Meastóireacht Scoile Uile Bainistíocht, Ceannaireacht agus ... · ranga a fhorbairt ina rianaítear sainchuspóirí foghlama, modhanna múinte atá gníomhach agus straitéisí

An Roinn Oideachais agus Scileanna

Department of Education and Skills

Meastóireacht Scoile Uile

Bainistíocht, Ceannaireacht agus Foghlaim

TUAIRISC

Ainm na scoile /

School name Scoil Uí Fhiaich,

Seoladh na scoile /

School address

Bóthar Chill Droichid,

Maigh Nuad,

Co. Chill Dara.

Uimhir rolla /

Roll number 20058T

Dáta na cigireachta: 04-03-2019

Dáta eisiúna na tuairisce: 10-03-2019

MEASTÓIREACHT SCOILE UILE: BAINISTÍOCHT, CEANNAIREACHT AGUS

FOGHLAIM ANN Déanann Meastóireacht Scoile Uile - Bainistíocht, Ceannaireacht agus Foghlaim tuairisciú ar cháilíocht

an teagaisc agus na foghlama agus ar cháilíocht na bainistíochta agus na ceannaireachta i scoil.

Dearbhaítear dea-chleachtas agus déantar moltaí, nuair is cuí, chun cuidiú le forbairt bhreise a

dhéanamh ar an soláthar oideachais sa scoil.

CONAS AN TUAIRISC SEO A LÉAMH

Le linn na cigireachta seo, rinne na cigirí meastóireacht agus tuairisciú faoi na ceannteidil nó faoi na

réimsí fiosrúcháin seo a leanas:

1. Cáilíocht fhoghlaim na ndaltaí

2. Cáilíocht an teagaisc

3. Cáilíocht na tacaíochta d’fholláine na ndaltaí

4. Cáilíocht na ceannaireachta agus na bainistíochta

5. Cáilíocht na féinmheastóireachta scoile

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 ar a thuairim a léiriú ar thorthaí agus ar mholtaí na

tuairisce; ba rogha leis an mbord glacadh leis an tuairisc gan freagra a thabhairt.

COSAINT LEANAÍ

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 ráiteas slánchumhdaithe leanaí na scoile faofa ag an mbord agus áirítear ann athbhreithniú

bliantúil agus measúnú riosca. 3. 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.

4. Tá ráiteas slánchumhdaithe leanaí na scoile ag teacht lena n-éilítear faoi na Nósanna Imeachta um Chosaint Leanaí do Bhunscoileanna agus Iar-Bhunscoileanna 2017.

5. Ar na taifid de na trí chruinniú bainistíochta is déanaí tá taifead de thuairisc mhaoirseachta um chosaint leanaí i gcomhréir le riachtanais na Nósanna Imeachta um Chosaint Leanaí do Bhunscoileanna agus Iar-Bhunscoileanna 2017.

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.

6. Tá sé cinntithe ag an mbord bainistíochta go bhfuil socruithe i bhfeidhm le heolas a chur ar fáil do phearsanra uile na scoile ar na Nósanna Imeachta um Chosaint Leanaí do Bhunscoileanna agus Iar-Bhunscoileanna 2017.

7. Tá sé léirithe i ndoiciméid phleanála scoile go bhfuil soláthar iomlán á dhéanamh ag an scoil do ghnéithe ábhartha an churaclaim (OSPS, Bí Sábháilte, OCG, Folláine).

8. Tá na taifid maidir le cosaint leanaí a gcoinneáil in áit slán, daingean. Bhí cleachtas na scoile ag teacht lena n-éilítear faoi gach ceann de na seiceálacha thuas.

