ábhair léirithe, fearas agus trealamh ilchineálach chun obair ranga a chur i bhfeidhm go héifeachtach.  Coimeádann siad cuntas iomlán ar dhul chun cinn na hoibre.

 

 

4.Cáilíocht na foghlama agus an teagaisc

 

4.1 Teanga

 

An Ghaeilge

Múintear an Ghaeilge go bríomhar, éifeachtach.  Cuirtear na ceachtanna ar siúl go beoga, spreagtar na daltaí go tuisceanach agus bíonn toradh fiúntach ar an saothar.  Tá smacht an-bhreá i réim agus léiríonn na daltaí béasaíocht agus cur chuige maith oibre.  Tugtar cabhair an-mhaith do na daltaí maidir le riachtanais teanga sa Ghaeilge agus soláthraíonn na múinteoirí raidhse ábhair spreagúla chun tacú leis an obair.  Pléitear an nuacht go mion agus spreagtar rannpháirtíocht iomlán na ndaltaí sna ceachtanna.  Tugann na daltaí comhoibriú inmholta sna gnóthaí seo uile agus baineann siad taitneamh as na míreanna éagsúla.  Feictear dul chun cinn céimnithe sa chomhrá agus is léir go dtéann an obair go mór i bhfeidhm ar na páistí. Cuirtear drámaíocht ar siúl go rialta agus tá taithí leathan ag na daltaí ar bheith ag rólimirt.  Foghlaimíonn siad scéalta, agallaimh bheirte agus dánta ar bhealach saibhir taitneamhach tríd an drámaíocht.  Is léir go ndéantar an obair seo go léir go críochnúil, rud atá le moladh.  Cuirtear na píosaí éagsúla i láthair go hanamúil is go cliste.   Úsáidtear seanfhocail, rabhlóga agus frásaí chun na daltaí a spreagadh.   Baintear feidhm as áiseanna nua-aimseartha, ríomhairí mar shampla, sa teagasc agus san fhoghlaim, chun ceachtanna a léiriú agus a chur abhaile.  Déantar soláthar tuisceanach do na páistí éagsúla agus cuirtear riachtanais speisialta san áireamh le cneastacht.  Léiríonn na daltaí spéis san obair agus is breá leo an fhoghlaim.  Labhraíonn na daltaí go misniúil, muiníneach agus is féidir leo a dtuairimí agus a bhfuil ar eolas acu a chur in iúl go saoráideach.  Feictear go bhfuil dul chun cinn an-mhaith ó rang go rang agus go ndéantar freastal ceart ar riachtanais na ndaltaí de réir mar a théann siad ar aghaidh sa scoil. 

 

Maisítear na cóipleabhair le pictiúir agus le dathanna.  Déantar cleachtaí go rialta agus cuirtear béim cheart ar pheannaireacht.  Baintear toradh maith amach san obair i gcoitinne agus déantar na cóipleabhair a cheartú go rialta.  Tá na daltaí bródúil as a saothar.   Meastar go bhféadfaí na mion- socraithe maidir le cóipleabhair agus peannaireacht a athbhreithniú chun tuilleadh comhsheasmhachta a aimsiú maidir le cleachtais na scoile.  Múintear cúrsaí léitheoireachta go cliste le cabhair na gclár dubh agus bán.  Múintear na focail go rialta, córasach agus cuirtear béim an-mhaith ar fhoghraíocht na Gaeilge.  Baintear feidhm as scéim fhoghraíochta chun na fuaimeanna bunúsacha a shealbhú agus cabhraíonn sé seo go mór chun na daltaí a spreagadh chun foirfeachta.  Is cabhraitheach mar a dhéantar an obair a roinnt i measc na múinteoirí agus baineann na daltaí tairbhe as babhtáil ar ócáidí chun gnéithe áirithe a fhoghlaim.  Tugtar cabhair speisialta do na daltaí le riachtanais áirithe sa léitheoireacht agus déantar é seo go héifeachtach.  Tugtar spreagadh an-bhreá chun léitheoireachta agus soláthraítear raon leathan de leabhair Ghaeilge sna seomraí go léir.  Cuirtear béim ar thábhacht na leabhar agus is breá leis na daltaí na scéalta, na pictiúir agus na píosaí léitheoireachta.

 

Béarla

Múintear an Béarla go rialta agus tugtar aird chuí ar riachtanais an churaclaim.   Bíonn teagmháil rialta ag an gcuid is mó de na leanaí leis an mBéarla ina saol laethúil agus is é atá mar chéad teanga ag roinnt díobh.  Is gá don scoil cur chuige cliste a bheith aici i dtaobh riachtanais na leanaí sa Bhéarla. I measc na gcúiseanna leis seo tá éagsúlacht taithí Bhéarla na leanaí ó bhaile, a riachtanaí is atá sé go mbeadh máistreacht chríochnúil ar an mBéarla ag gach páiste, na riachtanais speisialta atá ag roinnt daltaí, agus ionchais na ndaltaí agus a dtuismitheoirí ó thaobh teagasc teangacha de.  Déileálann an fhoireann leis na castachtaí seo ar bhealach measartha, íogair agus éifeachtach.  Go deimhin, tá an bealach ilsraithe ina bhfreagraíonn an scoil do riachtanais déacha teanga na ndaltaí inmholta.  Tá moladh ar leith ag dul don raon soláthair a dhéantar do Bhéarla agus don chur chuige aonair a chuireann na múinteoirí i bhfeidhm.

 

Múintear Béarla do na leanaí is óige ar bhealach atá críochnúil, spreagúil.  Oiltear iad le héisteacht agus le freagraí a thabhairt ar cheisteanna.  Úsáidtear an teanga le hoilteacht chun suim na leanaí ina húsáid agus i bhfoclóir a mhúscailt.  Baintear úsáid as bréagáin, puipéid, nithe agus áiseanna amhairc le nod a thabhairt do na páistí agus le cabhrú leo chun focail agus comhthéacsanna nua a thuiscint.  Múintear rainn agus véarsaí go cúramach agus oiltear na daltaí le héisteacht agus le haithris chruinn a dhéanamh ar na fuaimeanna.  Spreagtar na daltaí le gníomhaíochtaí cuí a chur le focail roinnt rann agus bíonn siad sásta aithris a dhéanamh mar aon le gluaiseachtaí agus gothaí oiriúnacha.  Bíonn an-fhonn orthu rainn a aithris de ghlanmheabhair agus is léir go mbaintear úsáid sciliúil as meabhrú lena stór focal agus a bhfráma tagartha a fhairsingiú.  Forbraítear scileanna comhrá go cuí leis na daltaí sna meáin agus sna hardranganna agus spreagtar na páistí le labhairt agus iad féin a chur in iúl ar raon bealaí difriúla.  Bíonn struchtúr maith sna ceachtanna a bhaineann le gnéithe den Bhéarla labhartha agus iad go maith in oiriúint do riachtanais na ndaltaí.  Baintear úsáid sciliúil as cairteacha, póstaeir, scéalta agus véarsaí chun cur le taithí teanga na bpáistí agus dáiltear luaschártaí, lipéid, liostaí focal agus ábhair chlóite ar na ranganna mar áiseanna foghlama.  Bíonn an teagasc in oiriúint do riachtanais na leanaí agus bíonn na ceachtanna spéisiúil agus dúshlánach dóibh dá bharr.  Bíonn ionchais na múinteoirí réadúil agus tugtar dreasú do na páistí bheith lán-rannpháirteach san obair scoile.  Ar an mórgóir, léiríonn na daltaí ardchumas agus féinmhuinín mhaith maidir le labhairt le daoine eile agus cumarsáid a dhéanamh leo. 

