A whole-school evaluation of SN na Claise Móire was undertaken in November, 2007. 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, Irish, Mathematics and Visual Arts. The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response.

Introduction – school context and background

SN na Claise Móire is a four teacher national school consisting of three mainstream class teachers and a learning support teacher. This school is a base school for a learning support service between Clashmore and a neighbouring school in Ballycurrane. The school has a long tradition of service in this part of County Waterford and is under the patronage of the Catholic bishop of Waterford and Lismore. In pre-evaluation meetings with the board of management and with the parents’ representatives on the board, strong support was expressed for the school and for the work of the teachers. The board and the parents are proactive in meeting the growing needs of the school and greeted positively, in unison with the principal and staff, the Department of Education and Science’s announcement during October, 2007 that SN na Claise Móire was to receive significant grant aid for a major redevelopment of the school.

The present school building was constructed in 1966 and its limitations have become obvious over the past five years as enrolments have increased significantly. In September 2003, there were 64 pupils enrolled in the school. Presently there are 80 pupils enrolled and it is expected that enrolment in September 2008 will be in the mid-80 range. The current enrolment will trigger a new post for the school in September 2008. The growth in enrolment is due to housing developments in the village and its hinterland and to the school’s proximity to the N25 roadway between Cork and Waterford. The upgrading of the N25 has led to major developments in the towns and villages along its route with consequent implications for the schools in those towns and villages. The Building Unit in the Department of Education and Science has been made aware by the local Inspectorate of these implications.

The principal, board and parents responded swiftly to the Department’s decision. Plans were drawn up for the redevelopment of the school, further funds were raised locally to add a school hall to the project. It is now hoped to begin construction early in 2008 and to have the project finalised by the end of the year. SN na Claise Móire will then enter a new era in its history with four mainstream class teachers and a learning support teacher. The school also has a part-time resource teacher who works in the school for 10 hours per week, a part-time school secretary, a full-time special needs assistant and a part-time special needs assistant. 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	81
Mainstream classes in the school	8
Teachers on the school staff	4
Mainstream class teachers	3
Teachers working in support roles	1 full-time 1 part-time
Special needs assistants	3

1. Quality of school management

1.1 Characteristic spirit, mission or vision

In the pre-evaluation meetings with the staff, the board and the parents’ representatives it was very clear that there was a strong bond between the school and the local community. At these meetings, it emerged that some parents had invested considerable time and effort to raise funds for the upcoming building project. While there would be a strong tradition of affinity with the school extending to parents and grandparents who attended the school themselves, the school and community is also open and welcoming to new families who have moved to the area. Every effort is made to provide children with special educational needs with the support they require

1.2 Board of management

At the time of the post-evaluation meetings in January 2008, a new board of management was in place for the feedback. The previous board met once per term and the main issues discussed revolved around the development of the school building and the ratification of school policies. The raising of funds for the building project also figured prominently in discussions and work in this area was shared out among board members. While preparing for the future, the board was also mindful of its responsibility to maintain the existing building adequately and to this end a part-time caretaker and a part-time cleaner are employed. The board has availed of training offered by the Diocese of Waterford and Lismore and this training was helpful in preparing the board for its role in policy development. The board had sanctioned the important school administrative policies required by legislation and had also sanctioned curricular policies. At the pre-evaluation meetings the board expressed its support for and its high level of satisfaction with the work of the teachers in the school.

1.3 In-school management

The in-school management team consists of principal, deputy principal and the special duties teacher. The principal plays a vital leadership and management role in the areas of curriculum, pastoral care and administration in the school. Her highly valued contribution to the life of the school was observed during the WSE process. This contribution is made that much more challenging by the fact that the principal is very involved in moving the school’s major building project forward and at the same time has dual class and administrative responsibilities. The principal’s involvement in and contribution to the building project was discussed during the WSE and the value of that contribution was acknowledged. In addition, the principal acts as part-secretary and part-treasurer to the board of management and is keen to promote curricular planning within the school. A number of curriculum policies are due for review and the principal is keen to ensure that the agreed action plan for this review is implemented. As this is a small school, communication processes among the staff are open and in the main informal. The principal is also keen to ensure that pupils with special educational needs are given support and to this end she seeks to ensure that resource teaching support and special needs assistance is utilised as efficiently as possible. It was evident during the WSE process that the principal fulfilled all her duties in the school to the highest standards in a courteous and democratic manner.