Meastóireacht Scoile Uile – Bainistíocht, Ceannaireacht agus Foghlaim

Dátaí na cigireachta 04-03-2019

Na gníomhaíochtaí cigireachta ar tugadh

fúthu

Cruinnithe leis an bpríomhoide agus leis an bhfoireann ceannaireachta inscoile

Cruinniú le hionadaithe an bhoird bhainistíochta

Cruinniú le hionadaithe tuismitheoirí

Cruinniú le múinteoirí

Athbhreithniú ar cháipéisí ábhartha

Anailís ar cheistneoirí tuismitheoirí, daltaí agus múinteoirí

Breathnóireacht ar theagasc agus ar fhoghlaim

Scrúdú ar obair na ndaltaí

Caidreamh le daltaí Aiseolas don phríomhoide, príomhoide

tánaisteach, múinteoirí agus d’ionadaithe an bhoird bhainistíochta

COMHTHÉACS NA SCOILE

Is bunscoil comhoideachais lán-Ghaeilge í Gaelscoil Uí Fhiaich a fheidhmíonn faoi phátrúnacht Ard-

Easpaig Caitliceach Bhaile Átha Cliath. Bunaíodh an scoil i 1996 agus tá sí suite i Má Nuad, Co. Chill

Dara. Ag am na meastóireachta, bhí 472 dalta ag freastal ar an scoil agus tá tinreamh na ndaltaí ar

léibhéal an-ard. Tá príomhoide riaracháin, seachtar múinteoirí príomhshrutha déag agus seisear

múinteoirí riachtanais speisialta oideachais (RSO) lonnaithe sa scoil. Tá múinteoir RSO ag obair i scoil

eile sa cheantar freisin.

ACHOIMRE AR NA PRÍOMHCHINNTÍ AGUS MOLTAÍ:

CINNTÍ

Tá cáilíocht foghlama na ndaltaí go maith; níl na gníomhaíochtaí foghlama agus tascanna

dúshlánach go leor chun scileanna d’fhoghlaim fadsaoil na ndaltaí a fhorbairt, áfach.

Tá cáilíocht an teagaisc go maith ar an iomlán, ach níl dóthain anailíse déanta ar shonraí

measúnaithe ranga don teagasc agus don fhoghlaim.

Tá an tacaíocht d’fholláine na ndaltaí thar cionn; léirítear caidreamh an-dearfach idir na

múinteoirí agus na daltaí.

Tá caighdeán inmholta ag baint le cáilíocht na ceannaireachta agus bainistíochta.

Tugtar deiseanna do na daltaí scríobh i réimse teoranta seanraí scríbhneoireachta, ach níl

scileanna scríbhneoireachta na ndaltaí forbartha a dhóthain sa Ghaeilge agus sa Bhéarla.

Tá caighdeán na féinmheastóireachta scoile ar leibhéal sásúil.

MOLTAÍ

Ba chóir do na múinteoirí gníomhaíochtaí foghlama agus tascanna a ullmhú do na daltaí a

thabharfaidh tacaíocht agus dúshlán dóibh a gcuid scileanna d’fhoghlaim fadsaoil a fhorbairt

agus a chur chun cinn.

Ba chóir do na múinteoirí anailís rialta a dhéanamh ar shonraí measúnaithe ranga chun

deiseanna difreála a aithint agus ba chóir don anailís seo a bheith sonraithe i bpleanáil

ghearrthéarmach na múinteoirí.

Ba chóir don scoil plean cuimsitheach céimnitheach de phróiseas agus seanraí

scríbhneoireachta sa Ghaeilge agus sa Bhéarla a fhorbairt agus a chur i bhfeidhm sa scoil.

MIONCHINNTÍ AGUS MOLTAÍ

1. CÁILÍOCHT FOGHLAMA NA NDALTAÍ

Tá cáilíocht foghlama na ndaltaí go maith. Sonraítear atmaisféar Gaelach agus dearfach sa

scoil. Cuireann an scoil clár lántumoideachais i bhfeidhm agus tosaíonn na múinteoirí ar

theagasc an Bhéarla le linn an dara théarma sna naíonáin shinsearacha. Glacann na daltaí páirt

go fonnmhar ina gcuid oibre. De réir torthaí ceistneoirí daltaí, d’aontaigh an chuid is mó dóibh

go dtaitníonn na ceachtanna agus an fhoghlaim leo.