 

Cuirtear béim ar léitheoireacht agus déantar soláthar di le ceachtanna agus cleachtaí atá grádaithe go cuí.  Tugtar teagasc rialta do na daltaí agus baintear úsáid fhorleathan as raon áiseanna foghlama. Teagasc oilte atá dírithe go cuí atá i gceist, lena gcuirtear riachtanais aonair uile na ndaltaí san áireamh.  Baintear úsáid fhóinteach as ábhair chlóite agus pictiúir agus baineann na daltaí tairbhe as a gceachtanna agus baintear sult freisin as cluichí simplí focal agus as dúshláin a éiríonn as a bhfuil foghlamtha.  Bíonn áit lárnach ag leabhair de gach uile chineál agus bíonn díospóireachtaí rialta ag na daltaí faoi scéalta agus carachtair a bhfuil spéis acu iontu.  Tá comhoibriú maith ar siúl i measc na múinteoirí i dtaca le scileanna litearthachta a fhorbairt agus tugtar spreagadh fiúntach do na daltaí tríd an obair teagaisc a chomhroinnt ar ócáidí.  Déantar monatóireacht chúramach ar riachtanais litearthachta na ndaltaí agus déantar soláthar mionsonraithe ar riachtanais na ndaltaí go léir.  Déantar soláthar rialta ar mheasúnú.  Sanntar obair scríofa go rialta agus múintear na daltaí lena gcuid oibre a leagan amach ar bhealach atá soiléir agus inléite.  Déantar obair chruthaitheach chuí agus bíonn neart deiseanna ag na daltaí ar chleachtadh scríbhneoireachta.

 

 

 

4.2 Matamaitic

Déantar freastal rialta leathan ar riachtanais na bpáistí i gcúrsaí Matamaitice.  Tá plean an-úsáideach rianaithe don scoil agus tá machnamh caite le ceisteanna teanga agus cleachtais sa Mhatamaitic ionas go mbeifear in ann an obair a chur i gcrích le héifeacht.  Tá comhaontú soiléir i measc na múinteoirí maidir leis na ceithre oibríocht, suimiú, dealú, méadú agus roinnt chun cabhrú leis na páistí a gcuid suimeanna a dhéanamh agus chun leanúnachas ceart a aimsiú san obair ranga.  Tá aidhmeanna agus cuspóirí luaite go mion agus tá an tsraith téacsleabhar chéanna in úsáid tríd an scoil.  Cuirtear béim chuí ar obair mheabhrach agus ar cheisteanna ó bhéal.  Soláthraítear fearas agus áiseanna teagaisc go fial agus cuirtear ábhair mhatamaiticiúla ar taispeáint ar na cláir agus ar na fallaí. 

 

Leagtar bunchloch mhaith sna naíranganna le ceachtanna beoga spreagúla.  Baintear feidhm chliste as fearas agus as an uimhirlíne chun na daltaí a threorú agus a mhúineadh.  Cothaítear na scileanna go leanúnach agus déantar cúram an-bhreá den chomhaireamh agus den ghníomhaíocht.  Is breá leis na daltaí a gcuid ceachtanna agus pléann siad an féilire agus an 100-cearnóg le spiorad agus le tuiscint.  Déantar cúram rialta den obair scríofa agus cuirtear oiliúint an-mhaith ar na daltaí maidir lena gcuid iarrachtaí a leagadh amach go hordúil is go soiléir.   Doimhnítear agus leathnaítear an obair sna meánranganna agus sna hardranganna.   Cuirtear na ceachtanna i láthair go cumasach agus aimsítear comhoibriú agus éisteacht i measc na ndaltaí.  Spreagtar na daltaí chun suime agus chun iarrachta sna gníomhaíochtaí éagsúla.  Cuirtear béim ar fhíricí an uimhris go hábalta agus léiríonn na daltaí cruinneas agus eolas ar a bhfuil déanta.  Is féidir leis na daltaí cúrsaí siopadóireachta a láimhseáil gan stró agus tá cur amach leathan acu ar airgead agus ar am.  Tugann na daltaí faoi réiteach na bhfadhbanna go hanamúil agus léiríonn siad tuiscint cheart ar na prionsabail bhunúsacha.  Déantar freastal maith ar na grúpaí éagsúla agus ar na daltaí le riachtanais ar leith.  Cuirtear na ceachtanna abhaile go tairbheach agus faigheann na daltaí dúshlán ceart san obair.  Leagtar amach an obair scríofa go slachtmhar is go maisiúil agus is léir go mbaintear caighdeán an-bhreá amach san ábhar i gcoitinne. 

 

 

 

4.3 Oideachas Sóisialta, Imshaoil agus Eolaíochta

 

Stair

Pléitear cúrsaí Staire go rialta sna ranganna go léir.  Dírítear an-aire ar ghnéithe sainiúla  na háite mar shampla na naoimh, na scéalta a ghabhann leo agus scéalta an cheantair.  Leathnaítear an obair le plé agus cur síos ar théamaí eile mar shampla finscéalta agus na scéalta Fiannaíochta.  Eagraítear turais go dtí na liosanna agus na láithreacha seandálaíochta eile sa cheantar.  Cothaítear spéis na ndaltaí sna rudaí áitiúla agus léiríonn siad eolas maith ar ghnéithe éagsúla.  Bunaítear tionscadail ar ócáidí ar scéal faoi leith.  Mar shampla, d’fhiosraigh na daltaí scéal Tom Crean, thug siad cuairt ar a áit dhúchais agus mhaisigh siad cairteacha le grianghraif agus le cuntais ar a shaol agus a chuid eachtraí.  Déanadh an obair seo a chomhtháthú le Béarla nuair a rinne an rang staidéar ar chúrsaí a shaoil.  Pléitear téamaí náisiúnta agus idirnáisiúnta go ceardúil agus léiríonn na daltaí eolas maith ar a bhfuil déanta.  Déantar an obair a chlárú go cúramach sna cóipleabhair.  Meastar go bhfeadfaí cuid de seo a shimpliú ar ócáidí le léaráidí agus cuntas gairid seachas cur síos iomlán i bhfoirm scríofa.  Tuigtear nach mbíonn fáil go héasca ar théacsleabhar oiriúnach i gcónaí. Moltar béim bhreise a chur ar amlínte mar chabhair do na daltaí. 