The duties of the in-school management team are defined clearly and encompass a judicious mix of administrative and curricular leadership roles. The duties are set out by the board, inserted into school planning documentation and signed by the post-holder, the chairman and the principal. The teachers implement their special duties conscientiously and post-holders’ work on curriculum planning is disseminated through staff meetings and in school planning documentation. In view of the upcoming major changes around the school redevelopment project, it would be advisable for the board in consultation with the teachers to review post-holder duties on an annual basis. Such a review should take account of changing priorities brought about by changes in staffing, enrolment and the construction of the new building.

1.4 Management of relationships and communication with the school community

The parents’ association cooperates with and supports the school in a number of important ways. Apart from raising funds, the parents’ association pays for external tutors in music, football and drama. All the pupils participate in these activities. The parents are also involved in helping with school teams for sport and the parents help with the organisation of swimming sessions. New pupils are inducted into the school in June when they spend time in the school. Parent teacher meetings are held annually and because of the positive relationships within the entire school community, parents feel welcome to meet the teachers to discuss any issue of individual concern. In addition, the school has prepared an information booklet which is very useful for new families coming to the school.

1.5 Management of pupils

During observed classroom interaction with teachers and the direct interaction with the inspector, the pupils combined courtesy with confidence. The pupils themselves, the teachers and their parents are to be complimented on the orderly, friendly and happy atmosphere that exists in classrooms and in the playground. The school has its required safety, supervision, discipline and behaviour policies in place to guide the management of the pupils. These policies are implemented in a school environment which is marked by respect for others, engaging teaching and overall community cooperation.

2. Quality of school planning

2.1 Whole-school and classroom planning

The quality of whole-school planning is good and has been undertaken conscientiously. The school is to be complimented on the comprehensive nature of its administrative policies. As has been mentioned, the policies most relevant to new families have been summarised in a very useful information booklet which is freely available in the school. Items of note in the administrative policies include an enrolment policy which stresses equality of access, welcomes pupils with special educational needs and allows for an induction programme for junior infants. The health and safety policy is reviewed every three years and this policy will have particular relevance when construction work on the school commences. There are helpful and clear policies on discipline, home-school links, homework, bullying and the administration of medicines.

The modified Whole School Evaluation which was undertaken in this school evaluated in particular work in Gaeilge, English, Mathematics, Visual Arts, Learning Support and Resource Teaching. There are noteworthy aspects to the policies in each of these areas. The policy in Gaeilge includes worthwhile ideas for integrating the language with Mathematics, Music, Visual Arts and Physical Education. Specific ideas are proposed for number rhymes in Mathematics, songs in Music, labelling in Visual Arts, and giving directions in Physical Education – all of which help integrate Gaeilge meaningfully with those areas of the Curriculum. In English, the policy outlines the possibilities of Information and Communication Technology (ICT) in enhancing teachers’ programmes. The possibilities provided by ICT are delineated in the Mathematics plan where the software that can be used is listed. In addition, the language for Mathematics has been agreed at whole school level and a detailed list is provided in the plan. The plan in Visual Arts is very helpful in that the contents of a whole school programme have been summarised for each class. In other words, a core curriculum has been decided. All these policies will be reviewed in the coming years and the school is advised to prepare a five year action plan to review about two polices per year. In reviewing the policies the concept of an agreed curriculum as has been undertaken in Visual Arts should now be extended to other subject areas.

Individual teacher classroom planning is undertaken conscientiously in the school. Teachers undertake both long-term and short-term preparation. Of note in the preparation is the professional reflection added to the teachers’ fortnightly schemes. The teachers’ monthly reports are integrated with the short-term preparation and these reports are maintained by the Principal.