Baineann na múinteoirí úsáid éifeachtach as Aistear: Creatchuraclam na Luath-óige chun

líofacht agus saibhreas tenaga na ndaltaí a fhorbairt trí mheán an tsúgartha i ranganna na

naíonán. I roinnt ranganna le linn na meastóireachta, bhí na daltaí gníomhach agus

rannpháirteach san fhoghlaim. I bhformhór na ranganna ní raibh deiseanna ag na daltaí a

bheith ag obair le chéile i ngníomhaíochtaí éagsúla a bhí comhoibríoch agus dúshlánach. Ina

theannta sin, i mórchuid de na ranganna, níor tugadh deiseanna do na daltaí scileanna agus

dearcthaí a fhorbairt atá riachtanach don fhoghlaim fadsaoil. Ba chóir do na múinteoirí

gníomhaíochtaí foghlama comhoibríoch agus tascanna gníomhach a ullmhú do na daltaí a

thabharfaidh tacaíocht agus dúshlán dóibh a gcuid scileanna a fhorbairt agus a chur chun cinn.

Tá cáilíocht Gaeilge labhartha na ndaltaí go maith. Aithrisíonn siad raon leathan rann, dánta

agus amhrán de ghlanmheabhair agus go fonnmhar. Cloiseann na daltaí Gaeilge chruinn ó na

múinteoirí agus éisteann siad go géar. Is inmholta an fócas atá ag na múinteoirí na botúin

choitianta sa chaint a aithint agus a cheartú. B’fhiú do na múinteoirí an sainfhoclóir agus

téarmaíocht do gach ábhar a aithint sa phleanáil agus a mhúineadh go sonrach chun cur ar

chumas na ndaltaí dul i ngleic go hiomlán leis an gcuraclam trí mheán na Gaeilge.

Tá cáilíocht na foghlama sa Bhéarla agus sa Ghaeilge go maith. Léann na daltaí le tuiscint, le

cruinneas agus de réir a gcumas. Díríonn na múinteoirí go héifeachtach ar bhunfhoghraíocht

agus iad ag forbairt scileanna léitheoireachta. Chun na heispéiris léitheoireachta a threisiú a

thuilleadh, b’fhiú úsáid a bhaint as cláir idirdhealaithe léitheoireachta, gearrscéalta agus

úrscéalta go córasach sa scoil. Is scríbhneoireacht fheidhmiúil is mó a chleachtann na daltaí sa

Ghaeilge agus sa Bhéarla trasna na scoile. Tugtar deiseanna dóibh scríobh i réimse teoranta

seanraí. Is gá scileanna scríbhneoireachta na ndaltaí a fheabhsú. Chuige sin, ba chóir don scoil

plean cuimsitheach céimnitheach do phróiseas agus seanraí na scríbhneoireachta sa Ghaeilge

agus sa Bhéarla a fhorbairt agus a chur i bhfeidhm sa scoil.

Tá cáilíocht na foghlama sa Mhatamaitic go maith. Léiríonn formhór na ndaltaí inniúlacht

mhaith i dtuiscint choincheapúil agus i ríomh na n-oibríochtaí uimhris. I roinnt de na ranganna,

baineann na múinteoirí úsáid as acmhainní agus as sainfhoclóir Matamaitice chun coincheap

a mhúineadh agus a dhaingniú. Ar mhaithe le scileanna ardoird smaointeoireachta na ndaltaí

sa Mhatamaitic a fhorbairt a thuilleadh, moltar do na múinteoirí aird sa bhreis a dhíriú ar

dhúshlán sna tascanna agus ar chumadh agus réiteach fadhbanna praicticiúla.

Cuirtear béim ar an gceol traidisiúnta trasna na scoile. Baineann na daltaí an-taitneamh as a

bheith ag canadh agus ag seinm ceoil, ar an bhféadóg stáin ach go háirithe. Léiríonn na daltaí

go bhfuil eolas cuí acu ar théamaí éagsula den churaclam Staire agus Eolaíochta ach níl go leor

deiseanna acu a scileanna eolaíochta a fhorbairt nó iniúchadh a dhéanamh ar a dtimpeallacht

áitiúil. Moltar do na múinteoirí scileanna imscrúdaithe agus taighde a fhorbairt ar bhonn níos

córasaí agus a bhfeasacht ar an timpeallacht áitiúil a leathnú.

