Classroom Newsletter Template St Patricks Day

							Department of Education and Science




 Whole School Evaluation

              Report

         County           Limerick

         Roll number      08572 P

         School           ST. PATRICK’S NATIONAL
                          SCHOOL

         Address          Bruree
                          Co. Limerick

         Date of report   09 December 2005




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INTRODUCTION

St. Patrick’s National School, Bruree, Co. Limerick is a five – teacher, co-educational school,
under the patronage of the Catholic Bishop of Limerick, which caters for pupils from infants
to sixth class. The school is located in the village of Bruree, approximately thirteen miles
from Limerick city. St. Patrick’s National School is a co-educational school, one special
needs assistant provides support for pupils with special educational needs in this school.
There is a current enrolment of 113 pupils in St. Patrick’s National School. The school has
experienced a decrease in enrolment from 130 pupils in September 2002 to it’s present figure.
It is predicted that current enrolment levels will be maintained up to September 2007.

The mission statement of St. Patrick’s National School, Bruree highlights the school as a co-
educational, Catholic primary school which strives to provide a well-ordered, caring, happy
and secure atmosphere, where the intellectual, spiritual, physical, moral and cultural needs of
pupils are identified and addressed. The mission statement also outlines that it is a school with
a Catholic ethos with due recognition for other religions. The school aims to promote the
professional and personal development of teachers, while the involvement of parents, home /
school contact and a parents support committee is encouraged. The school’s philosophy
identifies the emphasis placed on the enhancement of pupil’s self-esteem, with respect for
people and property and also through the fostering of responsibility. Gender equality among
teachers and pupils is promoted and the importance of spoken Irish is also outlined.

1. QUALITY OF SCHOOL MANAGEMENT

1.1      Board of Management
The board of management is properly constituted, it convenes approximately five times per
year and is supportive of all school-related activities. It fosters co-operation between the
school and the local community and perceives its role as ensuring the ratification of school
planning policies and engaging in matters relating to school maintenance and
accommodation. The Board also concerns itself with the school’s future accommodation and
the general educational needs of the school. It has identified an action plan regarding the
school’s priorities for development and has outlined a five year plan pertaining to school
building, maintenance and accommodation issues. Regular visits to the school by the
chairperson and the provision of a safety inspection, undertaken by a member of the board of
management on an annual basis, are commended as features of good practice within this
school. It is also acknowledged that members of the Board have availed of training, while
accounting, monitoring and organisation of school finances are areas in which the Board also
has a significant involvement. Representatives from the school’s Parents’ Association (PA)
are invited to Board meetings on an occasional basis.

The Board expressed that it was very satisfied with the quality of the education provision in
this school. It perceived that there was a high level of support for pupils with special
educational needs and also that good communication exists between all members of the
school community. The Board also stated that the importance of education was highly
regarded in the local parish area. The Board plays a collaborative and constructive role in the
formulation of school planning policies, through consultation, discussion and ratification of
documentation. Appropriate circulars from the Department of Education and Science are
discussed at board of management meetings and copies of planning documentation are
distributed to the Parents’ Association. Sixth class pupils are encouraged to forward e-mails
to the local newspaper for inclusion in the local newspaper column. Communication is also
facilitated through the School Newsletter, which is disseminated approximately five times per
year and also through the school’s brochure and website.




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It is recommended that the Board undertakes a review of the practice of convening an
afternoon break time, so that compliance with Circular 11/95, Time in School, “ which
obliges school authorities by statute to ensure that schools adhere…to the prescribed
minimum number of teaching hours per day” is ensured. It is further recommended that the
duties pertaining to special needs assistance provision is outlined, in accordance with Circular
07/02. Consideration should also be given to developing a policy that would provide
opportunities for all teachers to teach at different levels throughout the school. It is further
advised, that in the formulation of responsibilities pertaining to special duties posts, curricular
responsibilities, organisational responsibilities and pastoral responsibilities be included.