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 Language

Gaeilge

Moltar go mór an bhéim a chuirtear ar rainn, ar chluichí teanga agus ar an bhfilíocht i múineadh chomhrá Gaeilge sa scoil. Tá raon leathan rann ar eolas ag na daltaí sna naíonáin, imrítear cluichí teanga go taitneamhach sna ranganna sóisearacha and tugtar faoin bhfilíocht go cumasach sna ranganna sinsearacha. Baintear dea-úsáid as acmhainní réalaíocha chun ceachtanna suimiúla a mhúineadh sa Ghaeilge sna naíonáin. B’fhiú anois obair i mbeirteanna a shníomh isteach sna ceachtanna chun tuilleadh seansanna a thabhairt do na daltaí breis cainte a dhéanamh le linn na gceachtanna. Forbraítear ar obair na naíonán sna ranganna sóisearacha le dánta agus le hamhráin. Baintear úsáid as an nGaeilge an t-am ar fad i rith na gceachtanna Gaeilge agus cabhraíonn an nós seo le forbairt a dhéanamh ar chumas tuisceana na ndaltaí ar an teanga. Arís sna ranganna seo baintear dea-úsáid as fearas chun an teanga a leathnú amach ó fhócas lárnach an cheachta. Cuirtear na daltaí ag obair leis an bhfearas i ngrúpaí agus tugann an nós seo deis dóibh teanga na gceachtanna a chleachtadh. Léirigh na daltaí seo caighdeán ard tuisceana agus cumas maith cainte de bharr an chur chuige seo. Sna ranganna sinsearacha, léirigh na daltaí cumas maith labhartha maidir le hábhair neamhfhoirmiúla cosúil le féastaí, aimsir, airgead agus an féilire. Baineann an t-oide úsáid shuimiúil as oide-léitheoireacht ar úrscéalta Gaeilge chun fócas lárnach a chothú do na ceachtanna. Leathnaítear amach ar an obair seo go rianúil agus b’fhiú anois níos mó béime a leagan ar obair bheirte san obair seo chun deiseanna do chleachtadh teanga a thabhairt do na daltaí. Ar bhonn scoile iomláine de, b’fhiú plé a thosú faoi áit obair bheirte sa léitheoireacht agus sa scríbhneoireacht.

Irish

There is a praiseworthy emphasis in the school on rhymes, language games and poetry in the teaching of conversational Irish. The pupils in the infant classes have learned a wide range of rhymes, language games are a pleasant feature of work in the junior classes and there is positive engagement with poetry in the senior classes. Good use is made of real resources to teach interesting Irish lessons to infants. It would be worthwhile now to weave pair work into the lessons in order to augment the pupils’ chances to practise the language. The work in the infants’ classes is expanded upon in the junior section of the school by means of poetry and songs. Irish is used throughout the lessons and this enhances the pupils’ comprehension abilities. Good use is also made of real-life equipment to develop and branch out from the central focus of lessons. The pupils work with this equipment in groups and this gives them a chance to practise their language skills. These pupils displayed high standards of understanding and sound speaking ability because of this approach. In the senior classes, the pupils displayed effective communication skills in Irish with regard to informal conversation topics such as feasts, weather, money and the calendar. The teacher makes very interesting use of Irish language novels to develop a central focus for lessons. This work is expanded upon systematically and it would be worthwhile now to place more emphasis in lessons on pair work in order to deliver more interactive speaking opportunities for pupils. On a whole-school basis, teachers should discuss the place of pair work in the teaching of reading and writing.

