An Roinn Oideachais agus Scileanna

Department of Education and Skills

Cigireacht Ábhair san Oideachas Sóisialta Pearsanta agus

Sláine (OSPS)

TUAIRISC

Ainm na scoile /

School name Coláiste Pobail Osraí

Seoladh na scoile /

School address

Bóthar Urmhumhan

Cill Chainnigh

Uimhir rolla /

Roll number 70641K

Dáta na Cigireachta: 25-04-2018

CAD IS MEASTÓIREACHT ÁBHAIR ANN? Tugann Cigireachtaí Ábhair tuairisc ar cháilíocht na hoibre i réimsí aonair curaclaim laistigh de scoil.

Dearbhaítear dea-chleachtas iontu agus tugtar moltaí iontu, de réir mar is cuí, chun cuidiú le forbairt

bhreise ar an ábhar sa scoil.

CONAS AN TUAIRISC SEO A LÉAMH

Le linn na cigireachta seo, rinne an cigire meastóireacht ar fhoghlaim agus ar theagasc san Oideachas

Sóisialta Pearsanta agus Sláinte (OSPS) faoi na ceannteidil seo a leanas:

1. Teagasc, foghlaim agus measúnú 2. Soláthar ábhair agus tacaíocht scoile uile 3. Pleanáil agus ullmhúchán

Déanann na cigirí cur síos ar an gcáilíocht a bhaineann le gach ceann de na réimsí sin agus feidhm á

baint acu as contanam cáilíochta na Cigireachta a thaispeántar ar leathanach deiridh na tuairisce seo.

Soláthraíonn an contanam cáilíochta samplaí den teanga a úsáideann cigirí agus iad ag déanamh

meastóireachta agus ag cur síos ar cháilíocht sholáthar na scoile i ngach réimse.

Tugadh deis do bhord bainistíochta na scoile a thuairim a léiriú ar thorthaí agus ar mholtaí na

tuairisce i scríbhinn; ní bhfuarthas freagra ón mbord.

Le linn na meastóireachta, rinneadh seiceáil mar a leanas ar nósanna imeachta na scoile maidir le caomhnú leanaí: 1. Tá ainm an teagmhálaí ainmnithe agus an ráiteas slánchumhdaithe leanaí ar taispeáint go

feiceálach gar do phríomhdhoras na scoile / sa limistéar fáiltithe. 2. Tá sé dearbhaithe ag gach múinteoir ar tugadh cuairt orthu go bhfuil ráiteas slánchumhdaithe

leanaí na scoile léite acu agus go bhfuil siad eolach ar a bhfreagrachtaí mar dhuine faoi shainordú.

3. Tá ráiteas slánchumhdaithe leanaí na scoile faofa ag an mbord agus áirítear ann athbhreithniú bliantúil agus measúnú riosca.

Bhí cleachtas na scoile ag teacht lena n-éilítear faoi gach ceann de na seiceálacha thuas.

This report is written in Irish. An English translation of the report is provided at the end of the report. Tá an tuairisc seo scríofa i nGaeilge. Tá aistriúchán Béarla den tuairisc ar fáil ag deireadh na tuairisce.

CIGIREACHT ÁBHAIR GNÍOMHAÍOCHTAÍ CIGREACHTA

Dáta na cigireachta 25-04-2018

Gníomhaíochtaí na cigireachta

Athbhreithniú ar cháipéisí ábhartha

Plé leis an bpríomhoide agus le príomhbhaill foirne

Caidreamh le scoláirí

Breathnú ar theagasc agus foghlaim le linn 3 thréimhse ranga

Scrúdú ar obair na scoláirí

Aiseolas don phríomhoide agus don fhoireann ábhartha

Comhthéacs na scoile

Gaelcholáiste comhoideachais is ea Coláiste Pobail Osraí faoi phátrúnacht Bhord Oideachais agus

Oiliúna Cheatharlach agus Chill Chainnigh. Tá rollúchán reatha de 234 scoláire sa scoil agus cuirtear na

cláir seo a leanas ar fáil: an tSraith Shóisearach, Idirbhliain éigeantach agus an Ardteistiméireacht

bhunaithe.