1.2       In-school management
The in-school management team includes the principal, the deputy principal and one special
duties post, which is to be filled in the current school year. There is regular communication
between post-holders and school staff and it is evident that the middle management team
assists, in an effective manner, in the operational aspects of the school. Informal
communication systems exist between post holders and school staff. Discussion with the post-
holders during the evaluation process and school documentation indicate that the main
responsibilities of the current middle management structure include the registration of pupils,
the monitoring of attendance and the co-ordination and organisation of sports activities.

It is recommended that consideration be given to the review of duties pertaining to the posts
of responsibility in the school, to ensure that each duty undertaken assumes a curricular,
administrative and pastoral element.

1.3     Management of resources
The school has a staff of four mainstream class teachers, including the teaching principal. The
school also has the services of one full time learning support / resource teacher, one shared
resource teacher, who is not based in this school and a language support teacher, who
provides tuition for seven hours per week.

Four mainstream class teachers, including the teaching principal, are deployed in the
combined class groupings of junior infants/senior infants, first/second class, third/fourth class
and fifth/sixth class. One full time learning support/resource teacher provides supplementary
teaching to seventeen pupils in the school, while the shared resource teacher caters for the
special educational needs of two pupils. Language support tuition is also provided in the
school for six foreign-national pupils.

The board of management employs a part-time secretary and a part-time caretaker/cleaner,
while one special needs assistant caters for the special educational needs of pupils in the
school. Extra and co-curricular provision is provided through the services of external coaches
who provide instruction in GAA activities, rugby and Irish dancing. Pupils in third to sixth
classes are afforded the opportunity of availing of activities in chess one hour per week.

There are five permanent mainstream classrooms within the school building, which was
originally constructed in 1963, with a subsequent extension added in 1985. A general
purposes area, staff room, learning support room, resource teaching areas, storage and
ancillary accommodation are also in existence. Excellent standards of cleanliness and order
are in evidence in the interior school building, while the exterior facilities are also
exceptionally well-maintained. The school has the use of grassed and hard-surfaced areas
during recreational periods and these amenities are also utilised during activities in Physical
Education.




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Learning environments in all mainstream classrooms and support areas are very well
maintained and decorated in an attractive manner with commercial and teacher-designed
resources and pupils’ work samples. The provision of excellent stimulating learning
environments is commended, in particular, the allocation of specific corners of the room for
different subject areas, the use of suitable visual resources, the organised and orderly display
of pupil work and of a variety of classroom materials. All grants issued by the Department of
Education and Science to the school have been appropriately expended.

The school is well equipped, with a wide range of educational equipment available in
Gaeilge, English and Mathematics. Audio-visual resources, Information and Communications
Technology (ICT) and software are used in an effective manner. Extensive class libraries,
shared reading resources, educational games, standardised and diagnostic testing materials are
provided in the school. In the area of Visual Arts and Music, there is evidence of well-stocked
presses and cupboards, while a Science / Music room is also in use. A wide range of resources
is provided for use in Physical Education and sports, in particular, to support activities in
rugby, hurling, football, soccer, athletics, unihoc and gymnastics.

2.      QUALITY OF SCHOOL PLANNING

2.1 The school planning process and the content of the School Plan
The school plan outlines very comprehensive policies on organisational and administrative
matters and also on curricular areas. It is evident that collaboration between staff, BOM and
parents has taken place in the formulation of théis documentation and this practice is
commended. School planning documentation is available in CD-rom format and also in hard
copy and a wide range of general school policies is presented.

This documentation includes policies on Enrolment; Counteracting Bullying Behaviour; Code
of Behaviour and Discipline; Sports Code of Conduct; Supervision; School Tours and
Outings; Custody / Separation Policy; Safety Statement; Homework; Drug Policy;
Administration of Medication; Assessment; Parent Teacher Meetings; Report / Record Cards;
Equality of Opportunity for Male and Female staff and students; Professional Development;
Job-sharing; Career Breaks for Teachers; Acceptable Use Policy on the Use of the Internet;
Learning Support; Special Needs; ICT plan; Mobile Phone; Email and Internet Use;
Promotion / Transfer re: Second level; Absences; Illness and Accidents at School.

Curricular policy documentation is included on Gaeilge, English, (which is currently under
review and is prioritised for future development planning), Mathematics, Visual Arts, SESE
(Science), SPHE, Physical Education and Music. Policies have also been formulated on
Learning Supports and Special Educational Needs. A policy document on IT (Networking) is
also currently under development.

