An Roinn Oideachais agus Scileanna

Department of Education and Skills

 

Whole School Evaluation

REPORT

 

Scoil Niocláis

Frankfield,Grange,Cork

Uimhir rolla: 20106E

 

Date of inspection: 6 October 2009

 

 

 

 

 

Whole-school evaluation

Introduction – school context and background

Quality of school management

Quality of school planning

Quality of learning and teaching

Quality of support for pupils

Conclusion

School response to the report

  

 

 

 

Whole-school evaluation

 

A whole-school evaluation of Scoil Niocláis was undertaken in September/October, 2009. This report presents the findings of the evaluation and makes recommendations for improvement. The evaluation focused on the quality of teaching and learning in English, Mathematics and History. The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.

 

 

Introduction – school context and background

 

Scoil Niocláis is situated in the suburb of Frankfield and approximately five kilometres from the centre of Cork City. The school is co-educational and is under the patronage of the Roman Catholic Bishop of Cork and Ross. It caters for pupils from junior infants to sixth class and, in the main, receives pupils from the immediate environs of Frankfield and Douglas. The school population has grown rapidly since its inception in 2000. There are currently 797 pupils on roll.

 

The following table provides an overview of the enrolment and staffing in the school at the time of the evaluation:

 

 

Number

Pupils enrolled in the school

797

Mainstream classes in the school

28

Teachers on the school staff

41

Mainstream class teachers

28

Teachers working in support roles

11

Special needs assistants

11

 

 

1.     Quality of school management

 

1.1 Characteristic spirit, mission or vision

The school’s motto “Doras Feasa Fiafraí” [The Road to Learning is Questioning] underpins the staff’s worthy efforts to provide a caring and secure learning environment where the intellectual, spiritual and social needs of all pupils are addressed. School Management has endeavoured to promote the professional development of staff and the extensive range of courses pursued to date is laudable.

 

1.2 Board of management

The board of management fulfils all its duties to a very high standard and is committed to developing a climate of continuous improvement within the school. It is properly constituted and has a clear and shared understanding of its responsibilities in the management and development of all aspects of the school. It is evident that the board places a high value on the accountability and transparency of its work. Members of the board have attended training for boards of management provided by the Catholic Primary School Management Association (CPSMA).

 

In general, board meetings are convened twice per term and each year a calendar of meeting dates is agreed for the school-year. If necessary, the board will convene outside of the agreed dates to address an urgent matter. Minutes are maintained carefully by the secretary of the board and reflect the broad range of matters addressed at meetings. The treasurer presents a financial report to each meeting and prepares annual accounts for external audit. The chairperson of the board discharges his duties effectively. His is a recent appointment and is currently fulfilling his role in an acting capacity, following the transfer of the previous chairperson to a new parish. While welcoming the chairperson to the school, the principal and other board members praised the work of the former chairperson who was very actively involved in the founding of the school and presided over the board since its inception.

 

The board ensures that Department of Education and Skills regulations are observed and that the operating procedures of the school are underpinned by sound policies. Specific duties are assigned to individual board members who fulfil these tasks conscientiously, often with the support of a corresponding staff member who has been allocated similar responsibility as part of the school’s middle management structure. The board of management takes pride in providing a comfortable and safe environment for the school community. It is evident that much credit is due to the board for its dedicated work and success in overseeing the development of the school since its establishment in 2000. In particular, the board is to be commended for the development of the school building and associated facilities. Notwithstanding the excellent progress in this area to date, ongoing school accommodation and building projects continue to be a priority focus of the board and plans for additional building work are at an advanced stage.

 

The board has been involved in compiling and ratifying a wide range of organisational policies and undertakes a regular review of policies contained in the school plan. A number of school policies, including policies on enrolment and admissions, health and safety, RSE, equal opportunity as well as the school’s mission statement are available on the school website. The board communicates effectively with the parent body through notices in Nuacht Niocláis, the school newsletter, and on the school website. It is recommended that copies of all policies be signed and dated.

 

1.3 In-school management

The in-school management team comprises the principal, the deputy principal, five assistant principal teachers and eleven members of staff with special duties. The school is led most effectively by a diligent and committed principal who provides strong leadership in both curricular and organisational matters. He has overseen the development of the school to its current enrolment with great enthusiasm and dedication. He has succeeded in creating a very positive school atmosphere and displays commendable knowledge of educational issues and achievement levels throughout the school. The principal demonstrates a strong commitment to the development of transparent and accountable procedures and is evidently open and respectful in his dealings with staff, pupils and parents.