 

Moltar an dlúthcheangal a dhéantar le téamaí an cheantair chun eolas agus tuiscint a fhorbairt i measc na ndaltaí ar a ndúiche féin.  Mar shampla, tá tionscnamh tosnaithe chun stair na scoileanna sa pharóiste a fhiosrú agus a rianú mar chuid de cheiliúradh daichead bliain nascadh na scoileanna.  Cuirtear saothar na ndaltaí ar taispeáint sna seomraí agus sna pasáistí scoile agus is léir go n-aimsítear caighdeán ard sna taispeántais éagsúla. 

 

Tíreolaíocht

Eagraítear na ceachtanna go torthúil, rialta.  Baintear úsáid as léarscáileanna agus as an gcruinneog chun beocht agus léiriú a chur sa teagasc.  Bunaítear na ceachtanna ar ghnéithe oiriúnacha agus spreagtar na daltaí chun spéise go fuinniúil.  Cuirtear rudaí spreagúla ar taispeáint chun eolas na daltaí ar a gceantar féin agus ar thíortha eile a leathnú.  Cuirtear béim ar thionscadail chun tíortha áirithe a thaighde agus baineann na daltaí an-taitneamh as na himeachtaí seo.  Léiríonn na daltaí eolas agus tuiscint ar a bhfuil déanta.  Pléitear gnéithe an cheantair go hábalta agus leathnaítear eolas agus cur amach na ndaltaí ar a ndúiche féin go héifeachtach. 

Déantar cúram leathan den obair scríofa agus feictear go bhfuil dul chun cinn oiriúnach san obair i gcoitinne.  Moltar léarscáilíocht na ndaltaí a fhorbairt a thuilleadh fós chun scileanna na tíreolaíochta a leathnú sa bhreis. 

 

Eolaíocht

Soláthraítear áiseanna do mhúineadh agus d’fhoghlaim na heolaíochta mar is cóir.  Cé go bhfuil spás gannchúiseach sna seomraí ranga, déantar dícheall cúinní eolaíochta a chur ar fáil.  Déantar nasc idir na ceachtanna eolaíochta agus gnéithe eile den churaclam mar shampla an nádúr agus cúrsaí sláinte.  Dírítear aire rialta ar phlandaí, ainmhithe agus éin leis na daltaí óga.  Cuirtear pictiúir ar taispeáint chun suim na ndaltaí a spreagadh agus cuirtear bláthanna agus plandaí ag fás chun fiosracht agus tuiscint a fhorbairt.  Cóirítear bord bia do na héin ionas go mbeidh na daltaí ábalta eolas agus tuiscint a fháil ar éanlaith na háite le breathnóireacht.  Moltar go mór an obair shamhailteach atá bunaithe ar an nádúr.  Déantar trialacha ó am go chéile agus baineann na daltaí taitneamh agus tairbhe as na himeachtaí seo.  Baintear feidhm inmholta as an dtimpeallacht san obair agus léiríonn na daltaí eolas leathan ar ghnéithe éagsúla an cheantair.  Eagraítear turais lasmuigh go rialta agus faigheann na daltaí deiseanna chun garthimpeallacht na scoile a iniúchadh faoi threoir na múinteoirí.  Moltar go mór an nasc a dhéantar leis an gceantar sna himeachtaí éagsúla.  Scaiptear pictiúir agus bileoga eolais chun cabhrú leis na daltaí agus pléitear téamaí suimiúla leo.  Tugtar treoir inmholta le foclóir agus le míniú ar choincheapa.  Déantar an obair a chlárú sna cóipleabhair go rialta. 


4.4 Oideachas Ealaíon

 

Na hAmharcealaíona

Déantar freastal rialta ar na hAmharcealaíona. Tá polasaí na scoile leagtha amach ar bhonn inláimhsithe.  Dáiltear am go rialta ar na ceachtanna ealaíne agus tá comhaontú i measc na múinteoirí go mbeidh samplaí oibre na ndaltaí ar taispeáint.  Cuirtear na ceachtanna ar siúl go hinmholta agus faigheann na daltaí éagsúlacht oibre sna ceachtanna.  Feictear an-chuid de shaothar na ndaltaí ar taispeáint mórthimpeall na scoile, sna seomraí ranga, sna pasáistí, ar na fuinneoga agus sna fillteáin.    Faigheann na daltaí sásamh as an obair.  Spreagtar iad go cumasach chun cruthaitheacht agus samhlaíocht a nochtadh sna gníomhaíochtaí.  Déantar freastal ar ócáidí ar fhreagairt don ealaíon.  Gabhann fiúntas ar leith leis na gnóthaí seo go háirithe nuair a dhéantar iad a nascadh le himeachtaí eile an churaclaim.

 

Ceol

Déantar cúram leathan de theagasc an Cheoil sa scoil.  Múintear rithim agus idirchéimeanna go rialta.  Cuirtear na cnaguirlisí in úsáid go féiltiúil agus baineann na daltaí an-taitneamh as na himeachtaí seo.  Múintear na hamhráin go sciliúil is go críochnúil.  Cothaítear spéis leathan i gcúrsaí ceoil agus is léir go mbaineann na daltaí aoibhneas ar leith as bheith ag déanamh ceoil.  Canann siad go muiníneach is go ceolmhar.  Canann siad ina n-aonar, i ngrúpaí agus i gcomhbhuíon le chéile.  Cantar amhráin traidisiúnta go hanamúil agus músclaítear spéis na bpáistí ina gcultúr féin agus i saíocht an cheantair.  Faigheann an scoil cabhair ó Oidhreacht Chorca Dhuibhne chun amhránaíocht ar an sean-nós a chur chun cinn. Déantar an teagasc ar bhealach torthúil inmholta agus moltar go mór an caighdeán ard agus an binneas atá bainte amach sa ghné seo den churaclam.