2. CÁILÍOCHT AN TEAGAISC

Tá cáilíocht an teagaisc go maith ar an iomlán. Sna ceachtanna a breathnaíodh, bhí réimse de

ghnéithe an chleachtais idir shásúil agus cáilíocht an-ard. Sa chleachtas ab fhearr a

breathnaíodh le linn na meastóireachta, bhí soiléireacht sna cuspóirí teagaisc, úsáid mhaith as

acmhainní, agus scileanna ceistiúchán na múinteoirí go maith. Soláthraíonn na múinteoirí ar

fad pleanáil dá gcuid ceachtanna. Bíonn tionchar suntasach ag na téacsleabhair ar ábhar na

pleanála go ginearálta. Moltar do na múinteoirí cur chuige comhsheasmhach don phleanáil

ranga a fhorbairt ina rianaítear sainchuspóirí foghlama, modhanna múinte atá gníomhach

agus straitéisí difreála do dhaltaí le héagsúlacht cumais.

Ta cáilíocht an mheasúnaithe go maith. Baineann na múinteoirí úsáid as torthaí na dtrialacha

caighdéanacha agus as trialacha diagnóiseacha chun na daltaí le riachtanais speisialta

oideachais a aithint. Coinníonn formhór na múinteoirí seicliostaí, bailiúcháin oibre agus próifíl

foghlama do na daltaí ach ní bhaineann siad úsáid éifeachtach as na sonraí measúnaithe. Ba

chóir do na múinteoirí anailís rialta a dhéanamh ar shonraí measúnaithe ranga chun deiseanna

difreála a aithint agus ba chóir don anailís seo a bheith sonraithe ina gcuid pleanail

ghearrthéarmach.

Tá cáilíocht an teagaisc do dhaltaí le riachtanais speisialta oideachais go maith ar an iomlán.

Ta tús inmholta curtha ag an scoil chun an Contanam Tacaíochta a chur i bhfeidhm. I gcuid de

na pleananna foghlama aonair, níl na spriocanna foghlama nascaithe le riachtanais foghlama

na ndaltaí. Ba chóir do na múinteoirí spriocanna soiléire foghlama a aithint sna pleananna atá

bunaithe ar riachtanais tosaíochta foghlama na ndaltaí. Cuirtear i gcuimhne don scoil, mar atá

sonraithe i dTreoirlínte do Bhunscoileanna: Ag Tacú le Daltaí i Scoileanna Príomhshrutha a

bhfuil Riachtanais Speisialta Oideachais acu, am comhordaithe agus pleanála a choinneáil ag

íosmhéid ionas go mbíonn uasmhéid an teagaisc ann.

3. CÁILÍOCHT NA TACAÍOCHTA D’FHOLLÁINE NA NDALTAÍ

Tá cailíocht na tacaíochta d’fholláine na ndaltaí thar barr. Is scoil an-fháilteach agus

cuimsitheach í. Léiríonn na daltaí dea-nósanna béasaíochta agus comhoibríonn siad go

toilteanach lena gcuid muinteoirí agus lena chéile. Tá guth na ndaltaí curtha chun cinn agus

cothaithe tríd a rannpháirtíocht i gcoistí éagsúla scoile, ina n-áirítear ‘Comhairle na Scoile’.

Reachtáiltear tionóil go rialta chun gnóthachtáil na ndaltaí a dhearbhú agus a cheiliúradh. Tá

sé le hardmholadh go n-eagraíonn na múinteoirí gníomhaíochtaí éagsúla chomh-churaclaim

agus seach-churaclaim do na daltaí.

Tugann ‘Coiste na dTuismitheoirí’ tacaíocht mhaith don scoil agus bíonn siad gníomhach i

ngnéithe éagsúla de shaol na scoile. Cuirtear fáilte roimh thuismitheoirí sa scoil. D’aontaigh

beagnach gach tuismitheoir a chomhlánaigh ceistneoir go mbraitheann a bpáistí slán sábháilte

ar scoil. Cé go mbíonn teagmháil rialta idir an scoil agus na tuismitheoirí, moltar don bhord

bainistíochta agus don scoil na tuismitheoirí a choinneáil ar an eolas maidir le teagaisc agus

foghlaim. Moltar chomh maith don scoil tuairimí na dtuismitheoirí a lorg nuair atá polasaithe

agus pleananna curaclam á bhforbairt agus á athbhreithniú.