 

The principal and deputy principal were appointed to the school when it first opened in 2000. In the interim, the school has developed to an extent whereby the deputy principal does not have assigned teaching duties, thereby enabling her to fulfil her management duties with great efficiency. It is evident that she has worked tirelessly towards the successful development and improvement of the school. The manner in which the principal and deputy principal collaborate is commendable. They have agreed respective areas of responsibility and have a shared vision for the curricular and organisational progress of the school. They communicate systematically with staff and maintain visible leadership and presence among the school community at all times.

 

The principal is supported by a dedicated and very professional in-school management team. The school has established an effective management structure around three layers of management involving first, the principal, secondly, the senior management group and thirdly, the full in-school management team. Management tasks are defined clearly at each level and communication is a very strong feature of this management structure. The duties of members of the team reflect the priority needs of the school and they are reviewed regularly to ensure that they continue to reflect changing priorities. High expectations are set for post-holders as is demonstrated by the way management targets are set for each post-holder and progress is reported upon regularly at management meetings. There is close collaboration between the members of the senior management group to provide very effective curricular and administrative leadership both at individual and at corporate levels. Curricular innovation is both encouraged and led carefully and it is noted that curriculum leadership roles are fulfilled with noteworthy success. The administrative documentation including administrative policies, roll books and pupil records are maintained with the utmost care and attention.

 

The decision making processes in the management team are consultative and open. Needs analysis and policy audits are a feature of the approach of management to policy development. Parents’ views are taken into account and very good procedures are in place for policy formulation. The steps include formulation of the policy by a committee, followed by presentation to staff, discussion and agreement at staff and board levels and finally publication on the school web site. Overall, in this school all management tasks are undertaken in a very responsible manner leading to commendably high quality outcomes.

 

1.4 Management of resources

The talented teaching staff is this school’s primary resource. The board of management and the senior management group demonstrate the value they place on this resource by the many opportunities provided for teachers to develop their expertise. Good emphasis is placed on professional development and many teachers have undertaken post-graduate studies. In addition, the class rotation practice in the school ensures that teachers develop their skills in delivering the curriculum to as wide a range of pupils as possible. An effective mentoring system is in place for new teachers and the deputy principal meets with all new teachers frequently and visits their classrooms on a regular basis

 

The special needs assistants (SNA) are very much part of the school organisation. They attend staff meetings and have separate meetings with the principal, the deputy principal and the special needs co-ordinator to ensure their role for special needs pupils is clear and positive for those pupils. The SNAs maintain daily records of their work with pupils and this is to be commended. A procedure for maintaining these records over a period of time is in place. The school secretary, caretaker and other ancillary staff are valued by teachers and management and all make a valuable contribution to the smooth running of this school.

 

In terms of material resources, this is a well-resourced school. The school can be justifiably proud of its information and communication technology resources including its computer room and the use made of data-projectors to enrich lessons is praiseworthy. There is a good quality class library in most classes with both fiction and non-fiction books. The classrooms are bright and decorated attractively with displays of pupils’ work. There are very good systems in place for the storage and retrieval of resources. The board of management is very supportive in providing funds for additional material.

 

1.5 Management of relationships and communication with the school community

The school has a very active parents’ association which is affiliated to the National Parents’ Council (Primary). The association meets once a month or more often if the need arises, and minutes of meetings are recorded and maintained. Decisions taken at the meetings are communicated to school management and the association prepares a written end of year report. The deputy principal has been assigned as the school’s liaison person with the association and she attends its meetings regularly. It is evident that the association provides valuable support to both the school management and to the parents. Since the founding of the school the association has been particularly industrious in the area of fundraising. The association provides funds to the school for the purchase of equipment and resources.  Other current priorities of the association include the management of the large volume of traffic at opening and closing times and related road safety concerns. Over the years the association has provided a variety of courses for parents, including courses on parenting, communication with children, computers and Irish. Parents are also involved in the curricular and organisational aspects of the school. For example, the daily involvement of parents in CAPER (Children and Parents Enjoying Reading) in the infant classes and the participation of parents on the policy review committee were particularly noteworthy features of parental involvement. In addition, all in-school management members are required to consider how best to include parents, home and community when carrying out their duties.