ACHOIMRE AR NA PRÍOMHCHINNTÍ AGUS MOLTAÍ CinntÍ

Bhí caighdeán an teagaisc go maith ar an iomlán le roinnt cleachtas ag leibhéal sásúil áit a raibh scóip chun feabhais.

Bhí cáilíocht na foghlama go maith ach bhí gá le tacaíocht agus scafláil teagaisc níos fearr sa Ghaeilge ó na múinteoirí chun tacú leis an bhfoghlaim.

Bhí an fhoghlaim ghníomhach ina cuid lárnach de na ceachtanna go léir ach bhí scóip chun feabhais i gceist maidir le baint amach na n-intinní foghlama.

Tá an phleanáil don fholláine go maith ar an iomlán agus is léir gur doiciméid oibre iad na pleananna curaclaim; tá polasaithe áirithe bainteach leis an OSPS in easnamh, áfach.

Tá an soláthar don OSPS agus an tacaíocht uile scoile don fholláine i gcoitinne ag leibhéal an-mhaith; ba léir gur spéis leis an mbainistíocht shinsearach cúrsaí folláine agus leagtar béim láidir inmholta ar fhorbairt phearsanta an scoláire.

Cé gur baineadh úsáid as teicneolaíocht faisnéise agus na cumarsáide (TFC) i gcásanna áirithe, bhí úsáid TFC chun tacú le foghlaim na scoláirí in easnamh i gceachtanna eile.

Moltaí

Moltar úsáid níos leithne a bhaint as an TFC chun tacú le foghlaim na scoláirí agus chun mórcheisteanna a bhaineann le OSPS a chur i gcomhthéacs laethiúl.

Ní mór do mhúinteoirí níos mó tacaíochta a thabhairt do scoláirí ó thaobh na Gaeilge de agus iad i mbun tascanna ranga.

Moltar go ndéanfadh na múinteoirí plé agus machnamh leanúnach ina measc féin ar bhaint amach na n-inntinní foghlama san OSPS ar bhealach éifeachtach cuimsitheach.

MIONCHINNTÍ AGUS MOLTAÍ

1. TEAGASC, FOGHLAIM AGUS MEASÚNÚ

Bhí cáilíocht an teagaisc go maith ar an iomlán le roinnt cleachtas múinteoireachta ag leibhéal sásúil, áit a raibh scóip chun feabhais go háirithe mar a bhain sé le tacaíocht a thabhairt do scoláirí ó thaobh na Gaeilge de. Réimse feabhais eile is ea úsáid acmhainní teagaisc oiriúnacha do na haoisghrúpaí éagsúla.

Rinneadh tagairt do litearthacht na Gaeilge i gceacht amháin agus díríodh aird na scoláirí ar cheist gramadaí chun cabhrú leo agus iad ag ullmhú do thasc ranga. Ar an iomlán, áfach, gné d’obair na scoile a bhfuil gá le feabhsúchán is ea ceist litearthacht na Gaeilge. Cailleadh deiseanna i bhformhór na gceachtanna chun réamhullmhúchán cuimsitheach a dhéanamh do thascanna ceachta, rud a chiallaigh go raibh scoláirí ag stracailt leis an téarmaíocht agus foclóir a bhí ag teastáil chun gníomhartha a chur i gcrích.

Moltar go mbeadh straitéisí litearthachta aontaithe i measc na múinteoirí agus curtha i bhfeidhm go leanúnach mar chuid de phlean feabhsúchán na scoile. Ní mór do bhaill foirne a bheith airdeallach ar chruinn úsáid na Gaeilge freisin agus iad i mbun teagaisc, mar a bhaineann sé le labhairt agus scríobh na teanga. Ní mór dóibh a bheith mar eiseamláirí scothchleachtais do na scoláirí.