4. CÁILÍOCHT NA CEANNAIREACHTA AGUS NA BAINISTÍOCHTA

Tá cáilíocht na ceannaireachta agus na bainistíochta go maith. Oibríonn an bord bainistíochta

go dúthrachtach chun foirgneamh, tailte agus áiseanna den scoth a chur ar fáil do phobal na

scoile. Bíonn cruinnithe rialta ag an mbord agus déantar na cuntais airgeadais a dheimhniú go

neamhspleách gach bliain. Ba chóir don bhord a chinntiú go ndéantar na riachtanais reachtúla

agus beartais uile a shásamh, na polasaithe iontrála agus frithbhulaíochta san áireamh.

Tá cláir éifeachtach meantóireachta agus ionduchtaithe i bhfeidhm chun tacú le múinteoirí nua-cheaptha sa scoil. Tugadh le fios go gcuireann an scoil socrúcháin ar fáil go rialta do mhúinteoirí faoi oiliúint. Tá rannpháirtíocht na scoile i gcláir atá mar chuid d’oiliúint tosaigh múinteoirí le moladh. Tá an rannpháirtíocht seo luaite sa Chód Iompair Ghairmiúil do Mhúinteoirí, atá foilsithe ag an gComhairle Mhúinteoireachta, mar d’fhéadfadh múinteoirí, múinteoirí faoi oiliúint, daltaí agus institiúidí oideachais mhúinteoirí tairbhe ghairmiúil a bhaint aisti.

Tá tuiscint mhaith ag an bpríomhoide ar chomhthéacs na scoile. Tá sé tiomanta don chultúr

Gaelach a chruthú agus a chothú i measc an phobail scoile. Cothaíonn sé atmaisféar dearfach

sa scoil. Oibríonn an fhoireann ceannaireachta agus bainistíochta go comhoibritheach leis an

bpríomhoide ar réimse leathan freagrachtaí. Cé go stiúraíonn siad achair churaclam, moltar

don fhoireann ceannaireachta agus bainistíochta monatóireacht níos éifeachtaí a dhéanamh

ar thionchar na straitéisí feabhsúchán ar an dteagasc agus ar an bhfoghlaim ar bhonn uile-

scoile.

5. CÁILÍOCHT NA FÉINMHEASTÓIREACHTA SCOILE

Tá cáilíocht na féinmheastóireachta scoile sásúil. Tá an scoil ag plé leis an bpróiseas

féinmheastóireachta scoile agus tá tosaíochtaí aitheanta aici. Ní raibh na spriocanna sainiúla

agus gníomhaíochtaí a bhí le cur i bhfeidhm ag gach múinteoir soiléir le linn na

meastóireachta. Ba chóir don scoil an próiseas a phlé go réamhgníomhach, agus spriocanna

d’fheabhsú agus gníomhaíochta aontaithe a aithint. B’fhiú an plean feabhsúcháin a roinnt le

pobal na scoile uile agus monatóireacht rialta a dhéanamh ar an bplean.

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

Whole-School Evaluation

Management, Leadership and Learning

REPORT

Ainm na scoile /

School name Scoil Uí Fhiaich,

Seoladh na scoile /

School address

Celbridge Road,

Maynooth,

Co. Kildare.

Uimhir rolla /

Roll number 20058T

Date of inspection: 04-03-2019

WHOLE-SCHOOL EVALUATION: MANAGEMENT, LEADERSHIP AND LEARNING

Whole-School Evaluation – Management, Leadership and Learning reports on the quality of teaching

and learning and on the quality of management and leadership in a school. It affirms good practice

and makes recommendations, where appropriate, to aid the further development of educational

provision in the school.

HOW TO READ THIS REPORT

During this inspection, the inspectors evaluated and reported under the following headings or areas of

enquiry:

1. The quality of pupils’ learning

2. The quality of teaching

3. The quality of support for pupils’ well-being

4. The quality of leadership and management

5. The quality of school self-evaluation

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 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.

CHILD PROTECTION

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. 4. The Child Safeguarding Statement meets the requirements of the Child Protection Procedures

for Primary and Post-Primary Schools 2017. 5. The records of the last three board of management meetings record a child protection oversight

report that meet the requirements of the Child Protection Procedures for Primary and Post-Primary schools 2017.

6. The board of management has ensured that arrangements are in place to provide information to all school personnel on the Child Protection Procedures for Primary and Post-Primary Schools, 2017

7. School planning documentation indicates that the school is making full provision for the relevant aspects of the curriculum (SPHE, Stay Safe, RSE, Wellbeing).