 

At the meeting with the representatives of the parents’ association the communication channels between teachers and the parents were described as open and underpinned by clear procedures. The parents also expressed their high level of satisfaction with educational standards and results in the school. Formal parent teacher meetings are held once a year and the school provides parents with a written record of pupils’ progress on an annual basis.  The school communicates with the parents in a variety of ways, depending on the nature and urgency of the message. Among the methods of communication are messages in children’s journals, notices in the covered notice-board at the school gate, group text messaging, the school newsletter (Nuacht Niocláis), periodic information bulletins (Nótaí Niocláis), the school website and the parish newsletter. More recently, the school has made a conscientious effort to reduce the amount of paper used in the production of its publications through increased use of the school website. The resulting reduction in the amount of paper being used is in line with the schools environmental programme under the Green Flag project. Nevertheless, the school management has been careful to ensure that this initiative does not diminish the quality of communication with parents. The ongoing development of the school website has played a strategic role in the continued communication with parents and with the wider community. In particular, the school has introduced a blog platform on the website which provides viewers with an insight into the work of the pupils throughout the school. The school has been very careful in ensuring that this development is in line with the school information and communication technology policy with regard to internet safety and security.

 

1.6 Management of pupils

The pupils are very well-behaved and their good behaviour and work are affirmed regularly. Pupils were friendly and courteous in their interactions with the inspectors, with teachers and with each other during the evaluation. There is a positive atmosphere throughout the school with good routines and excellent visual symbols to help pupils develop positive patterns of behaviour. There is a caring relationship evident between staff and pupils and this is led by the principal who meets and greets pupils entering the school in the morning. The principal is to be commended for the lead he also gives in encouraging the use of Irish throughout the school. The openness of the school in the way it manages pupils is highlighted further in the manner in which pupils are given a voice through the students’ council.

 

 

2.     Quality of school planning

 

2.1 Whole-school and classroom planning

The school has undertaken a commendable level of whole-school planning that reflects the school’s mission statement and characteristic spirit. A comprehensive range of policies both organisational and curricular has been compiled and presented in the school plan. There is evidence that much of the planning process has been positively influenced by the professional and school development services of the Department of Education and Skills. The school plan has been developed collaboratively, with evidence of contributions from staff, board of management and parents. Individual teachers have been appointed as curriculum coordinators of the various subject areas and they have overseen the production of well-thought-out and structured curriculum plans. This is a commendable practice and one which has resulted in some noteworthy examples of whole-school planning across the curriculum. The school plan is in an easily accessible format including a hard-copy in the main office and many policies are available on the school website. Electronic copies are available to all staff through the school’s internal computer system. It is recommended that the school further develop its excellent whole-school planning by ensuring that whole-school curriculum plans are reflected in individual teachers’ classroom planning and practice.

 

All policies are reviewed systematically in accordance with a review schedule. Parents have been involved in the development of a number of policies and participate in the policy review committee. The school’s use of the Department of Education and Science publication, Looking at our School (2003), as an aid to the school review process is deserving of particular praise. This review programme began in November 2008 and culminated in the production of a booklet detailing the schools procedures and performance under each of the themes presented in the guide.

 

All teachers comply with rule 126 for National Schools in providing long-term and short-term schemes of work as well as monthly progress reports. In many cases, very thorough preparation was observed where teachers supplemented their plans with material from websites, Word documents, graphs and information texts. The long-term plans reflect the school plan in various curricular areas and are of good quality generally. Succinct programmes of work in the long-term plans are based on the structure of the curriculum and there is evidence of progression in pupils’ learning in the implementation of the plans. There is a common template in use for short-term planning and many teachers retain a copy of the previous class teacher’s third term plan in order to ensure continuity. In the long-term schemes for English, Mathematics and History, clear planning geared to specific class needs is very much in evidence. Monthly progress records are maintained by means of a ticking system and all planning documents are monitored by the principal and deputy principal.