Considerable attention has been given to the development of curricular and administrative
policies. The school staff is to be commended on the planning documentation generated to
date and it is recommended that the further development of curricular policies in this
collaborative manner be continued. The contribution of the staff in the formulation of these
comprehensive policy documents is acknowledged and the level of work completed to date in
relation to school planning is highly commended.

2.2      Implementation and impact of the School Plan
The developmental nature of the whole school planning is recognised and staff members also
acknowledge the ongoing process of policy development, co-ordination and collaboration.
Consideration could not be given to the creation of an overall strategic / action plan, where
areas relating to the formulation, development and dates for review of policies could be
documented. School planning policies are ratified by the Board, parental involvement is
encouraged and policies are disseminated and made available to parents.


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Individual teacher planning is undertaken in the form of long term and short term preparation
in accordance with Rule 126 of the Rules for National Schools. The teaching staff is
commended for the extensive work undertaken in this regard and for the manner in which
long term and short term planning is linked to the strand and strand units of the Primary
School Curriculum (1999). Very good work is being undertaken in this regard and there is
evidence of very effective practice and consistency throughout the school. Mainstream class
teachers are enabled to collaborate with support teaching staff through the allocation of
designated consultation times.

Long term planning is presented in the form of yearly schemes, while fortnightly schemes
constitute the elements of short term preparation which, in general is outlined in terms of
content objectives and enabling activities. It is recommended that further consideration might
not be given to formulating preparation for multi-grade class contents, as appropriate. The
current school practice of documenting monthly progress records in the form of a Monthly
Report Book is commended. It is advised that consideration be given to the creation of a
school-devised template, pertaining to the Cuntas Míosúil, which might include a balance
between content objectives and the pupils’ learning outcomes.

3. QUALITY OF LEARNING AND TEACHING IN CURRICULUM AREAS
The importance of combining principles of a traditional teaching approach with active
learning strategies is acknowledged and this is reflected throughout the school. A variety of
methodologies is undertaken in all classes, through the use of teacher – directed approaches,
whole – class teaching, group teaching, project work and pair work. Pupils are encouraged to
engage in discovery learning and are enabled to become involved in participative experiences.
Staff members are very diligent and hard-working and give great commitment to their
teaching.

The inclusion and integration of pupils with special educational needs is also in evidence. A
wide range of educational software is used effectively throughout the school to support pupil
learning at mainstream level and also in the resource and learning support areas. Classrooms
are well-resourced and attractive learning environments have been created in all mainstream
classrooms and in the resource / learning supports rooms. A favourable work atmosphere is
fostered, lessons are very well structured and appropriately paced, while very good pupil
behaviour is also in evidence. Pupils are encouraged to work purposefully and independently
and written assignments are regularly monitored and corrected. The exploration of the pupils
immediate and local environment is undertaken in a productive manner, there is evidence of
cross-curricular integration and teacher expertise in a variety of curricular areas is shared
appropriately.

3.1 Language

Gaeilge
Sa phlean scoile, feictear go bhfuil cáipéisíocht chuimsitheach ullmhaithe i bpolasaí na
Gaeilge i gcomhar le foireann na scoile. Déantar tagairt oiriúnach do struchtúir Churaclam na
Bunscoile (1999) i leith an chláir foghlama don Ghaeilge, i bpleanáil na n-oidí aonair. Is léir
go bhfuil iarrachtaí fiúntacha á dhéanamh tríd an scoil atmaisféar fabhrach don Ghaeilge a
chothú sna rangsheomraí, de réir mar atá sonraithe i ráiteas misiúin na scoile: “Déanfaimid
iarracht Gaeilge a labhairt.” Úsáidtear an Gaeilge mar mhionchaint an tseomra agus mar
ábhar teagaisc i rith ceachtanna áirithe. Baintear dea-úsáid as Frása na Seachtaine agus
feictear focail Ghaeilge i dtimpeallacht phoiblí na scoile. Ta caighdeán oiriúnach sroichte ag
na daltaí i snáitheanna áirithe an churaclaim. Féachtar chuige go bhfreastalaítear go
héifeachtach ar chumas cumarsáide agus ar scileanna labhartha na bpaistí a fhorbairt.
Úsáidtear an Ghaeilge mar theanga teagaisc agus déantar daingniú rialta ar nathanna agus ar
bhunstruchtúir gramadaí le linn cur-i-bhfeidhm na gceachtanna. Baintear leas torthúil as