English

Nursery rhymes are used wisely in infant classes to develop pupils’ skills in oral language. These skills are developed further in the junior and middle classes where the use of interesting websites encourages stimulating discussion, while at the senior end debates are used regularly to increase pupils’ confidence in language. The use of interactive stories in the infant classes builds on pupils’ confidence and enjoyment of language lessons. The centrality of story in these classes for oral language development, phonics exercises and integration with Mathematics is commendable. The sound basis in English received by the pupils in infant classes is built upon in the junior and middle classes where the distinct aspects of the subject are linked imaginatively. Lessons are focused around very interesting resources drawn down from the internet. These lessons begin with valuable work on oral discussion and this is followed by group work whereby reading, writing and word study activities are linked. During the reading sessions activities such as prediction, discussion and reflection are utilised to great effect. Reading is further developed in the senior classes where pupils make very good use of the classroom library to engage in regular personal reading. Pupils speak with confidence and enthusiasm about the books they have read. The use of linkage and integration is a laudable feature of English teaching throughout the school. In infant classes, story activities act as a focus for integration and linkage. In the junior and middle classes resources from the internet provide the focus and in senior classes creative themes serve this function. The approach to creative themes involves the teacher gathering material for a theme, putting the material together for the pupils in booklet form and this booklet then forming a central resource for reading, oral discussion and writing activities. In these classes also, there were further very good examples of integration with local history projects that combined English, Art, History and Geography. The end written results of this integrated work throughout the school demonstrates neat presentation and variety in content. Writing is monitored carefully throughout the school and pupils have written in a variety of genres including letters, recipes, notices, stories and summaries. In order to challenge pupils further, the school might now consider paired approaches to writing and discuss these approaches in tandem with future reviews of English curriculum policy. In these discussions, the concept of an agreed core English curriculum for the school involving rhymes, poetry, stories, reading and writing could be explored.

3.2 Mathematics

As was outlined in the school plan, the integration of Mathematics and language begins in the infants classes. During the WSE, it was observed that very good use was made of large format Irish books to teach mathematical sequencing concepts in infant classes. In addition, good use was made of photographs of pupils to illustrate number concepts. Overall, practical approaches involving visual aids both teacher-devised as well as commercially produced is the hallmark of the effective approaches observed in the infants classes. In the junior and middle classes very successful organisational strategies are employed to ensure three Mathematics programmes are taught. In this context the class teacher and the special needs assistant cooperate effectively and systematically to ensure all groups are achieving success. The use of practical equipment from real life ensures deep interest in the Mathematics lessons and the use of mathematical trails ensures the subject is continually being related to the world outside the classroom. Group work is also a strong feature of Mathematics lessons in the senior classes. The very effective manner in which the lessons are organised ensures that the three groups are given equal attention. Again the emphasis on practical approaches, a feature of work in earlier classes, figures in approaches in senior classes as well. Very good use is made of equipment for demonstration purposes and in addition, estimation is a strong feature of the work. The overall high standard achieved in Mathematics is due to this engaging and practical whole school approach to the subject.

3.3 Visual Arts

The work in Visual Arts in the school is highly commendable, especially considering the lack of space in some classrooms to undertake practical expansive work. The organisation of art activities in the infant classes led to productive engagement by the pupils in their tasks. From this early age the pupils are trained to discuss their work and this approach leads to many benefits, especially the development of an ability to discuss Art in terms of a norm rather than something exceptional. The second benefit is that when pupils transfer from infants to the junior classes they are ready to move to the next step whereby they can make the step from discussing their own work to discussing the work of famous artists. The approach in the junior and middle classes allows for an in-depth series of lessons on the work of a particular artist and this ultimately leads to the pupils using artists’ techniques to develop their own style. This is an excellent approach which has its roots in sound educational theory for the arts. All artists, whether visual or literary, derive their early inspiration from a predecessor and therefore it is good practice to afford pupils opportunities to be inspired. In this school, use is made of the internet to find information on artists and their work. Pupils are trained to use the websites in school and they can then research the work of the artists themselves at home. During the WSE, in one class a particular project on Henri Rousseau was underway and the pupils displayed a high standard of listening and internet research-ability during lessons. As pupils move into the senior classes, continuity is assured by means of a similar emphasis on learning about and discussing the work of famous artists. The pupils in these classes spoke with confidence about the work of Kandinsky, Chagall, Warhol and Matisse. Samples of the work of these artists were displayed prominently in the classroom allowing for interesting discussions based on comparisons and contrasts of the artists’ styles. The support of the special needs assistant and the resource teacher during practical Art lessons is invaluable. This cooperation was observed during the WSE and it ensured that special needs pupils were supported in their access to the activities.