Rinne múinteoirí iarrachtaí fónta a chinntiú go raibh an fhoghlaim ghníomhach mar chuid lárnach de na ceachtanna OSPS. Baineadh úsáid as obair bheirte, obair ghrúpa agus straitéisí gníomhacha eile chun na scoláirí a chur ag caint agus ag díospóireacht eatarthu féin. I gcás amháin chuir roinnt scoláirí obair d’ardchaighdeán i láthair a gcomhghleacaithe mar chuid den rang ach bhí scoláirí eile a raibh breis tacaíochta teanga de dhíth orthu chun cur i láthair éifeachtach a dhéanamh. Ní mór do mhúinteoirí aird a thabhairt ar riachtanais éagsúla na scoláirí agus an tacaíocht chuí a chur ar fáil chuige sin.

Bhí caighdean na foghlama go maith ar an iomlán sna ceachtanna a breathnaíodh ach bhí scóip chun feabhais in áiteanna maidir lena chinntiú go raibh na hacmhainní teagaisc ar baineadh úsáid astu, acmhainní TFC san áireamh, oiriúnach don aoisghrúpa a bhí i gceist. Braitheadh go raibh cuid den ábhar ró-pháistiúil agus ar an mbonn sin gur cailleadh an éifeacht is fearr ar fhoghlaim na scoláirí. Chiallaigh sé seo freisin nár baineadh amach na hintinní foghlama ar an mbealach is cuimsithí.

Moltar do na múinteoirí mionphlé a bheith acu ar na hacmhainní agus ábhair is oiriúnaí do ghnéithe éagsúla den OSPS do bhliainghrúpaí éagsúla. D’fhéadfaí cur go suntasach le méid agus le caighdeán an TFC sna ceachtanna chun téamaí agus ábhar a bhaineann le OSPS a chur i gcomhthéacs laethiúl do scoláirí. Ina theannta sin, moltar go ndéanfadh na múinteoirí plé agus machnamh leanúnach ina measc féin ar bhaint amach na n-intinní foghlama san OSPS ar bhealach éifeachtach cuimsitheach.

Rinneadh ullmhúchán an-mhaith do na ceachtanna uile a breathnaíodh. Ullmhaíodh acmhainní teagaisc roimhré agus bhí leanúnachas maith idir na tascanna ranga. Tugadh an iomad ama do na scoláirí chun cúpla tasc ceachta a chur i gcrích agus chaill scoláirí spéis tar éis tamaill in ábhair an cheachta dá bharr sin. Ní mór do mhúinteoirí a bheith airdeallach ar luas an cheachta.

2. SOLÁTHAR ÁBHAIR AGUS TACAÍOCHT SCOILE UILE

Tá an soláthar don OSPS agus an tacaíocht uile scoile don fholláine i gcoitinne ag leibhéal an-mhaith; ba léir gur spéis leis an mbainistíocht shinsearach cúrsaí folláine agus forbairt phearsanta an scoláire. Tá cáilíochtaí ar leith ag an bpríomhoide tánaisteach nua sa réimse seo agus tá sé i gceist ardchaighdeán a bhaint amach i réimse na folláine le himeacht aimsire.

Tá an tráthchlárú cuí déanta don OSPS agus don Fholláine. Tá tréimhsí dúbailte á gcur ar fáil faoi láthair san Fholláine chun buíonteagasc a éascú agus chun deis a thabhairt do na múinteoirí dul i ngleic leis an tsonraíocht nua i gceart.

Cuirtear OSPS ar fáil sna bliainghrúpaí go léir leis an soláthar cuí don Oideachas Caidrimh agus Gnéasachta (OCG) san áireamh, cleachtas a mholtar.

Tá naisc láidre idir an coiste cúraim, an bhainistíocht shinsearach agus múinteoirí a mhúineann OSPS agus OCG le cinntiú go bhfuil folláine agus sábháilteacht gach scoláire chun tosaigh.

Tá na cúrsaí forbairt ghairmiúil leanúnach cuí déanta ag na múinteoirí san OSPS ach de bharr athruithe foirne tá ball foirne amháin i mbun OCG nach bhfuil an cúrsa TRUST déanta aici. Réiteofar an cheist seo a luaithe agus is féidir.

