Wse 2014

An Roinn Oideachais agus Scileanna
Department of Education and Skills
Whole School Evaluation

Management, Leadership and Learning
REPORT
Scoil Nisinta Cil an tSdaire 2,

Sandylane,
Portarlington.
Co.Laois
Uimhir rolla: 18203N
Date of inspection: 18 September 2014
Whole-School Evaluation Management, Leadership and Learning Report

Introduction
A Whole-School Evaluation Management, Leadership and Learning (WSE - MLL) was
undertaken in Scoil Nisinta Cil an tSdaire 2 in September 2014. This report is based on a
selection of lessons observed in a range of learning settings in the school, interaction with
pupils and review of their work, meetings with the principal and with board and parent
representatives, completed parent and pupil questionnaires, and a selection of school
documents. 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.
This school is located in Portarlington and is under the patronage of the Church of Ireland
Bishop of Meath and Kildare. The 92 pupils enrolled come from Portarlington and a wide
catchment area of Church of Ireland parishes in the surrounding townlands. There are four
mainstream class teachers and a shared and a part-time support teacher. A newly-appointed
principal is in place since 1 September 2014. The daily attendance level of the pupils is very
good.
The school has strengths in the following areas:
The quality of teaching in the school is of a high standard.

Support for the pupils well-being is very good.
Pupil achievement in reading and Mathematics is very good.
The quality of support for pupils with special educational needs is highly
commendable.
The board of management and parents are very supportive of the school.
Music education in the school is of a very high standard.
The following main recommendations are made:
The pupils oral language skills should be further developed through the use of a
systematic oral language programme and in-class support.
Teaching methodologies should be extended to include greater use of pair work in
lessons.
In order to develop the pupils knowledge and understanding of the locality, the
environment should be explored incrementally as part of the Social, Environmental
and Scientific Education (SESE) programme.
Findings
1. The learning achievements of pupils
The learning achievements of the pupils are commendable. In all settings, pupils
enjoy their learning and are motivated to learn.
The pupils reading achievement is very good. Some good quality writing was evident
on displays and in copybooks in Irish and English. The quality of penmanship is of a
very high standard. While pupils have a good range of vocabulary, there is scope to
develop their communication skills and oral fluency through the use of a systematic
oral language programme.
Learning outcomes in Mathematics are highly commended. Pupils demonstrate a
good understanding of mathematical concepts across the strands.
Responses to parent questionnaires administered as part of the evaluation indicate
that almost all parents agree that the school supports the development of their childs
learning in reading and Mathematics.
T caighden na foghlama sa Ghaeilge go maith. Aithrisonn agus canann na dalta
rimse leathan rainn agus amhrin go muinneach i ngach rang. T siad in ann

ceisteanna a fhreagairt agus abairt a chumadh go cumasach. Chun tgil ar an deachleachtas seo ba chir go mbeadh deiseanna leannacha ag na dalta labhairt i
bpir mar chuid lrnach de cheachtanna. Lann na dalta go lofa agus freagraonn
siad ceisteanna go rathil ar an bhar. (The standard of learning in Irish is good. The
pupils in all classes can recite and sing a wide range of poems and songs confidently.
They can answer questions and compose sentences capably. To build on this good
practice, sustained opportunities for the pupils to converse in pairs should be a
central feature of lessons. The pupils read fluently and can successfully answer
questions based on the text)
Learning in Music is one of the strengths of the school. Pupils in all classes enjoy
singing a wide repertoire of songs, display a good understanding of the elements of
music, and demonstrate competence in musical literacy.
There is scope to develop the pupils knowledge and understanding of the immediate
and local environment.
In special education settings, pupils are making very good progress commensurate
with their abilities.
2. Quality of teaching
The overall quality of teaching in the school is of a high standard. Teachers are very
well prepared and present well-structured lessons which are supported by a good
range of resouces. Learning objectives are clear and curriculum-based. Teachers in
all classes explain concepts clearly as is evident from the responses to pupil
questionnaires administered as part of the evaluation.
The teachers create very attractive and purposeful learning environments.
Comptetent whole-class teaching and talk and discussion, with some use of pair and
group work, were the main methodologies observed. It is recommended that teachers
make more use of pair work in lessons in order to practise communicating in English
and Irish and to facilitate more active engagement in learning activities.
To further progress the reading attainment of some pupils, and to enrich all pupils
reading experiences, greater attention should be given to the use of novels in middle
and senior classes.
As part of the SESE programme, teachers should identify which aspects of the local
environment will be investigated, and how the pupils skills and knowledge can be
developed incrementally as they progress through the school.
The quality of teaching provided for pupils with special educational needs is highly
commendable. Lessons in withdrawal and in-class support settings are characterised
by very good preparation and effective teaching approaches. It is recommended that
models of in-class support are further developed throughout the school to support the
develoment of the pupils oral language skills.
3. Support for pupils well-being

The quality of support for the pupils well-being is very good. Pupils are respectful and
courteous, and a welcoming atmosphere exists within the school. In questionnaire
returns, all pupils surveyed indicated that they know what to do if someone is being
bullied and that they know the school rules.
Parents are regular visitors to the school and attend relevant school assemblies.
Almost all parents surveyed feel welcome in the school. The parents association
provides valuable support to the school.
A small minority of pupils miss twenty days or more. The school is advised to monitor
these pupils closely.
Confirmation was provided that the board of management has formally adopted the
Child Protection Procedures for Primary and Post-Primary Schools without
modification and that the school is compliant with the requirements of the Child
Protection Procedures for Primary and Post-Primary Schools.
4. Leadership and Management

The board of management is highly committed to the school. It oversees the
maintenance and development of the school successfully. The chairperson is a
regular visitor to the school and frequently leads school assemblies. It is
recommended that the board adopts a cyclical approach to the review and ratification
of whole-school policies.
The newly-appointed principal demonstrates a good understanding of the schools
strengths and priority areas for development.
5. School Self-evaluation
The school is making good progress in advancing the school-self evaluation process.
There is a need to revise the targets in the school improvement plan to ensure they
are focussed on improvements in learner outcomes in literacy.
Conclusion
The schools capacity to develop further is good. The board and staff are committed to school
improvement and they collaborate well together.
Published December 2014

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An Roinn Oideachais agus Scileanna

Department of Education and Skills

Whole School Evaluation

Scoil Nisinta Cil an tSdaire 2,

Date of inspection: 18 September 2014

Whole-School Evaluation Management, Leadership and Learning Report

The quality of teaching in the school is of a high standard.

The following main recommendations are made:

3. Support for pupils well-being

4. Leadership and Management

Published December 2014

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