 

The collaborative planning processes in this school are very effective. In order to maximise the opportunities provided by these processes, teachers should now focus on identifying short-term learning targets that would be specific to the needs of individual class settings. The collaborative process is ideal for developing common themes, topics, methodologies and resources. However, teachers need to adapt and apply the agreed approaches in their individual class settings.

 

The method of recording the monthly report (cuntas míosúil) should be reviewed for the purpose of providing clear records of the work undertaken. Recording page numbers, for example, does not provide a sufficient record of work completed. These cuntais mhíosúla are retained on a current year basis. It is advised that, in accordance with regulations, the monthly progress records should be retained for a further year following the end of the current school year. In addition, the timetables should specify the SESE subject on the timetable for each week.

 

2.2 Child protection policy and procedures

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

 

 

3.     Quality of learning and teaching

 

3.1 English

Commendable emphasis is placed on the provision of a whole language experience for pupils where oral language, reading and writing are integrated across a range of curricular areas. Praiseworthy attention is focused on the development of listening skills. Rhyme, poetry and story are used effectively to engage pupils in talk and discussion in the infant classes. The productive use of a range of other strategies such as debate, reporting, storytelling and dramatic activities further enhances language skills. Pupils in the senior classes display a growing competence in presenting and supporting arguments and in speaking articulately. The implementation of thinking time to further develop pupils’ critical thinking skills is a notable feature of all classroom practice and merits high commendation. Some well-structured discrete oral language work is in evidence. This good practice should be extended on a whole-school basis to further target the development of particular oral language skills and the enrichment of pupils’ vocabulary. Response to and appreciation of poetry is nurtured actively and pupils are facilitated skilfully in creating their own poetry. Most classes recite a range of suitable poems with expression and clarity.

 

Emergent reading skills are developed gainfully in the junior classes. Suitable emphasis is placed on reading readiness activities including knowledge of the conventions of print, basic sight vocabulary and word identification strategies. Teachers use song, rhyme and good visual materials in supporting the development of pupils’ phonological awareness. Pupils are exposed to a print-rich environment where high frequency and common words are displayed. Pupils demonstrate a keen interest in reading and very positive reading standards, appropriate to pupils’ abilities, are in evidence. Reading skills are developed systematically through a wide range of approaches. Opportunities are provided for pupils to engage in collaborative reading activities using visually appealing large format books and shared reading experiences with parents. The provision of differentiated instruction in specific reading skills through station teaching in the junior classes greatly augments pupils’ proficiency. The encouragement of pupils to engage in extensive personal reading is praiseworthy. A wide variety of reading material including class readers, novels, library books and newspaper articles is used purposefully and in a differentiated manner. This work is further enhanced by initiatives such as peer tutoring and Uninterrupted Sustained Silent Reading (USSR) time. Independent reading is encouraged throughout the school. Pupils also demonstrate an age-appropriate ability to assimilate and understand content. Libraries, with an extensive and varied range of attractive reading material, are a central feature of all classrooms. The involvement of parents in the implementation of the Children and Parents Enjoy Reading (CAPER) programme and in some writing activities greatly contributes to the creation of positive attitudes to literacy from an early age.

 

Pupils engage in a range of functional writing tasks that cultivate good spelling, punctuation and an understanding of grammar. A dictation approach to spelling is used productively to facilitate its application in writing. Worthwhile writing activities such as daily news, letters, poetry, diary entries, descriptions and story demonstrate pupils’ ability to write in an age-appropriate register of language. Additional emphasis on the use of the language experience approach in the junior classes would assist in further developing pupils’ ability to write independently and on a more regular basis. Process writing is cultivated purposefully in the middle and senior classes and suitable strategies are used to aid pupils in planning, editing and redrafting their written work. Pupils write regularly in a range of genres and for a variety of purposes and writing tasks are linked commendably to other areas of the curriculum. The display of pupils’ written work and the use of communication technology greatly enrich pupils’ writing experiences. In general, the quality of pupils’ presentation of written work is very good and pupils are encouraged to observe the conventions of writing. While pupils’ written work is monitored appropriately, greater emphasis should now be placed on the teaching and modelling of handwriting skills by teachers and the regular application of these skills to pupils’ work. Further consideration should also be given to the reduction of the number of workbooks in use in the delivery of the English curriculum. Some very good examples of whole-class teaching was observed. However, teachers are advised to make greater use of group and pair work to further enhance curriculum delivery.