Eagraítear seachtainí le saintéamaí éagsúla agus ócáidí ceiliúrtha eile sa scoil chun tacú le hobair na folláine ar nós seachtain na gcairde a dhíríonn ar cheist na frithbhulaíochta go sonrach. Tá córas docht i bhfeidhm sa scoil freisin chun ligint do scoláirí imní a chur in iúl más gá. Tuairiscíodh go bhfuil caidreamh an-dlúth idir an scoil agus na tuismitheoirí go háirithe mar a bhaineann sé leis an gcéad bhliain.

3. PLEANÁIL AGUS ULLMHÚCHÁN

Tá an phleanáil don Fholláine go maith ar an iomlán agus is léir gur doiciméid oibre iad na pleananna curaclaim cé go mbeidh gá iad a chaighdeánú amach anseo. Tá polasaithe áirithe bainteach leis an OSPS in easnamh, mar shampla polasaí cuairteoirí chun na scoile agus is gá an polasaí OSPS a thabhairt suas chun dáta. Moltar na heasnaimh seo a réiteach a luaithe agus is féidir.

Léirigh na doiciméid phleanála go soiléir go raibh obair chomhoibríoch ar siúl i measc na múinteoirí agus moltar an cur chuige sin. Chabhróidh a leithéid de mhodh oibre le forbairt agus cur chun cinn na folláine sa scoil amach anseo. Beidh tacaíocht iomlán na bainistíochta shinsearaigh ar fáil chuige seo toisc béim láidir inmholta a bheith sa scoil ar fhorbairt iomlán an scoláire.

Tuairiscíodh go ndéantar measúnú ar an OSPS go tráthrialta agus moltar an cur chuige sin. Bíonn ionchur ó na scoláirí trí Dháil na Scoile agus lorgaítear ionchur ó na múinteoirí freisin.

Moltar do bhainistíocht na scoile agus do na múinteoirí pleanáil a dhéanamh do riachtanaisí litearthachta na scoláirí sa Ghaeilge mar a bhaineann sé le OSPS agus OCG agus i gcomhthéacs plean feabhsúchán na scoile. Ba cheart straitéisí cinnte a chur i bhfeidhm le linn ceachtanna chun tacú le foghlaim na scoláirí.

Ag deireadh na meastóireachta, pléadh dréachtchinntí agus dréachtmholtaí na meastóireachta seo

leis an bpríomhoide, leis an bpríomhoide tánaisteach agus leis na múinteoirí ábhair.

Contanam Cáilíochta na Cigireachta

Déanann cigirí cur síos ar cháilíocht an tsoláthair sa scoil agus feidhm á baint acu as contanam

cáilíochta na cigireachta a thaispeántar thíos. Tugann an contanam cáilíochta samplaí den teanga a

úsáideann cigirí nuair a bhíonn siad ag déanamh meastóireachta agus ag cur síos ar cháilíocht

sholáthar na scoile do gach réimse.

Leibhéal Cur síos Sampla de na téarmaí tuairisciúla

An-mhaith

Úsáidtear An-mhaith áit a bhfuil cáilíocht na réimsí a

ndéantar meastóireacht orthu ar chaighdeán an-ard. Ní

bhíonn tionchar rómhór ag an líon beag réimsí atá le

feabhsú ar cháilíocht an tsoláthair ar an iomlán. Do

roinnt scoileanna sa chatagóir seo cáilíocht an tsoláthair

ar a rinneadh meastóireacht thar cionn agus is sampla é

do scoileanna eile de shárchaighdeáin soláthair.

An-mhaith; ar cháilíocht an-ard;

cleachtas an-éifeachtach; le moladh go

hard; an-rathúil; beagán réimsí le

feabhsú; go hiontach; ar chaighdeán

an-ard. Ar fheabhas: thar cionn; ar

sárchaighdeán; le láidreachtaí an-

suntasacha; thar barr

Maith

Úsáidtear Go maith áit inar léir go bhfuil na láidreachtai

sna réimsí a ndéantar meastóireacht orthu níos treise ná

na réimsí ina bhfuil gá le feabhas a dhéanamh. Bíonn

tionchar ag na réimsí ina bhfuil gá le feabhas a dhéanamh

ar cháilíocht foghlama na ndaltaí. Ní mór don scoil tógáil

ar a cuid láidreachtaí agus gníomhú le dul i ngleic leis na

réimsí atá aitheanta ina bhfuil gá le feabhas a dhéanamh

d’fhonn caighdeán an-mhaith a bhaint amach.