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ábhair chorpartha mar thacaíocht don teagasc. Cuirtear ceachtanna i láthair trí fheidhm a
bhaint as puipéid, fearas an mhúinteora, acmhainní léirithe, an clár bán, luaschártaí, prionta sa
timpeallacht, aithris rainn agus filíochta. Baineann na hoidí leas, freisin, as modheolaíochtaí
taitneamhacha, éifeachtacha le linn an teagaisc trí fheidhm thorthúil a bhaint as rannaireacht,
ról-ghlacadh, cluichí, obair i bpéirí. Tugtar deis do na daltaí dul I mbun ceistiúcháin go minic
agus feictear, i gcoitinne, go bhfuil siad cumasach ag cur ceisteanna.

Cuirtear tús leis an léitheoireacht trí phrionta sa timpeallacht a sholáthar sna rangsheomraí.
Baintear úsáid as scéimeanna léitheoireachta Maith Thú agus Treo Nua ó rang a trí go dtí a sé
agus feictear go léann na daltaí le tuiscint agus le líofacht i gcoitinne. Bunaítear an saothar
scríbhneoireachta ar obair sna cóipleabhair agus tugtar faoi chleachtaí oiriúnach sa
scríbhneoireacht chruthaitheach agus phearsanta. Feictear fianaise den dea-obair i
dtimpeallacht fhoghlama na ndaltaí agus is léir, freisin, go ndéantar monatóireacht rialta ar an
saothar scríofa agus go spreagtar na daltaí chun cur-I-láthair slachtmhar a chinntiú.

Is fiú machnamh a dhéanamh anois ar éisteacht a fhorbairt mar shnáith den churaclam trí
chleachtaí éisteachta a chur os comhair na ndaltaí go minic. Moltar, chomh maith, úsáid a
bhaint as raon níos leithne d’ábhar léitheoireachta tríd an scoil, trí fheidhm a bhaint as iar-
scéimeanna léitheoireachta a úsáid mar áis agus mar thaca don chlár foghlama ó am go chéile.


English
The teaching of English in the school is carried out in a proficient manner. There is evidence,
from a variety of sources, that there is very good attainment in this area of the curriculum,
throughout the school. Very good lessons were observed in all classes and it is evident that
most pupils display very satisfactory oral language and speaking skills. Pupils engaged in
effective oral interaction with teachers and almost all pupils had very good listening and
attention skills.

All classrooms provide a print-rich environment and classroom libraries have also been
created. A wide range of books is provided in each classroom and the local library is also
effectively utilised on a weekly basis. Large format books are in use and shared reading
initiatives are undertaken, in conjunction with the operation of a Buddy System.

The Middle Infant Screening Test (MIST) is administered in senior infants and the Forward
Together Programme is also implemented.

A good foundation of basic reading skills is established in the infant and junior classes
through the use of the „Jolly Phonics‟ scheme. These reading skills are further developed in a
structured manner in the middle and senior classes through the use of commercial textbooks.
An exploration of the novel is addressed in middle and senior classes, with activities
pertaining to character reviews and plot analysis being undertaken in a frequent and
productive manner.

In general, very effective lesson structure is observed and it is evident that due attention is
paid to the management of pupils’ application to tasks. Excellent presentation of pupil work
in copybooks is in evidence, while regular correction and monitoring of pupil work is also
undertaken. Writing skills are conscientiously and carefully developed in all classes and
pupils’ work is presented neatly.

At middle / senior class level, emphasis is placed on book reviews, creative writing and a
process approach to writing. In the area of creative writing, a wide variety of pupil work is in
evidence and supported through the productive use of ICT. Cross –curricular integration is
also addressed. Pupils’ writing from various genres is displayed and writing areas have been



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created, while samples of children’s completed work are also celebrated in classroom
environments.