8. Child protection records are maintained in a secure location. The school met the requirements in relation to each of the checks above.

Whole-School Evaluation – Management, Leadership and Learning

Dates of inspection 04-03-2019

Inspection activities undertaken

Meetings with the principal and with the in-school leadership team.

Meeting with representatives of the board of management

Meeting with parents’ representatives

Meeting with teachers

Review of relevant documentation

Analysis of parent, pupil and teacher questionnaires

Observation of teaching and learning

Examination of pupils’ work

Interaction with pupils Feedback to the principal, deputy principal,

teachers and to representatives of the board of management

SCHOOL CONTEXT

Gaelscoil Uí Fhiaich is a co-educational, primary school which operates under the patronage of the

Catholic Archbishop of Dublin. The school was established in 1996 and is located in Maynooth, Co.

Kildare. At the time of the evaluation, 472 pupils were enrolled in the school and the level of pupil

attendance is very high. There is an administrative principal, seventeen mainstream teachers and six

special educational needs (SEN) teachers based in the school. One SEN teacher also works in another

school in the area.

SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS:

FINDINGS

The quality of pupils' learning is good; however learning activities and tasks are not sufficiently

challenging to develop pupils' lifelong learning skills.

Overall, the quality of teaching is good, although class-based assessment data is not

sufficiently analysed to inform teaching and learning.

Support for pupil well-being is excellent; very positive relationships are evident between

teachers and pupils.

The quality of leadership and management is commendable.

Pupils are provided with opportunities to write in a limited range of writing genres, however

pupils' writing skills in Irish and English are not sufficiently developed.

The standard of school self-evaluation is satisfactory.

RECOMMENDATIONS

Teachers should prepare learning activities and tasks for pupils which will support and

challenge them to develop and promote their lifelong learning skills.

Teachers should analyse class-based assessment data regularly in order to identify

opportunities for differentiation and this analysis should be detailed in teachers' short-term

planning.

The school should develop and implement a comprehensive, graded plan regarding the

writing process and genres in Irish and English throughout the school.

DETAILED FINDINGS AND RECOMMENDATIONS

1. THE QUALITY OF PUPILS’ LEARNING

The quality of pupils' learning is good. A Gaelic and positive atmosphere is evident in the

school. The school implements a programme of total immersion education and teachers begin

teaching English in the second term of senior infants. Pupils participate enthusiactically in their

work. According to the results of pupil questionnaires, most pupils agreed that they enjoy

lessons and learning.

The teachers make effective use of Aistear: The Early Childhood Curriculum Framework in

developing pupils' fluency and richness of language through the medium of play in infant

classes. In some classes during the evaluation, pupils actively participated in the learning. In

most classes, pupils did not have opportunities to work together in varied collaborative and

challenging activities. In addition, in most classes, pupils were not given opportunities to

develop the necessary skills and attitudes for lifelong learning. Teachers should prepare

collaborative learning activities and active learning tasks for pupils which will support and

challenge them in developing and promoting their learning skills.

The quality of pupils' spoken Irish is good. They recite a wide range of rhyme, poetry and song

from memory and with enthusiasm. Pupils hear Irish being spoken accurately by the teachers

and they listen intently. Teachers' focus on identifying and correcting common errors in

speech is commendable. Teachers should identify the target language and terminology

related to each subject in planning, and teach this language explicitly to enable pupils to fully

engage with the curriculum through the medium of Irish.

The quality of learning in English and Irish is good. Pupils read with understanding, accuracy

and according to their ability. Teachers focus effectively on pronunciation as they develop

reading skills. To consolidate reading experiences further, differentiated schemes, short

stories and novels should be used systematically in the school. Functional writing is most

commonly practiced in Irish and English by pupils throughout the school. They are given

opportunities to write in a limited range of genres. There is a need to improve pupils' writing

skills. In this regard, the school should develop and implement a comprehensive, graded plan

for the writing process and writing genres in Irish and English, throughout the school.

The quality of learning in Mathematics is good. Most pupils demonstrate good competence in

conceptual understanding and in calculating numeric operations. In some classes, teachers

use resources and specific Mathematical vocabulary to teach and consolidate concepts. In

order to further develop pupils' high order thinking skills in Mathematics, teachers should

focus more on tasks which are challenging and on devising and solving practical problems.