Go maith; cáilíocht mhaith; fiúntach;

cleachtas éifeachtach; inniúil;

úsáideach; inmholta; caighdeán maith;

roinnt réimsí le feabhsú

Sásúil

Úsáidtear Sásúil áit a bhfuil cáilíocht an tsoláthair sách

maith. Tá na láidreachtaí sa mhéid ar a bhfuil

meastóireacht á dhéanamh díreach níos treise ná na laigí.

Cé nach mbíonn drochthionchar suntasach ag na laigí

cuireann siad srian le cáilíocht na n-eispéireas foghlama

agus ba chóir déileáil leo d’fhonn caighdeán níos fearr a

bhaint amach.

Sásúil; sách maith; soláthar oiriúnach

cé go bhfuil féidearthachtaí ann le

feabhas a dhéanamh; leibhéal

cáilíochta inghlactha; is gá feabhas a

dhéanamh i réimsí áirithe

Measartha

Úsáidtear Measartha áit, in ainneoin go bhfuil roinnt

láidreachtaí sna réimsí a ndéantar meastóireacht orthu,

go bhfuil níos mó easnaimh nó laigí ann freisin ná na

láidreachtaí. Beidh ar an scoil dul i ngleic le heasnaimh

áirithe gan mhoill lena chinntiú go mbíonn an soláthar

sásúil nó níos fearr ná sin.

Measartha; laigí soiléire ann a bhfuil

tionchar acu ar fhoghlaim na ndaltaí;

gan a bheith sásúil; deacrachtaí ann; ní

mór feabhas a dhéanamh i réimsí ar

leith; gá le gníomhú le feabhas a

dhéanamh

Lag

Úsáidtear Lag áit a bhfuil easnaimh thromchúiseacha sna

réimsí a ndéantar meastóireacht orthu. Is gá don scoil

uile gníomhú láithreach ar bhonn comhordaithe le dul i

ngleic leis na réimsí atá mar ábhar imní. I gcásanna

áirithe, b’fhéidir go mbeidh gá le hionchur ó

ghníomhaireachtaí eile le tacú leis na feabhsuithe.

Lag; míshásúil; easnamhach;

neamhéifeachtach; go dona; athrú,

forbairt nó feabhas suntasach ag

teastáil; deacrachtaí suntasacha ann

An Roinn Oideachais agus Scileanna

Department of Education and Skills

Subject Inspection in Social Personal and Health Education

(SPHE)

School name

Coláiste Pobail Osraí

School address

Ormond Road

Kilkenny

Roll number 70641K

Date of Inspection: 25-04-2018

WHAT IS A SUBJECT INSPECTION? Subject Inspections report on the quality of work in individual curriculum areas within a school. They

affirm good practice and make recommendations, where appropriate, to aid the further development

of the subject in the school.

HOW TO READ THIS REPORT

During this inspection, the inspector evaluated learning and teaching in Social and Personal Health

Education under the following headings:

1. Teaching, learning and assessment 2. Subject provision and whole-school support 3. Planning and preparation

Inspectors describe the quality of each of these areas using the Inspectorate’s quality continuum which is shown on the final page of this report. The quality continuum provides examples of the language used by inspectors when evaluating and describing the quality of the school’s provision in each area. The board of management was given an opportunity to comment in writing on the findings and

recommendations of the report; a response was not received from the board.

During the inspection visit, the following checks in relation to the school’s child protection procedures were conducted: 1. The name of the DLP and the Child Safeguarding Statement are prominently displayed near the

main entrance to the school. 2. The Child Safeguarding Statement has been ratified by the board and includes an annual review

and a risk assessment. 3. All teachers visited reported that they have read the Child Safeguarding Statement and that they

are aware of their responsibilities as mandated persons. The school met the requirements in relation to each of the checks above.