A wide repertoire of poems is explored and recited with expression. Pupils’ responses to
poetry are developed appropriately.

Consideration should now be given to providing a variety of story reading activities in infant
and junior classes to intensify pupils’ vocabulary development. It is also advised that
consideration be given to the provision of a wider range of storybooks, which would facilitate
an interactive storybook reading approach. This would ensure that all children’s receptive and
expressive language skills are appropriately developed.

Daily oral language lessons with specific objectives from the curriculum should be intensified
and implemented throughout the school. It is also recommended that the development of
children’s higher order thinking skills be further promoted at all class levels.

3.2 Mathematics
Whole school planning documentation in the area of Mathematics and in individual teacher
planning, reflects the principles and structure of the Primary School Curriculum (1999).

The teaching of Mathematics is undertaken conscientiously at all class levels. Very good
teacher-pupil and co-operative pupil / pupil interactions are in evidence, while group teaching
is also undertaken in all classes. It is evident that effective management of pupil application to
tasks is addressed during lesson activities, while good use is made of concrete materials and
the pupils’ immediate environment in all classrooms.

An experiential learning approach is implemented in all classes and active learning strategies
are frequently promoted. During lesson implementation, teachers attach importance to the
careful explanation of the basic procedures in Mathematics, while a suitable emphasis is also
placed on the acquisition of number concepts, the development of mathematical skills and the
acquisition of mathematical language. Pupils record their work accurately and in a tidy
manner. A good standard of presentation of written work is in evidence in all classes.

It is advised that consideration be given to the further promotion of pupils’ higher order
thinking strategies to develop and reinforce understanding. It is also recommended that
emphasis is placed on the further development of mathematical concepts and also on
promoting pupils’ experiences in problem-solving situations. This could be undertaken
through the mathematical exploration of the local environment, real life situations,
mathematical workshops and trails.

Positive classroom environments are being created to support and develop pupil learning.
Consideration should now be given to extending the practice of creating maths-rich
environments, investigative and dedicated areas for mathematics throughout the school. The
further development and use of mathematical resources and ICT software to support pupil
learning and engagement with different strands of the mathematics curriculum is also advised.

3.3 Social, environmental and scientific education (SESE)

History
The programme of learning in history is based on work undertaken on the pupils’ immediate
and local environment. The practice of encouraging pupil participation in learning / discovery
methods, through group-work, discussion, pupil manipulation of materials and active learning
strategies, is commended. Emphasis is placed on the development of pupil knowledge
regarding national and world history, stories and legends. Pupils are afforded the opportunity
of engaging with themes of local, national and European relevance, while chronological


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aspects of the history curriculum are examined by the appropriate use of timelines. Excellent
project work is undertaken in some classes, which is linked to activities in local studies.
Pupils are also enabled to engage with relevant and authentic historical learning experiences,
which pertain to the local environment, while opportunities to work as historians are also
facilitated. The extension of these strategies is recommended in all classes. Cross-curricular
links with the programme of learning in this area of the curriculum have been established
also.

Further consideration should now be given to extending the use of ICT to support learning
experiences in history, through the broadband initiative, which will facilitate the development
of pupils’ skills as historians.

Geography
Pupils are afforded the opportunity of engaging with topics of local, national and European
relevance in geography. Work undertaken on local environment issues, the development of
skills, active learning strategies and the promotion of discovery learning and group work
activities and commended as features of good practice. Local studies and engagement with
project work constitutes part of the programme of learning in geography, particularly in the
middle and senior standards, while the appropriate use of maps and illustrative materials is
also in evidence.

The children display a great interest in, and a knowledge of a wide range of facts in the
curricular area of geography. Elements of physical and human geography of Ireland and of
European countries are examined in middle and senior classes, through the use of textbooks
and wall-maps. Concepts pertaining to pupils’ sense of place and life in the local community
are also being developed. This work is often suitably integrated with other curricular areas,
while the establishment of links with the local Tidy Towns committee has also been
facilitated.

It is recommended that future planning and classroom activity would include further
development of project work in all classes. The continued development of pupils’ skills as
geographers should also be considered.