3.4 Assessment

The main standardised tests employed in the school are the Micra T and the Sigma T. The results of these tests are maintained by class teachers and the learning support teacher and are filed securely in the school. The MIST test is also used at infant level. The learning support teacher has devised a very useful tracking system for each pupil so that each pupil’s scores over their time in school is available. Thus support can be accessed by a pupil if an adverse result pattern begins to emerge. It would also be useful at this stage to analyse the results on a general basis to ensure that overall the majority of pupils continue to perform well in the school. In addition to whole school testing, teachers also monitor progress through observation and various other class tests.

4. Quality of support for pupils

4.1 Pupils with special educational needs

During the current school year a new policy has been devised for learning support. This is a very comprehensive policy and includes many commendable features. It is a combined policy covering both general learning support and the more intensive element of resource teaching. The duties of both the resource teacher and the learning support teacher are laid out in the policy and these include the need for both teachers to develop learning plans, maintain records, research learning difficulties encountered, help with assessment, liaise with class teachers and meet parents. The policy also includes prevention strategies centred on an early intervention programme with specific time-frames of between 13 to 20 weeks. The policy lists the criteria for discontinuing the service to a pupil. This is a carefully thought out policy and should prove very beneficial when it is fully implemented. Important steps have already been taken in its implementation and the staff can now work together to implement it fully in the coming years.

Already very useful learning plans have been devised for each pupil in receipt of learning support. These plans are based on the planning of the class teacher and therefore the learning support teacher (LST) is fully aware of the areas being covered by the class teacher. The LST attaches teacher plans to the ILP and this sharing of planning is very beneficial to the pupils in that the both class teacher and LST are working in harmony for the benefit of the pupil. The school is fortunate in that the LST, who has taken over this role only this school year, is a highly experienced class teacher who has been a member of staff for a considerable number of years.

The overall approach in the learning support context is that pupils receive targeted support in areas of learning difficulty. Once the difficulty has been identified the pupils follow a definite programme for the duration of their stay in learning support. The pupils receive support in both literacy and numeracy and the approach is to work with groups of pupils as well as individuals. The key features of the programmes followed include graduated development, constant revision, practical activities, intense practice and general half-hour slots.

There is a part-time resource teaching service in the school for two pupils. The teacher comes to the school for 10 hours per week and offers both in-class support and individualised attention. The teacher keeps a regular daily note of both events and teaching activities and has a learning plan for each pupil. It would be important in the resource context to maintain a practical approach at all times towards learning skills. There is regular liaison between the class teacher and the resource teacher. As the policy for learning support and resource teaching has now been devised, already opportunities are being provided to discuss this policy at whole school level in order to divine how resource, LST, class teacher and SNA can work as a full team for the benefit of the pupils in receipt of the service. The progressive whole school approach to special needs education on the part of principal, class teachers, support teachers and special needs assistants is to be highly complimented.

5. Conclusion

The school has strengths in the following areas:

The total commitment of the board of management and the parents’ association to supporting and developing the school
The high value placed by the board and the parents on the work of the teachers
The commitment and dedicated work on the part of the teachers to ensure that teaching and learning in this school is engaging, interesting and successful
The commitment of the teachers to planning and review
The manner in which teachers strive to adopt innovative and active methodologies in their teaching despite the cramped conditions in classrooms
The dedicated work observed in the learning support/special needs education section of the school
The manner in which the new policy for learning support and special needs education is being implemented already on a whole school basis
The assistance and support given by the special needs assistants and part-time secretary to the teaching staff

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

The board of management, in consultation with the teachers, to review post-holder duties on an annual basis in the light of the redevelopment project.
The implementation of the curricular advice contained within the body of this report.

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.