SUBJECT INSPECTION INSPECTION ACTIVITIES

Date of inspection 25-04-2018

Inspection activities

Review of relevant documentation

Discussion with principal and key members of staff

Interaction with students

Observation of teaching and learning in 3 class periods

Examination of students’ work

Feedback to principal and relevant members of staff

School context

Coláiste Pobail Osraí is a co-educational Gaelcholáiste under the patronage of Kilkenny and Carlow

Education and Training Board. The school has a current enrolment of 234 students and the following

programmes are provided: The Junior Cycle, a compulsory Transition Year and the established Leaving

Certificate.

SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS: Findings

The overall quality of teaching was good; however there were some practices at a satisfactory level where there was scope for improvement.

The quality of learning was good although teachers need to provide better help and support in Irish to underpin learning.

Active learning was a central element of all lessons but there was scope for improvement in relation to achieving learning intentions.

Overall planning for Wellbeing is good and the curriculum plans are evidently working documents; however, some policies aligned to SPHE have not yet been developed.

Provision for SPHE and whole-school support for Wellbeing in general is of a very good standard; it was evident that senior management was interested in Wellbeing and the strong emphasis on students’ personal development is commendable.

Although information and communication technology (ICT) was used in certain cases, the use of ICT to support students’ learning was lacking in other lessons.

Recommendations

ICT should be used more widely to support students’ learning and to place the main themes around SPHE in an everyday context.

Teachers need to give students more support in the use of Irish when they undertake classroom tasks.

Teachers should discuss and reflect continuously among themselves on the achievement of SPHE learning intentions in an effective, comprehensive way.

DETAILED FINDINGS AND RECOMMENDATIONS

1. TEACHING, LEARNING, AND ASSESSMENT

Overall the quality of teaching was good; however, some teaching practices were at a satisfactory level with scope for improvement, especially with regards to supporting students when learning through Irish. Another area for improvement is the use of appropriate resources for the different age groups.

Reference to literacy in Irish was referred to in one lesson and students’ attention was drawn to a grammatical point to help them as they prepared for a classroom task. Overall, however, literacy in Irish is an aspect of work in the school that needs to be improved. In most of the lessons observed, opportunities for comprehensive advance preparation for lesson tasks were missed, which meant that students struggled with the terminology and vocabulary to complete activities.

Teachers should agree and progressively implement literacy strategies as part of the school’s overall improvement plan. Members of staff should also pay attention to accurate use of Irish, both written and spoken, when they are teaching. They must be role models of exemplary practice for students.

Teachers made commendable efforts to ensure that active learning was a central part of SPHE lessons. Pair work, group work and other active strategies were used to get students to discuss and debate among themselves. In one case, a number of students presented work of a high standard to their peers as part of the lesson, but other students needed targeted language support to produce effective presentations. Teachers must pay attention to and provide appropriate support for students’ various needs.

Overall the quality of learning in the lessons observed was good but in places there was scope for improvement with regards to ensuring that resources, including ICT resources, were appropriate for that particular age group. It was observed that some material was overly childish and hence students failed to learn in the most effective way. This also meant that learning intentions were not achieved as comprehensively as they could have been.

Teachers should discuss in detail the most suitable resources and materials for different aspects of SPHE for the various year groups. The extent and standard of the use of ICT in lessons could be significantly extended so as to place the themes and subject matter of SPHE in an everyday context for students. Moreover, teachers should discuss and reflect continuously among themselves on the achievement of SPHE learning intentions in an effective, comprehensive way.

Preparation for all of the lessons observed was very good. Teaching resources were prepared in advance and there was good continuity in lesson tasks. Students were given too much time to complete some classroom tasks and as a result lost interest in the lesson topic after a while. Teachers should pay attention to the pace of a lesson.

2. SUBJECT PROVISION AND WHOLE SCHOOL SUPPORT

The level of provision for SPHE and whole school support for Wellbeing in general is very good; it was clear that senior management was interested in students’ wellbeing and personal

development. The new deputy principal has specific qualifications in this area and it is planned to achieve a high standard in the area of Wellbeing in due course.