Science
A comprehensive programme of work regarding the curricular area of science has been
formulated at whole school level. Simple and effective experimentation is undertaken in
mainstream classrooms, based on the strands and strand units of the curriculum, while pupil
engagement with discovery and investigative processes is also a feature of science lessons.
Nature / investigation tables are in evidence in some classrooms, while cross-curricular links
with the programme of learning in this area of the curriculum have been established.

Commendable use is made of a variety of methodologies, including group work, discovery
methods and project work. The continued use of these methodologies is recommended. The
further development of the school garden should also be considered as an effective strategy in
studying many of the strands of the science curriculum. The expansion of the use of project
work in all classes and the development of pupils’ skills as scientists is also recommended.

3.4 Arts Education

Visual arts
A comprehensive programme of work in the area of Visual Arts, which has been formulated
at staff level, is outlined in school planning documentation. The learning experiences
provided for pupils are based on a variety of strands and the occasional participation in
competitions is also encouraged. The classroom environment supports pupil learning and a
range of materials and resources is used appropriately in the delivery of the programme. Pupil


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effort is celebrated and pupil enjoyment with regard to activities in Visual Arts is also in
evidence. Samples of pupils’ work which are suitably linked with other areas of the
curriculum, are displayed attractively in the immediate learning environment and it is also
evident that appropriate emphasis is placed on the creative developmental process.

Consideration should now be given to the development of digital portfolios, through the
photographic recording of pupils’ work, which could be stored effectively using Information
and Communications Technology (ICT).

Music
In general, Music is taught in a very competent and effective manner. Aspects of music
literacy including rhythm, notation, beat and pitch are explored at all levels, while appropriate
activities are also presented to promote pupils’ listening and responding skills. Productive use
is made of a variety of resources including audio-visual equipment, tapes, compact discs,
percussion instruments and appropriate textbooks. Music appreciation is also encouraged.

It is evident that very good standards have been attained in relation to pupils’ singing ability
and also in pupils’ instrumental performance. Pupils are facilitated to develop vocal skills and
instrumental skills in tin whistle and they are also afforded the opportunity of experiencing
educational visits to musical performances. Visits from musicians to the school are also
welcomed. The practice of sharing teacher expertise in this curricular area is commended.

A school band and a school choir are in existence and pupils are encouraged to take an active
part in school-produced performances. A wide and appropriate repertoire of songs is in
evidence and teacher expertise in this area of the curriculum is acknowledged. The staff
members involved in the direction of the school choir and in after-school musical activities
are commended for the effort and commitment in the undertaking of these tasks.

Drama
Dramatic activity is used as an effective tool throughout the school to ensure cross-curricular
integration and linkage and also to enhance learning experiences in other curricular areas. It is
evident that pupils derive enjoyment from the techniques employed and from the activities
undertaken. Pupil involvement in productions and dramatic performances is also encouraged,
while educational trips to pantomimes are also organised. Staff members involved in the
direction of and participation in these activities are commended for their commitment in the
undertaking of these tasks.

3.5 Physical education
Planning documentation in relation to Physical Education has been recently developed at staff
level. An effective framework regarding the six curricular strands is presented, while a
balance in the strands and the organisation and implementation of lessons is also documented.

Good use is made of the school’s facilities, including the general purposes area and the
outdoor playing pitch. Activities in swimming are organised and participation in the
Community Games initiative is also encouraged. Teachers are commended for their
commitment to and investment of time in this curricular area. Success in a variety of sports
competitions and activities has been achieved. Pupils are afforded the opportunity of
participating in a broad programme of learning in relation to physical activities, including
rugby, hurling, football, soccer, athletics, gymnastics and unihoc.

The investment of teacher time in the organisation, monitoring and co-ordinating of these
activities, outside of school hours and at weekends, is acknowledged.




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Extra and co-curricular provision is provided through the services of external coaches who
provide instruction to all pupils in GAA activities and Irish dancing. Pupils from third to sixth
classes are also afforded the opportunity of availing of activities in rugby one hour per week.