 

Drámaíocht

Baintear feidhm leathan as an ndrámaíocht mar thaca don teagasc agus don fhoghlaim.  Tá taithí inmholta ag na daltaí ar chur i láthair drámaí. Gnóthaítear caighdeán an-bhreá sa ghné seo den churaclam.  Cuirtear na daltaí óga ag rólimirt agus ag déanamh míme ó thús agus faigheann siad taithí an-mhaith ar chur i láthair.  Déantar scéalta, dánta agus rannta a chur in oiriúint don drámaíocht agus glacann na daltaí páirt go fonnmhar sna gnóthaí seo.  Léiríonn na daltaí taithí agus tuiscint an-mhaith ar na cúrsaí seo.  Le déanaí, ghlac an scoil páirt i gcomórtas náisiúnta drámaíochta nuair a chuir siad ‘Cochaillín Dearg’ ar an stáitse.  Ghnóthaigh an scoil an chéad duais san aicme lenar bhain siad agus bronnadh corn ar an scoil i bPáirc an Chrócaigh.  Moltar go speisialta an caighdeán gleoite a léiríodh san obair seo agus go speisialta an tslí a chuaigh an obair i bhfeidhm ar na daltaí go léir le ceol, aisteoireacht, cur i láthair agus samhlú.  Is léir go dtéann an obair seo go mór i bhfeidhm ar na daltaí maidir le forás agus forbairt phearsanta.  Tá ard-mholadh tuillte ag an scoil as an obair seo.

 

4.5 Corpoideachas

Leagtar béim an-bhreá ar an gCorpoideachas.   Baintear úsáid mhaith as na hacmhainní atá ar fáil idir fhearas agus spás.  Tá clós oiriúnach ar chúl na scoile agus ciseáin ann don gcispheil.  Trasna an bhóthair ón scoil tá páirc imeartha ar fáil do chluichí agus súgradh.  Tá stór maith d’fhearas oiriúnach ar fáil go héasca.  Cuirtear na ceachtanna i láthair go beoga is go cumasach.  Scaiptear fearas go tráthúil agus cuirtear na daltaí ag obair ina mbeirteanna agus i ngrúpaí.  Déantar an spás sa chlós a úsáid go samhailteach agus cothaítear suim sna cleachtaí.  Múintear scileanna go héifeachtach agus eagraítear na cluichí go tairbheach, inmholta.  Léiríonn na daltaí an-shuim agus dáiríreacht ar leith san obair seo agus is léir go bhfuil raon leathan scileanna ar a dtoil acu.  Tá an-spéis ag na daltaí go léir i gcúrsaí spóirt agus is léir go nglacann siad páirt ghníomhach i gcúrsaí caide go háitiúil.  Tá dul chun cinn an-mhaith le sonrú ó rang go rang sa Chorpoideachas agus tá toradh fiúntach ar obair na múinteoirí.  Tagann oiliúnóir de chuid Chumann Lúthchleas Gael gach re seachtain chun cabhrú le scileanna a mhúineadh do na daltaí go léir.  Eagraítear ranganna rince go rialta i gcomhpháirt le tuismitheoirí. 

 

4.6 Oideachas Sóisialta, Pearsanta agus Sláinte

Cuirtear an-bhéim ar an ngné seo den churaclam sa scoil.  Mar is léir sa Phlean Scoile, tá an-mhachnamh caite le fís na scoile.  Tá sé le sonrú go bhfáiltítear roimh gach leanbh agus go bhfuiltear ag iarraidh atmaisféar taitneamhach, cairdiúil agus oideachasúil a ghnóthú sna himeachtaí uile scoile.  Táthar ag súil go sroichfeadh gach leanbh barr a (h)acmhainne ar scoil agus go mbeadh meas ag na daltaí orthu féin, ar dhaoine eile, ar a gcultúr féin chomh maith le cultúir eile.  Tá sé leagtha amach i bhfís na scoile go bhfuiltear ag súil go gcuirfeadh aoibhneas cruthaitheach an domhain iontas ar na daltaí agus go spreagfaí iad chun a bheith cruthaitheach iontu féin, go mbeadh dúil acu sa léann agus dúil acu sa léitheoireacht. 

 

Meastar go n-éiríonn go han-mhaith leis na múinteoirí an fhís seo a chur i bhfeidhm sa scoil sna gníomhaíochtaí éagsúla.  Cothaítear atmaisféar an-taitneamhach sna ranganna agus sna gnóthaí scoile go léir.  Cuirtear rialacha na scoile i bhfeidhm go héifeachtach agus aimsítear comhoibriú an-mhaith i measc na ndaltaí.  Léiríonn na daltaí meas an-bhreá orthu féin agus ar a gcomhscoláirí.  Is léir go dtéann obair na scoile i bhfeidhm orthu go domhain agus go bhfuil dúil an-mhór acu sa léann agus sa bhfoghlaim.  Fágann san go bhfuil forás breá pearsanta agus sóisialta ag na daltaí mar thoradh ar obair na scoile.

 

Cuirtear na ceachtanna foirmiúla i bhfeidhm go fiúntach.  Pléitear nósanna sláintiúla go rialta agus bunaítear ceachtanna spreagúla ar an mbiaphirimid.  Déantar an obair go samhailteach is go héifeachtach agus baineann na daltaí tairbhe as an dteagasc.  Maisítear na seomraí le pictiúir agus cairteacha chun na ceachtanna a dhaingniú.  Cothaítear dea-nósanna laethúla le béim ar lóin sláintiúla do na daltaí, glaineacht phearsanta agus gnóthaí athchúrsála.  Lorgaítear comhoibriú na dtuismitheoirí sna rudaí seo agus tugtar spreagadh inmholta do na daltaí chun cloí le beartais na scoile.  Déantar socruithe faoi leith, i gcomhairle agus le cead na dtuismitheoirí, do na daltaí i rang a sé chun go mbeidh siad tuisceanach agus ullamh chun dul ar aghaidh sa saol.  Tugtar cuireadh ó am go chéile d’aoi-chainteoirí chun léargas breise a thabhairt ar ábhar faoi leith.   Meastar go n-éiríonn go breá leis an scoil sna gnóthaí seo.

 

4.7 Measúnú agus gnóthachtáil

Déanann na múinteoirí monatóireacht rialta ar dhul chun cinn na bpáistí.  Coimeádann siad cuntais ar dhul chun cinn páistí aonair trí dhírbhreathnú agus trí thrialacha go háirithe i gcúrsaí léitheoireachta agus sa Mhatamaitic.  Coimeádtar dialann don obair bhaile agus déantar é a shíniú go rialta chun comhoibriú cuí a aimsiú le tuismitheoirí.  Déanann na múinteoirí ceartú rialta ar na trialacha agus ar na scrúduithe éagsúla.  Tá aithne an-mhaith ag na múinteoirí ar na daltaí go léir agus léiríonn siad tuiscint inmholta ar riachtanais foghlama na ndaltaí.  Dealraíonn sé go gcoimeádtar súil an-mhaith ar dhul chun cinn na ndaltaí agus go gcuirtear an dul chun cinn in iúl go tráthúil do na tuismitheoirí.