Traditional music is emphasised throughout the school. Pupils thoroughly enjoy singing and

playing music, particularly on the tin whistle. They demonstrate an appropriate knowledge of

the various themes in the History and Science curricula, however they do not have sufficient

opportunities to develop their science skills or to explore their local environment. Teachers

should develop pupils’ investigative and research skills in a more systematic manner and

extend their knowledge of the local environment.

2. THE QUALITY OF TEACHING

Overall, the quality of teaching is good. In the lessons observed, the range of practice varied

from satisfactory to very high quality. In the best practice observed during the evaluation, the

learning objectives were clear, resources were used well and teachers' questioning skills were

good. All teachers provide planning for their lessons. In general, textbooks have a significant

influence on planning content. Teachers should develop a consistent approach to class-based

planning which outlines specific learning objectives, active teaching methodologies and

differentiated strategies for pupils of varying ability.

The quality of assessment is good. Teachers use the results of standardised and diagnostic

tests to identify pupils with special educational needs. Most teachers maintain checklists,

samples of work and pupil learning profiles, however, they do not use assessment data

effectively. Teachers should analyse class-based assessment data regularly, in order to identify

opportunities for differentiation and this analysis should be detailed in teachers' short-term

planning.

Overall, the standard of teaching for pupils with special needs is good. The school has made a

commendable start in implementing the Continuum of Support. In some individual learning

plans, learning intentions are not linked to pupils' learning needs. Teachers should identify

clear learning intentions in plans, based on pupils' priority learning needs. The school is

reminded that, as specified in Guidelines to Primary Schools: Supporting Pupils with Special

Educational Needs in Mainstream Schools, coordination and planning time should be kept to

a minimum to ensure there is a maximum of teaching time.

3. THE QUALITY OF SUPPORT FOR PUPILS’ WELL-BEING

The quality of support for pupils' well-being is excellent. This school is a very welcoming and

inclusive school. Pupils are well-mannered and cooperate willingly with their teachers and

with one another. Pupil voice is promoted and fostered through their involvement in various

school committees, including the school council. Assemblies are organised regularly to affirm

and celebrate pupils' achievements. It is highly commendable that teachers organise various

co-curricular and extra-curricular activities for pupils.

The parents’ association provides valuable support for the school and is active in various

aspects of school life. Parents are made to feel welcome in the school. Almost all parents who

completed questionnaires agreed that their children feel safe and secure at school. Although

there is regular contact between the school and parents, the board of management and the

school should keep parents informed with regard to teaching and learning. The school should

also seek parents' opinions when policies and curricular plans are being developed and

reviewed.

4. THE QUALITY OF LEADERSHIP AND MANAGEMENT

The quality of leadership and management is good. The board of management work diligently

to provide the school community with outstanding premises, grounds and resources. The

board meet regularly and financial accounts are certified independently each year. The board

should ensure that all legislative and policy requirements are met, including enrolment and

anti-bullying policies.

Effective mentoring and induction programmes are in place to support newly-appointed teachers in the school. The school reported that it regularly provides placements for student teachers. The school's participation in programmes associated with teachers' initial training is commendable. This participation is included in the Code of Professional Practice for Teachers, published by the Teaching Council, as it can provide valuable professional benefits to teachers, student teachers, pupils and institutions of teacher education.

The principal understands the school context well. He is committed to creating and nurturing

a Gaelic culture amongst the school community. He cultivates a positive atmosphere in the

school. The leadership and management team work cooperatively with the principal on a wide

range of responsibilities. Although they lead curricular areas, the leadership and management

team should monitor the impact of strategies for improvement on teaching and learning more

effectively, on a whole-school basis.

5. THE QUALITY OF SCHOOL SELF-EVALUATION

The quality of school self-evaluation is satisfactory. The school is engaging with the self-

evaluation process and has identified priority areas. The specific targets and actions to be

implemented by all teachers were not clear during the evaluation. The school should

proactively discuss the process and identify agreed targets and actions for improvement. The

improvement plan should be shared with the school community and monitored regularly.

Published June 2019 / Foilsithe Meitheamh 2019

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 quality of 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. Overall, learners have access to a basic level of provision. 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;