3.6 Social, personal and health education (SPHE)
The curricular area of SPHE in this school provides for the promotion of a positive and
favourable atmosphere in the pupils’ environment at all class levels. The characteristic spirit
of the school is reflected in the classroom atmosphere and is also evident through positive
pupil/teacher interactions. A comprehensive policy in the area of SPHE has been documented
in the school plan. This policy addresses pupils needs appropriately and effectively and it also
outlines the learning experiences being addressed. The programme of work in this curricular
area includes activities from Bí Folláin, Walk Tall, Stay Safe, Consumer Action and
Relationships and Sexuality Education (RSE). The methodologies undertaken at classroom
level are also outlined in planning documentation and these consist of structured play at infant
class level, active learning, group learning, collaborative work, co-operative learning, drama,
role-playing projects, multi-media programmes and the use and support of ICT resources.

Personal development activities are also addressed, in an effective manner in mainstream
classes and support areas, through the promotion of experiences to enhance pupil self worth.
Pupil involvement with the local Tidy Towns committee and participation in the „Sammy
Stamp Savings Scheme‟ is also encouraged throughout the school.

It is evident that all teachers are committed to fostering a school environment that promotes
respect for diversity and mutual understanding. Pupils’ active contribution to local events and
assistance with local and national charities is promoted through their participation in variety
concerts, support of annual Trócaire collection and involvement in the Bóthar project. Visits
to the local Nursing Home at special occasions throughout the year are also undertaken.

3.7 Assessment and achievement
There is a range of assessment strategies in evidence throughout the school. Informal
approaches include teacher observation, monitoring of written work, homework assignments,
teacher-designed tests and listening comprehension tests.

Formal assessment procedures in the school are addressed through the use of teacher-
designed tests and the annual administration of standardised tests. These include the Middle
Infant Screening Test (MIST), MICRA-T and SIGMA-T. The results of these tests are filed
centrally and are maintained in a methodical manner in the school. Commercially-produced
reporting booklets are also in use in the school. Diagnostic tests including Neale Analysis of
Reading Ability, Quest, Basic Number Diagnostic Test, Non-Reading Intelligence Test (NRIT)
and Jackson Phonics are administered by the support teachers.

It is recommended that consideration be given to the development of digital portfolios to
facilitate the storage of individual children’s work samples in a variety of curricular areas.
Consideration should also be given to the use of a computerised system, which would
facilitate the analysis and use of assessment data by mainstream class teachers, to support
teachers and the principal.

4. QUALITY OF SUPPORT FOR PUPILS

4.1 Provision for pupils with special educational needs
A collaborative approach to the provision of support for pupils is in evidence among the
principal, mainstream class teachers and support teaching staff. A policy on Learning Support
and on Special Educational Needs has been formulated and is included in school planning
documentation.



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This school has the services of a full-time learning support teacher who provides
supplementary teaching for seventeen pupils in the school. One full time resource teacher,
provides resource teaching time to two pupils in this school. This resource teaching position is
based in Ballyagran National School and is shared with Feenagh National School and St.
Patricks’ National School, Bruree.

The programmes of learning formulated for pupils for whom support teaching is provided,
focus on the development of literacy, language, Mathematics, social and behavioural skills.
This planning is very comprehensively documented through the formulation and recording of
Individual Pupil Learning Profiles (IPLPs), weekly plans, daily planning sheets, records of
parental meetings, progress reports, daily records of work and timetables. Pupil portfolios and
folders are neatly maintained and very effectively organised.

Very attractively-organised learning environments have been created in support teaching
areas and a wide range of teaching strategies is implemented in these settings. Pupil effort is
celebrated and resource materials are employed in a productive manner, while emphasis is
also placed on the attainment of clear learning targets.

There is evidence of excellent and effective use of ICT in the areas of support provision
within the school. A wide variety of appropriate computer software is utilised, including test
materials, games, books, reading, phonics and comprehension materials, activities to enhance
pupils’ motor skills, mathematics material, writing activities and graded readers.

Pupils are withdrawn for support provision, from mainstream classes, both individually and in
groups. It is now recommended that consideration be given to the development of an
integrated model of provision in mainstream class settings, where appropriate.