 

 

5. Cáilíocht na tacaíochta do dhaltaí

 

5.1 Daltaí a bhfuil riachtanais speisialta oideachais acu

Tá polasaí iomlán oiriúnach curtha le chéile do na daltaí le riachtanais oideachais ar leith.  Tá sé bunaithe ar na Treoirlínte ar Oideachas Tacaíochta Foghlama a d’fhoilsigh an Roinn Oideachais agus Eolaíochta.  Tá múinteoir tacaíochta foghlama ar an bhfoireann anseo agus í i bpáirt le scoil amháin eile. Déantar freastal an-mhaith ar na daltaí le deacrachtaí sa Ghaeilge, sa Bhéarla agus sa Mhatamaitic. Tugtar aire do naonúr san iomlán.  Soláthraítear raon leathan d’ábhair agus de fhearas chun cabhair a thabhairt do na daltaí.  Cuirtear bréagáin agus cártaí oibre, leabhair agus pictiúir, maraon le bog-ábhar agus crua-ábhar oiriúnach ar fáil go samhailteach úsáideach chun teagasc agus foghlaim a chur chun cinn.  Bunaítear na ceachtanna go tairbheach ar riachtanais na ndaltaí agus spreagtar iad le teagasc agus le ceisteanna.  Ullmhaítear próifíl agus clár foghlama aonair do gach dalta agus leagtar amach spriocanna foghlama go cabhraitheach.  Cothaítear gaol deas leis na daltaí agus léiríonn siad taitneamh san obair i gcoitinne.  Déantar trialacha éagsúla go rialta agus coimeádtar cuntas leathan ar dhul chun cinn na ndaltaí.  Éiríonn go geal leis an obair seo agus feictear go bhfuil sásamh agus misneach á mbaint as an dteagasc sa bhreis.

 

Tagann oide acmhainne páirt-aimseartha go dtí an scoil ceithre lá sa tseachtain chun ceithre huaire an chloig de theagasc sa bhreis a sholáthar do dhalta amháin.  Tá clár foghlama ar leith ullmhaithe don dalta agus dírítear go speisialta ar a riachtanais teanga agus shóisialta.  Úsáidtear cluichí, pictiúir, leabhair, clár foghraíochta agus scinnchártaí chun cabhair agus spreagadh a thabhairt sa teagasc.  Is léir go bhfuil dul chun cinn suntasach déanta le tamall anuas agus go bhfuil ag éirí go maith leis an gclár teagaisc sa chás seo.  Meastar gur fiú cuid den teagasc a sholáthar sa rang nó le grúpa ionas go mbeadh deiseanna eile ag an dalta feidhmiú agus foghlaim i gcomhbhuíon le daltaí eile.  Moltar go ndéanfadh an t-oide tacaíochta foghlama agus an t-oide acmhainne cuid den obair a shocrú sa ghnáth-rang nó i ngrúpaí chun éagsúlacht bhreise a chur san obair.

 

 

6. Achoimre ar thorthaí agus ar mholtaí d’fhorbairt bhreise

 

Seo a leanas na príomhbhuanna a aithníodh sa mheastóireacht agus na réimsí a gcaithfear forbairt bhreisie a dhéanamh orthu:

 

 

 

 

Reachtáladh cruinnithe iarmheastóireachta, leis an bhfoireann agus leis an mbord bainistíochta; cuireadh dréacht-thorthaí agus dréacht-mholtaí na meastóireachta i láthair agus pléadh iad ag na cruinnithe sin.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This Whole School Evaluation report

 

This report has been written following a whole school evaluation of Scoil Naomh Eirc. 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. The inspector held pre-evaluation meetings with the principal, the teachers, the school’s board of management, and with the parents during the evaluation. The evaluation was conducted over a number of days, during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with pupils and teachers and examined pupils’ work and also interacted with classroom teachers. The inspector reviewed school-planning documentation and teachers’ written preparation. He met members of staff as necessary. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the staff and to the board of management.  The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; the board chose to accept the report without response.

 

 

1. Introduction – Context and background of the school

This is Naomh Eirc National School, located in Baile an Mhóraigh near Baile na nGall.  The school is close to Mount Brandon in Corca Dhuibhne.  It is a four teacher Gaeltacht school with a current enrolment of 55 pupils. The building was built in 1921. There were once two schools in the parish of Múrach but Scoil Naomh Breanndán was amalgamated with Scoil Eirc in 1967.  The school site is relatively small but there is a football and playing pitch across the road where Halla na Feothanaí is located.  The school is used as a venue for the summer colleges each year and the school maintains regular contact with local organisations in the Gaeltacht. 

 

The school’s mission statement states that it is hoped the children will be very happy and safe at school and that each child will achieve his/her potential at school.   It is clear that every effort is made to promote the welfare of the pupils in every school activity and that they face an extensive challenge in the work programme.  It is reckoned that the staff are very successful in the very important work that is undertaken in the school.

 

 

2. Quality of school management

 

2.1 Board of Management

The school is under the patronage of the Bishop of Kerry.  The board of management operates diligently on behalf of the school.  Meetings are held regularly and school issues are discussed periodically.  The board fosters a positive spirit within the school community and it appears that there is a supportive partnership in place.  The school has regular contact with the community and information and announcements are circulated as necessary.  The board focuses attention on the school’s requirements when particular issues arise, as for example recently when safety on the road outside the school was improved.  It is a close-knit community where everybody knows one another and the people support the school in every way possible.  The board is satisfied with the school’s work and takes pride in all its activities.  The board acknowledges that there is a wide range of activities and various opportunities available for the children.  The board is of the opinion that the building is lacking in accommodation especially when modern requirements are taken into account.  It is considered that the board attends very well indeed to school business.

 

 

2.2 In-school management

The teachers co-operate enthusiastically amongst themselves and a positive work atmosphere is apparent.  The principal gets praiseworthy help and co-operation from the teachers who hold posts of responsibility.  Various tasks are given to these teachers and curricular and organisational duties are included.  However, it is believed that a review of all the duties would be worthwhile, and that more emphasis might be placed on aspects of the curriculum so that planning and work might be developed in the future.  The internal management is successful in promoting school affairs and it is estimated that great progress has been made in recent years.