 

3.2 Mathematics

In Mathematics, standards overall are praiseworthy. Many pupils demonstrate a good knowledge and understanding of mathematical concepts and skills which are appropriate to their stage of development. In some classrooms pupils’ mastery of skills is most impressive. Pupils present their written work in an orderly manner and to a high standard. Designated areas for Mathematics which support pupils’ learning feature prominently throughout the school. Many pupils engage productively in a variety of problem solving strategies. Their questions are encouraged and answered. Many teachers place a praiseworthy emphasis on providing pupils with direct instruction in key mathematical language. In most classrooms a wide variety of methodologies is used. In some classrooms a good balance between purposeful whole-class teaching, group and pair work enables pupils to engage in sustained shared thinking and thereby extend mathematical learning. In order to promote further consolidation of pupils’ concepts and skills it is recommended that this practice be extended. During the evaluation, skilful use of information and communication technology was noted and commended. Regular opportunities are provided for many pupils to explore concepts using concrete materials. The organisation of these materials is very good in some classrooms and facilitates their systematic use. The further development of this good practice on a whole-school basis will greatly enhance pupil learning. The variety of approaches which staff have introduced in order to differentiate the mainstream curriculum to cater for pupils’ individual differences is acknowledged and commended. During the evaluation the need to further monitor the impact of these approaches on pupil learning was highlighted and discussed positively.

 

3.3 History

The teaching and learning in History is of a high standard. The school makes an admirable effort to ground its history programmes on the principles of the curriculum. Commercial texts are used in the course of teaching History. Teachers depart regularly from these sources to utilise further praiseworthy strategies in the delivery of a broad and balanced programme of local, national and international History. The development of a school museum is worthy of particular mention and has provided a wide range of historical evidence in developing pupils’ skills as historians and in promoting an empathy and understanding of the past. Displays, timelines, artefacts and photographic evidence are employed purposefully in considering aspects of change and continuity. Pupils are encouraged to critically evaluate material through discussion and group-work activities. Visitors to the school, including historical societies and members of the local community, among others, provide a valuable and rich resource for the pupils on a variety of subject matter. Work is enhanced suitably by the commendable use of the project method which teachers see as a valuable means to extend the breadth and depth of chosen topics. A good emphasis is placed on developing an interest in local history and beyond. The history of the growth of the school was recently documented illustrating the different stages of its development. This is effective use of pupils’ own experiences to build their understanding of chronology. A number of historical trails in the city and county have been identified and pursued. Staff members have identified the Grange/Frankfield area as an important source of evidence about the past and the use of the immediate environment has been prioritised in the school plan for the coming year. The use of timelines in the development of pupils’ further understanding of chronology has also been emphasised in the plan. Productive use is made of communication technology to present lesson content in a stimulating manner and to enable pupils to access information. Assessment is mainly through teacher observation and teacher-designed tasks, with table-quizzes a favoured activity of pupils. The teaching of History is enriched by successful links with other aspects of the curriculum, most notably with the Visual Arts and English.

 

3.4 Assessment

A comprehensive and useful assessment policy has been documented which delineates clearly the procedures for effective assessment with helpful templates and support documents. Teacher observation, checklists, work samples, projects, portfolios of work, teacher-designed tasks, photographic records and standardised tests are among the assessment tools employed judiciously   to assess pupil progress. Assessment across a range of subjects contributes to pupil profiles.  Templates for recording assessment in PE at the different class levels are currently being devised. Considerable emphasis is placed on the use of assessment to track pupil progress from year to year. A wide range of diagnostic tests is also used to ascertain the nature of the support required and to determine appropriate learning strategies for pupils with learning difficulties.

 

Positive and constructive teacher comments are used very effectively in the monitoring of pupils’ written work. Test copies are viewed and signed regularly by parents. In the further development of assessment for learning, greater focus should be directed to the use of assessment to inform future planning of whole-class, group and individual work. In contrast to selecting from a generic list, as identified in teacher’s planning, the identification and application of more specific modes of assessment which are directly related to that particular area of learning are advised. This approach and the regular use of revision tests would greatly enhance assessment for learning.  