There is evidence of effective collaboration among the principal, mainstream class teachers
and support teaching staff in the formulation and development of pupil IPLPs. While
feedback is provided to parents regarding pupil progress at annual parent/teacher meetings, it
is recommended that parental input towards the formulation of IPLPs be further extended.

Language support tuition is also provided in the school for six foreign-national pupils, for a
total of seven hours per week.

4.2 Provision for pupils from disadvantaged backgrounds
The teaching staff is aware of the importance of ensuring that the education provision should
be tailored appropriately to all pupils needs and abilities.

4.3 Home-school partnership
An active, co-operative and supportive Parents’ Association is also in existence, which is
affiliated to the National Parents’ Council (NPC) and the inspection team met with parents’
representatives from the Parents’ Association in this school during the evaluation process.

The parents’ association praised the school’s open-door policy and acknowledged the
communication structure that exists between parents and the school’s teaching staff. The
school has also established parental involvement in learning initiatives such as shared reading
programmes.

The parents’ representatives outlined that and Annual General Meeting of the Parents’
Association is convened at the beginning of each school year. It was reported that parents
have assisted and offered support in relation to a variety of social activities i.e. flower-
arranging events, organisation of party on the occasion of pupils’ First Holy Communion. It
was also stated that parents’ representatives had been in attendance at training seminars
organised by the National Parents; Council.


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The parents; representatives indicated that, with regard to issues of communication, relevant
items of interest regarding school activity were included in a newsletter, which is issued on a
termly basis. A suggestion box was also made available to parents in which proposals for
future activity could be made.

The parents’ representatives outlined that they had an involvement in matters pertaining to the
maintenance of the school kitchen, the provision of school uniforms and school tracksuits, the
provision of school DVD player and school fax machine, assistance in activities in chess and
swimming and the organisation of school insurance under the National Parents’ Council.

The parents’ representatives also stated that parents were afforded the opportunity to provide
an input into general school planning policies. In this regard, reference was made to curricular
planning documentation in the areas of Physical Education and Music. The parents’
representatives were satisfied with the education provision in the school. Particular reference
was made to the provision of and pupil access to computer classes

Parents’ representatives acknowledged that teachers in the school are approachable and would
meet with parents before or after school time, if necessary. Parents’ representatives stated that
parent/teacher meetings were convened on an annual basis at the beginning of the school year.
It was also outlined that a written report on pupil progress was issued on an annual basis at
the end of the school year.

Parents’ representatives were satisfied with the education provision in the school in relation to
the quality of support provided for pupils. It was indicated, however, that they would like
consideration to be given to the convening of parent/teacher meetings at the end of the school
year.

5. POST-EVALUATION MEETINGS
Post-evaluation meetings were held with representatives from the board of management and
also with the teaching staff of the school.

At the post-evaluation meeting with the Board, the main findings of the evaluation were
discussed. The matters arising from the pre-evaluation meeting with parents’ representatives
were also outlined.

6. SUMMARY OF FINDINGS AND RECOMMENDATIONS FOR FURTHER
DEVELOPMENT

The following are among the strengths of the school identified in the evaluation:

       The opportunities provided by the staff to foster a school climate which reflects the
        school ethos and characteristic spirit, as outlined in the school’s mission statement.
       Professionalism and commitment of all staff.
       Very good quality of teaching and learning in all curricular areas.
       Evidence of very good pupil achievement in all curricular areas.
       The level of whole school planning undertaken to date and also the high quality of
        individual teacher planning documentation.
       The collaborative management structures operating in the school, which are inclusive
        of teaching staff, board of management and parents.
       Supportive board of management and parents’ association.
       The investment of teacher time in co-curricular and extra-curricular activities.
       School building and grounds maintained to a very high standard; well maintained
        building and very attractive external environment.



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The following are among the areas for development identified in the report:

       Further development of pupils’ higher order thinking skills.
       Review of afternoon break time: 2.00 – 2.10pm (c/f Time in School, Curricular
        11/95).
       Clarify duties in respect of special needs assistance provision, in accordance with
        Circular 07/02.
       Special duties post to ensure inclusion of:
            -        Curricular responsibilities
            -        Organisational responsibilities
            -        Pastoral responsibilities.




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