 

2.3 Management of resources

A wide range of books, teaching materials, computers and other equipment is available in the school to support its work.  Ample presentational material is made available and compact disks, additional books, work cards, toys, scientific equipment, sports equipment and art supplies are readily available.  These resources are organised effectively and they are easily accessed.  Excellent provision is made for children with special needs.  The various facilities are extensively used and they greatly benefit the children in all of the learning areas. 

 

The school building is well maintained.  The building was recently renewed with paint and new furniture.  New shelves were fitted to provide better storage.  The classrooms are cleaned on a regular basis and they are effectively maintained.  The wall at the back of the school needs some minor repairs and it might be worthwhile to examine the safety of the uprights for the baskets on the ball court.

 

The school building was built in 1921.  There are now four classrooms in the school as well as inside toilets.  A central corridor runs from door to door, a small area is used as a kitchen and a tiny space has been refurbished as an office.  This office is used for teaching on a regular basis although there is very little room there.  The classrooms are not spacious.  It is clear that they do not meet modern needs in implementing the curriculum.  It is difficult to work with computers, appliances, interest corners, books and various curricular activities in the classrooms as they are at present.  The school is without a staffroom, a library/medical inspection room and a general purposes room.  It is apparent that there is urgent need for a considerable improvement to the building to provide more extensive space so that there may be better scope to implement the curriculum and to meet the learning needs of pupils in years to come. 

 

3. Quality of school planning

 

3.1 The school-planning process and its implementation

An excellent plan has been devised for the school and this is indicative of the school’s approach.  The School Plan consists of a large file in one cover and there is another small booklet for the staff with a summary of the school’s main activities.  The plan is comprehensive, appropriate and aimed specifically at the needs of this particular school.  Recognition is given to the primary importance of parents as educators in the child’s life and every attempt is made to maintain a regular dynamic relationship with them. There are two sections in the plan - administration issues and curriculum issues.  Policies have been outlined for the administration and organisation of the school, which include the school’s admission policy, code of conduct and behaviour, safety statement, policy regarding bullying and the internal rules of the school.  These are clearly written and well presented.  There is a description of the duties of teachers who have posts of responsibility.  It is considered that a review of all these duties should be done with a view to placing more emphasis on aspects of the curriculum.  It would also be advisable to sign and date the various policies.

 

As regards curriculum, there is excellent provision for the areas of learning.  The policies were formulated with the teachers’ co-operation and with help from the curriculum support personnel in certain cases. It is thought that the in-service and planning days were used prudently.  There is an inclusive plan for language issues in Irish and English and priority is given to the needs of the pupils.  Emphasis is also placed on the role of parents in the various issues which relate to the teaching of languages. There is a very good policy on Mathematics aimed at the school and at the needs of the children.  There is a fine account of the school’s approach to class and teaching practices and there is an appropriate homework policy in place for Mathematics.  There are also appropriate policies in place for all curriculum areas and commendably these highlight accurately the needs of the school. Codes of practice are drawn up to allow safe use of information and communications technology.  An extensive policy has been drafted for learning support issues.  It is evident that the school’s curriculum policies are creditable and complete.

 

It is obvious that careful ongoing work has been carried out regarding planning issues and that this work has proved fruitful.  It seems that all teachers are involved in planning and that planning days and other opportunities are used wisely to draft and finalise the documents.  The work carried out in this area is to be praised.

 

Evidence was provided which confirms that the board of management and staff have taken appropriate steps to develop policies which are in line with provisions in Children First: National Guidelines for the Protection and Welfare of Children (The Department of Health and Children, 2004) and Guidelines and Approach for Preservation of Children (The Department of Education and Science, April 2001). Evidence was also given which confirms that the board of management has accepted and implemented the policies. A designated liaison person has been appointed in accordance with the Department’s guidelines.  Parents have been advised of this in both Irish and English. 

 

3.2 Planning in the classroom

The teachers regularly plan their lessons.  The work plans are based on the school’s policies and it is clear that the school planning process has an admirable influence on the teachers’ preparation.  They provide presentation material, various appliances and equipment to implement class work effectively.  They keep a full account of progress in the class.

 

4. Quality of learning and teaching

 

4.1 Language

 

Irish

Irish is taught in a productive effective manner.  The lessons are dynamic, the children are encouraged with understanding and good results are obtained from the work.  Discipline is good, the pupils are well-behaved and they have a good approach to work.  Considerable help is given to children who have language needs in Irish and the teachers provide a large volume of stimulating materials to support the work.  The news is discussed in detail and pupils’ full participation in lessons is encouraged.  The children give excellent co-operation in all these areas and they enjoy the various items.  Structured progress can be seen in conversation and it is evident that the children benefit considerably from their work.  Drama is featured regularly and the children are experienced in role-playing.  They learn stories, dialogues and poems in a rich and enjoyable way through drama.  It is evident that this work is carried out thoroughly and meritoriously. The various items are presented in a spirited and clever manner.  Proverbs, tongue-twisters and phrases are used to motivate the children.   Modern facilities, for example computers, are used in teaching and in learning, to present and deliver lessons.  Individual children are taught with understanding and special needs are sensitively included.  The children express interest in their work and they love to learn.  The children speak with courage and confidence and they can express their opinions and everything they know fluently.  Excellent progress is seen from class to class and it is clear that the needs of the pupils are being met as they advance through the school. 

 

Copybooks are decorated with pictures and colour.  Exercises are carried out regularly and correct emphasis is placed on handwriting.  Good results are achieved in general and the copybooks are regularly corrected.  The pupils are proud of their work. The detailed arrangements regarding copybooks and handwriting could be reviewed to achieve more consistency in school practices.  Reading is intelligently taught with the help of whiteboards and blackboards.  The words are taught on a regular, systematic basis and excellent emphasis is placed on Irish phonetics.  A phonetics scheme is used for the acquisition of basic sounds and this helps by encouraging the children to achieve mastery.  The work is shared helpfully amongst the teachers and pupils benefit from exchanges in order to learn certain aspects.  Children with particular needs in reading are given special assistance and this is done effectively.  Reading is greatly encouraged and a wide range of Irish books is provided in all classrooms.  The importance of books is emphasised and the children love the stories, the pictures and the reading material.

 

English

English is taught with regularity and with careful attention to the requirements of the curriculum.  Most of the pupils have regular exposure to English in their daily lives and some have English as their first language.  The school has a particular need for a skilful approach to the requirements of the children in English for various reasons which include the varying language experience of children at home, the needs all the children have for a sound command of English, the special needs of certain children, and the pupils’ and their parents’ expectations for language teaching.  The staff deals with these complexities in a measured, sensitive and effective manner.  Indeed, particular merit attaches to the school’s multi-layered response to the pupils’ dual language needs.  The range of provision for English and the individualised approach of the teachers are especially commendable.