 

Procedures for the recording of pupil progress are employed effectively and the quality of record keeping is well managed on a whole-school basis. Results of formal and informal testing are recorded and passed on as each class progresses through the school. Particular emphasis is placed on tracking the achievement level of pupils with learning difficulties. Assessment results are shared usefully between class teachers and learning support and resource teachers. Effective use of observation sheets during station teaching is commendable. Results of class tests administered at the end of each term are recorded systematically. Standardised test results are analysed carefully and a whole-school perspective on pupil achievement in literacy and numeracy is provided. Parents are provided with opportunities to discuss pupil progress and test results at annual parent-teacher meetings.

 

 

4.     Quality of support for pupils

 

4.1 Pupils with special educational needs

In keeping with best practice in providing for pupils with special education needs this school has formed a well-structured support team. Many members of the team have undertaken post-graduate professional development courses and deserve much credit for their dedication. School policy provides clear direction for the implementation of effective practice. The staged approach to the identification of pupils who require supplementary teaching is in place. There is an exemplary level of co-operation between support staff and mainstream teachers and many pupils are provided with praiseworthy supports in their own mainstream classrooms. Support is also provided judiciously in a withdrawal context. Staff members implement a wide range of effective whole-school strategies to prevent learning difficulties. These include home/school reading partnership, station teaching and peer tutoring. Suitable arrangements are in place to ensure effective liaison with outside relevant professionals and good channels of communication are in place with parents. Particularly noteworthy in this regard is the effective use of a communications copybook as a link between the learning support resource teacher and parents.  Good quality individual education plans and group education plans, as appropriate, are drawn up for pupils who receive additional support and are reviewed formally at the end of each term.  These plans are based on assessment data and on pupils’ prior attainment and are in many instances underpinned by focused ongoing short-term planning and progress records. During the evaluation many well-structured supplementary teaching sessions, both within mainstream classrooms and in withdrawal contexts were observed.  Skilful use of a variety of resources and methodologies, specific to the needs and interests of pupils, was evident. Many pupils display high levels of involvement in their work and demonstrate positive learning dispositions. In some classrooms, however, a lack of clarity around the expected learning targets for individual pupils inhibits the effectiveness of the teaching and learning. In order to further support the development of methodologies which are responsive to pupils’ learning needs it is recommended that further attention be focused on ongoing assessment for learning approaches and on strategies for differentiating the mainstream classroom programmes. The special needs assistants are commended for the dedicated manner in which they attend to the care needs of the pupils to whom they are assigned.

 

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

Sixty four pupils, representing twelve nationalities are in receipt of language support. The staff makes a worthy effort to create an inclusive environment for newcomer pupils with a variety of initiatives firmly established in the school. The two language support teachers are complimented on the quality of service offered to these pupils. Following assessment, utilising the Primary School Assessment Kit, proficiency benchmarks are applied and are utilised effectively in compiling creative learning programmes. Pupils enjoy their learning activities and are making good progress in oral language development. Staff succeed in creating print-rich learning environments where a wide range of resources is utilised effectively. A combination of Music, role play and story form the main features of language support. Pupils are mostly withdrawn in groups to facilitate these activities. There is however, provision for in-class support in the area of Mathematics and in station teaching.  Collaboration with mainstream class teachers is facilitated through short weekly meetings, where units of work are presented to support pupils in advance of mainstream class activity. The school has commissioned the services of a language assistant under the Comenius Project and he has provided valuable support to pupils, parents and staff. She has helped with translation and with the scaffolding of learning. Current concerns of staff surround a number of pupils not achieving the minimum proficiency to access the curriculum following two years of language support. In that regard the school is referred to section 8 of circular 15/2009. The staff is also advised to consider ways in which further in-class support structures and the use of language-support methodologies by classroom teachers can assist these pupils in the mainstream class setting, in advancing language proficiency.

 

 

5.     Conclusion

 

The school has strengths in the following areas:

 

 

The following key recommendations are made in order to further improve the quality of education provided by the school:

 

 

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

 

 

 

 

Published, May 2010

 

 

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

 

Area 1   Observations on the content of the inspection report  

 

The Board of Management of Scoil Niocláis would like to thank the team of inspectors for the professional and courteous manner in which they conducted the Whole School Evaluation. 

 

 

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

 

The Board of Management accept the conclusions of the report and the key recommendations which will form the basis for further school, professional and curricular development and planning.