SPHE and Wellbeing have been appropriately timetabled. Double periods are currently being provided in Wellbeing to facilitate team-teaching and to give teachers the opportunity to engage properly with the new specification.

SPHE, including appropriate provision for Relationship and Sexuality Education (RSE), is provided for all year groups, which is commendable practice.

There are strong links between the care team, senior management and SPHE and RSE teachers to ensure that the wellbeing and safety of all students are prioritised.

Teachers have completed continuing professional development (CPD) courses in SPHE but as a result of staff changes there is one RSE staff member who has not completed the CPD course in the TRUST programme. This issue will be rectified as soon as possible.

Themed weeks and other celebratory events are organised in the school to support wellbeing work - such as ‘friendship week’, which focuses specifically on anti-bullying. There is also a strong system in place in the school to allow students to disclose if they are worried, when required. It was reported that there is a close relationship between the school and parents, particularly in relation to first-year students.

3. PLANNING AND PREPARATION

Overall planning for Wellbeing is good and curriculum plans are evidently working documents although they will need to be standardised in the future. Certain SPHE related policies have not yet been developed, for example a policy on visitors to the school, and the SPHE policy needs to be updated. These omissions should be rectified as soon as possible.

The planning documents clearly demonstrated that teachers were working cooperatively, and that approach is commendable. Such procedures will help to develop and promote wellbeing in the school in the future. Senior management will give their full support to this given the commendably strong emphasis that the school places on students’ holistic development.

It was reported that SPHE lessons are regularly evaluated by staff and students and this good practice is commendable. Students have input through the School Council and input is also sought from teachers.

School management and teachers should plan for students’ literacy needs in Irish for SPHE and RSE and in the context of the school’s overall focus on literacy in Irish. Specific strategies should be implemented during lessons to support students’ learning.

The draft findings and recommendations arising out of this evaluation were discussed with the

principal, the deputy principal and with the subject teachers at the conclusion of the evaluation.

Published October 2018 / Foilsithe Deireadh Fómhair 2018

THE INSPECTORATE’S QUALITY CONTINUUM

Inspectors describe the quality of provision in the school using the Inspectorate’s quality continuum

which is shown below. The quality continuum provides examples of the language used by inspectors

when evaluating and describing the of quality the school’s provision of each area.

Level Description Example of descriptive terms

Very Good

Very good applies where the quality of the areas evaluated is of a very high standard. The very few areas for improvement that exist do not significantly impact on the overall quality of provision. For some schools in this category the quality of what is evaluated is outstanding and provides an example for other schools of exceptionally high standards of provision.

Very good; of a very high quality; very effective practice; highly commendable; very successful; few areas for improvement; notable; of a very high standard. Excellent; outstanding; exceptionally high standard, with very significant strengths; exemplary

Good

Good applies where the strengths in the areas evaluated clearly outweigh the areas in need of improvement. The areas requiring improvement impact on the quality of pupils’ learning. The school needs to build on its strengths and take action to address the areas identified as requiring improvement in order to achieve a very good standard.

Good; good quality; valuable; effective practice; competent; useful; commendable; good standard; some areas for improvement

Satisfactory

Satisfactory applies where the quality of provision is adequate. The strengths in what is being evaluated just outweigh the shortcomings. While the shortcomings do not have a significant negative impact they constrain the quality of the learning experiences and should be addressed in order to achieve a better standard.

Satisfactory; adequate; appropriate provision although some possibilities for improvement exist; acceptable level of quality; improvement needed in some areas

Fair

Fair applies where, although there are some strengths in the areas evaluated, deficiencies or shortcomings that outweigh those strengths also exist. The school will have to address certain deficiencies without delay in order to ensure that provision is satisfactory or better.

Fair; evident weaknesses that are impacting on pupils’ learning; less than satisfactory; experiencing difficulty; must improve in specified areas; action required to improve

Weak

Weak applies where there are serious deficiencies in the areas evaluated. Immediate and coordinated whole-school action is required to address the areas of concern. In some cases, the intervention of other agencies may be required to support improvements.

Weak; unsatisfactory; insufficient; ineffective; poor; requiring significant change, development or improvement; experiencing significant difficulties;