 

The younger children receive methodical and stimulating instruction in English.  The pupils are trained to listen and to respond to questions.  Language is used with skill to develop pupils’ interest in usage and in vocabulary.  Toys, puppets, objects and visual aids are used freely to prompt the children and to assist them in understanding new words and new contexts.  Rhymes and verses are taught with care and the pupils are trained to listen and to recite with accurate reproduction of sounds.  The pupils are encouraged to match actions to the words of some rhymes

and they are happy to recite with appropriate movement and gestures.  They are very keen to recite from memory and it is apparent that memorisation is used with skill to expand their vocabulary and their frame of reference.  Conversation is developed appropriately with the pupils in the middle and senior classes and the children are encouraged to speak and to express themselves in a variety of ways.  Lessons in oral aspects of English are well structured and well matched to the needs of the pupils.  Charts, posters, stories and verses are used with skill to advance the pupils’ experience of language while flashcards, labels, word lists and printed materials are distributed in classrooms to assist learning.  Instruction is well matched to the children’s needs and lessons are engaging and challenging to the pupils.  Expectations are set at a realistic level and there is incentive for the pupils to participate fully in their school work.  By and large the pupils manifest good ability and confidence to converse and to communicate with others. 

 

Reading is given high priority and is provided for with suitably graded lessons and exercises.  The pupils are given regular instruction with broad usage of various aids to assist learning. The teaching is skilful and well focused and takes full account of the individual needs of the pupils.  Print and pictures are used to good effect and the pupils benefit from their lessons and enjoy simple word games and challenges arising from material learned.  Books of all kinds are very prominently featured and pupils have regular discussions about stories and characters that interest them.  There is a high degree of collaboration among the teachers in developing the skills of literacy and the sharing of instructional work at certain times provides valuable stimulation for the pupils.  Pupils’ needs in literacy are monitored with care and the teachers provide with particular attention to detail for the needs of all their pupils.  There is regular provision for assessment.  Written work is assigned with regularity and the pupils are taught to set out their work in clear and legible format.  Appropriate creative pieces are featured and the pupils have many opportunities for exercises and practice in writing.

 

4.2 Mathematics

The needs of the children are regularly and extensively met in Mathematics.  A very useful plan has been outlined for the school and consideration has been given to language issues and exercises in Mathematics to allow for the effective completion of work.  There is general agreement amongst the teachers regarding the four operations, addition, subtraction, multiplication and subtraction to help the children do their sums and to achieve consistency in class work.  Aims and targets are stated in detail and the same series of textbooks are used throughout the school.  Appropriate emphasis is placed on memory work and on oral questions.  Teaching appliances and facilities are generously supplied and mathematical material is displayed on the boards and on the walls. 

 

A good foundation is laid in infant classes with energetic and stimulating lessons.  Clever use is made of equipment and the number line to direct and teach the pupils.  Skills are fostered on a regular basis and special attention is given to counting and activity.  The children love their lessons and they discuss the calendar and the hundred square with spirit and understanding.  Special care is given to written work and the children get very good training in their efforts to complete work in an orderly and clear manner.   The work is deepened and extended in the middle and senior classes.   The lessons are presented well and co-operation and attention is established amongst the pupils.  The children are encouraged to be interested and involved in the various activities.  Emphasis is placed on numeracy and the pupils display accuracy and knowledge of the work done.  The pupils can manage shopping easily and they have a good knowledge of money and time.  The pupils resolve problems enthusiastically and they demonstrate a good understanding of the underlying principles.  The various groups are well engaged as are children with special needs.  The lessons are explained well and the children are suitably challenged by their work.  Written work is laid out neatly and confidently and it is clear that a good standard of work is achieved generally. 

 

4.3 Social, Environmental and Scientific Education (SESE)

 

History

History is regularly discussed in all of the classes.  Special attention is given to specific aspects of the subject, for example the saints, the stories accompanying them and stories from the locality.  The subject is extended with information on and discussion of other themes, for example legends and Fenian stories.  Tours are organised to ring-forts and to other archaeological sites in the area.  The children’s attention is drawn to local aspects and they demonstrate a good knowledge of various features of the local community.  Projects are based on events and special stories.  For example, the pupils investigated Tom Crean’s story, they visited his birthplace and they decorated charts with photographs and accounts of his life and deeds.  This work was integrated with English when the class studied his biography. National and international themes are discussed diligently and the pupils display a good knowledge of topics explored.  The work is carefully recorded in the copybooks.  Some of this work could be simplified on occasion with diagrams and a short summary rather than a complete written description.  It is acknowledged that appropriate textbooks are not always available. It is recommended that additional emphasis be placed on timelines to assist the children. 

The distinct linkage made with local themes is highly praised as it develops a knowledge and an understanding amongst the pupils of their own community.  For example, a project is underway to examine the history of schools in the parish and to chart it as part of the fortieth anniversary of the amalgamation of the schools.  The pupils’ work is displayed in the classrooms and in the school corridors and a high standard is evident in the various displays. 

 

Geography

Lessons are organised productively and regularly.  Maps and the globe are used for animated presentation.  Lessons are based on appropriate subjects and the children are energetically stimulated.  Items of interest are displayed to broaden the children’s knowledge of their own area and of other countries.  Emphasis is placed on projects to research particular countries and the children thoroughly enjoy these activities.  The children display knowledge and understanding of the work done.  Aspects of the area are discussed capably and the children’s knowledge and understanding of their own locality is effectively expanded. 

Special attention is given to written work and suitable progress is to be seen in the work overall.  It is recommended that the pupils’ mapping skills be developed further to enhance the work in geography.   

 

Science

Science teaching and learning materials are provided as necessary.  Although there is very limited space in the classrooms, every effort is made to provide science corners.  A link is made between the science lessons and other aspects of the curriculum, for example nature and health issues.  Young pupils’ attention is regularly drawn to plants, animals and birds.  Pictures are displayed to stimulate the children’s interest and flowers and plants are grown to develop curiosity and understanding.  A food table is maintained for the birds to give the children an opportunity to obtain information and an understanding of the birds in the locality by observation.  The imaginative work based on nature is highly commended.  Experiments are carried out from time to time and the children enjoy and benefit from these activities.  The environment is used in the work and the children reveal wide knowledge of various aspects of the area.  Outdoor tours are regularly organised and the children get opportunities to explore the environment around the school under the supervision of teachers.  The link made with the local area for various activities is especially praised.  Pictures and handouts are distributed to help the children and interesting topics are covered.  Excellent direction is given as regards vocabulary and the explanation of concepts.  Work is regularly recorded in copybooks. 

 

4.4 Arts Education

 

Visual Arts

The visual arts are regularly featured. School policy is outlined helpfully.  Regular time is given to art classes and there is agreement amongst teachers that examples of the children’s work will be displayed.  The lessons are excellently run and the children are allocated varied work.  A large volume of the children’s work is displayed around the school, in the classrooms, in the corridors, on the windows and in folders.    The pupils enjoy the work.  They are encouraged to be creative and to express their imagination in the activities.  Responding to art is also a feature of the work.   The art activities are worthwhile and especially creditable when they are integrated with other activities in the curriculum.

 

Music

The teaching of Music is widely covered in the school.  Rhythm and intervals are regularly taught.  Percussion instruments are used periodically and the pupils thoroughly enjoy these experiences.  Songs are skillfully and effectively taught.  Extensive interest is fostered in music and it is obvious that the pupils thoroughly enjoy music.  They sing confidently and tunefully.  They sing on their own, in groups and all together.  Traditional songs are sung with verve and the children are encouraged to display an interest in their own culture and in the richness of their locality.  The school is assisted by Oidhreacht Chorca Dhuibhne to promote sean-nós singing. The teaching is carried out in a productive and creditable manner. The high standard and the melodic quality of music achieved in this aspect of the curriculum is highly commended.

 

Drama

Drama is used extensively to support teaching and learning.  The children are experienced in drama productions. A high standard is achieved in this area of the curriculum.  The younger children role-play and do mime work from an early stage and they gain valuable experience of presentation. Stories, poems and verses are adapted to drama and the children participate enthusiastically in these activities.  The pupils have experience and an excellent understanding of dramatic activity. The school participated recently in a national drama competition when they staged ‘Cochaillín Dearg’ (Little Red Riding Hood).  The school won first place in their category and the pupils were presented with a trophy in Croke Park.  The delightful standard of achievement is highly praised, especially for the manner in which this work influences the pupils with reference to music, acting, presentation and imagination.  It is evident that this work has a beneficial effect on the children as regards personal growth and development.  The school merits particular praise for this aspect of its work.

 

4.5 Physical Education

There is a strong emphasis on physical education.   The available resources including equipment and space are used well.  There is a suitable yard at the back of the school and there are baskets for basketball.  There is a playing field across the road from the school for games and playing.  There is a good store of equipment which is easily accessible.  The lessons are enthusiastically and adeptly presented.  Equipment is effectively distributed and the children work in pairs and in groups.  The space in the yard is imaginatively used and the children are motivated well to participate.  Skills are effectively taught and games are well organised.  The pupils show interest in this work and are particularly intent about it.  It is clear that they have a wide range of skills.  All the pupils are interested in sport and it is evident that they participate actively in football locally.  There is very good progress in physical education from class to class and the teachers’ work has paid off well.  A coach from the Gaelic Athletic Association visits the school every second week to help teach physical education skills.  Dance classes are regularly organised in conjunction with parents. 

 

4.6 Social, personal and health education (SPHE)

This aspect of the curriculum is greatly emphasised in the school.  As is evident from the School Plan, much consideration has been given to developing the school’s vision.  It is specified that all pupils are welcome and that every effort is made to maintain an enjoyable, friendly and educational atmosphere in all school activities.  It is hoped that each child will reach his/her optimum potential in school and that each child will have self-respect, will have respect for others and will respect their own culture as well as other cultures.  It is stated in the school’s vision that it is hoped that the beauty of creation will engender a sense of wonder among the children and will stimulate them to be creative themselves and to have a desire to learn and to love reading. 

It is believed that the teachers are very successful in implementing this vision in the various activities at school.  A pleasant atmosphere is fostered in classes and in school affairs in general.  The rules of the school are effectively implemented and great co-operation is achieved amongst the pupils.  The pupils show respect for themselves and for their fellow pupils.  It is evident that schoolwork has a deep impact on them and that they have a great liking for education and learning.  The children have progressed on a personal and social level because of the school’s work.

 

The formal lessons are effectively presented.  Health practices are discussed regularly and stimulating lessons are based on the food pyramid.  The work is imaginatively and effectively carried out and the pupils benefit from the teaching.  The classrooms are decorated with pictures and charts to reinforce the lessons.  Good daily habits are fostered with an emphasis on healthy lunches for children, personal cleanliness and recycling.  Co-operation is sought from parents in these matters and the children are encouraged to comply with school policies.  Special arrangements are made, in consultation with parents and with their approval, for pupils in sixth class so that they will be prepared for their next steps in life.  Guest speakers are sometimes invited to give an additional insight into a particular subject.   It is deemed that the school is very effective in this area.

 

4.7 Assessment and Achievement

The teachers monitor the progress of children on a regular basis.  They maintain records of the individual progress of the child by extensive observation and by carrying out tests in reading and Mathematics in particular.  Homework diaries are kept and these are regularly signed to achieve appropriate co-operation with parents.  The tests and the various examinations are regularly corrected by teachers.  The teachers know all of the pupils very well and they demonstrate a creditable understanding of the learning needs of the children.  It seems that a close eye is kept on the progress of the children and that parents are kept informed of that progress.

 

5. Quality of support for pupils

 

5.1 Pupils with special education needs

An appropriate comprehensive policy has been produced for pupils with special education needs.  It is based on the Learning Support Guidelines published by the Department of Education and Science.  There is a learning support teacher on the staff and this post is shared with another school. Pupils with difficulties in Irish, English and Mathematics are given helpful assistance. Nine pupils in total receive attention.  A wide range of materials and equipment is provided to help the pupils.  Toys and work cards, books and pictures, as well as appropriate software and hardware are provided imaginatively to promote teaching and learning.  The lessons are constructively based on the needs of the pupils and they are encouraged with teaching and questions.  An individual profile and learning programme is prepared for each pupil and learning targets are carefully designed.  A pleasant relationship is fostered with the pupils and they show a liking for their work in general.  Various tests are carried out and a full account is maintained of the pupils’ progress.  This work is very successful and it is clear that the pupils are satisfied with and benefit from the extra help that they receive.

 

A part-time resource teacher visits the school four days a week to provide four additional teaching hours to one child.  A special teaching programme has been prepared for the child and the child’s language and social needs are specifically targeted.  Games, pictures, books, phonics and flashcards are used to assist and stimulate the teaching.  It is clear that significant progress has been achieved recently and that the teaching programme is successful in this regard.  It is deemed advisable to carry out some of the teaching in the class or with a group to give the child other opportunities to operate and learn together with other pupils.  It is recommended that the learning support teacher and the resource teacher carry out some of the work in the ordinary class or in groups to add some additional variety to the work.

 

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 when the draft findings and recommendations of the evaluation were presented and discussed.