An Roinn Oideachais agus Scileanna

Department of Education and Skills

Meastóireacht Scoile Uile

Bainistíocht, Ceannaireacht agus Foghlaim

TUAIRISC

Ainm na scoile Gaelscoil Chnoc Liamhna

Seoladh na scoile

Bóthar Cnoc Liamhna

Baile Átha Cliath 16

Uimhir rolla 20043G

Dáta na cigireachta: 22-11-2016

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

CAD IS MEASTÓIREACHT SCOILE UILE: BAINISTÍOCHT, CEANNAIREACHT AGUS FOGHLAIM ANN?

Déanann Meastóireachtaí Scoile Uile - Bainistíocht, Ceannaireacht agus Foghlaim tuairisciú ar

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

scoil. Dearbhaíonn siad dea-chleachtas agus déanann siad 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 rinne siad tuairisciú faoi na ceannteidil nó

faoi na réimsí fiosrúcháin seo a leanas:

1. Teagasc agus Foghlaim

2. Tacaíocht d’fholláine na ndaltaí

3. Ceannaireacht agus bainistíocht na 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 a thuairim a léiriú ar thorthaí agus ar mholtaí na tuairisce i scríbhinn; ní

bhfuarthas freagra ón mbord.

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

tuairisce i scríbhinn, agus beidh freagra an bhoird ar fáil san aguisín atá leis an tuairisc seo.

Meastóireacht Scoile-Uile Bainistíocht, Ceannaireacht agus Foghlaim

GNÍOMHAÍOCHTAÍ CIGIREACHTA LE LINN NA CIGIREACHTA SEO

Dáta na Cigireachta 22-11-2016

Na gníomhaíochtaí cigireachta ar tugadh fúthu

Cruinniú leis an bpríomhoide agus leis an leas-phríomhoide

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 fhoireann bhainistíochta sinsearaí agus do na múinteoirí agus d’ionadaithe na dtuismitheoirí agus an bhoird bhainistíochta

COMHTHÉACS NA SCOILE

Is scoil lán-Ghaeilge chomhoideachas í Gaelscoil Chnoc Liamhna. Feidhmíonn an scoil faoi phátrúnacht

an Fhorais Patrúnachta. Tá 234 dalta cláraithe sa scoil agus tinreamh maith ag an bhformhór

ACHOIMRE AR NA PRÍOMHCHINNTÍ AGUS MOLTAÍ

CINNTÍ

Tá cáilíocht foghlama na ndaltaí go maith agus sroicheann cuid mhaith de na daltaí caighdeáin

ard trasna achair an churaclaim.

Tá cáilíocht an teagaisc go maith, le cleachtais an-mhaith i suíomhanna ar leith; cé go ndéantar

difrealú rialta do chumais éagsúla na ndaltaí san fhoghlaim i roinnt ranganna le sár-éifeacht,

ní raibh go leor dúshlán ann do dhaltaí ardghnóthachtála agus do dhaltaí ar chumais éagsúla.

Cé go scríobhann na daltaí sleachta simplí go torthúil i réimse séanraí teoranta, tá gá lena

gcumas scríbhneoireachta a fheabhsú.

Déantar ard-chúram de bhainistíocht na ndaltaí agus de thacaíocht d’fholláine na ndaltaí.

Tá cáilíocht na ceannaireachta agus na bainistíochta go maith.

Tá obair fhiúntach déanta ag an scoil ar fhéin-mheastóireacht scoile.

MOLTAÍ

Moltar plean cuimsitheach céimnitheach de phróiseas na scríbhneoireachta sa Ghaeilge a chur i bhfeidhm sa scoil.

Moltar go mbeadh a thuilleadh dúshláine sna ceachtanna agus go mbeadh siad bunaithe ar éagsúlacht chumais agus ar ábhar suime na ndaltaí, seachas ar ábhar ó théacsleabhar éagsúla.

MIONCHINNTÍ AGUS MOLTAÍ

1. CÁILÍOCHT FOGHLAMA NA NDALTAÍ

Tá cáilíocht foghlama na ndaltaí go maith agus sroicheann cuid mhaith de na daltaí caighdeáin arda trasna achair an churaclaim. Tá a rannpháirtíocht agus a n-iarrachtaí chun foghlama le moladh. D’aontaigh beagnach gach dalta, i gceistneoir a dáileadh orthu le linn na meastóireachta, gur thaitin na ceachtanna agus an fhoghlaim leo.

Tá cáilíocht na foghlama sa Ghaeilge go maith agus sonraítear atmaisféar Ghaelach dearfach sa scoil. Is inmholta mar a dhéanann na daltaí i ngach rang aithris ar dhánta agus amhráin go bríomhar taitneamhach. Labhraíonn siad le líofacht ar raon ábhar agus i gcuid de na ranganna cuirtear go córasach lena saibhreas teanga. Is inmholta an fócas ar na botúin is coitianta a aithint agus a cheartú. Baineann formhór na ndaltaí caighdeán maith léitheoireachta amach ag a leibhéal cumais féin. Chuirfí go mór fós lena scileanna discréideacha léitheoireachta dá mbeadh clár idirdhealaithe léitheoireachta curtha i bhfeidhm go córasach sa scoil. Cé go scríobhann na daltaí sleachta simplí i réimse séanraí atá teoranta, tá gá lena gcumas scríbhneoireachta a fheabhsú. Chuige sin, moltar plean cuimsitheach céimnitheach de phróiseas na scríbhneoireachta a chur i bhfeidhm sa scoil. Is fiú an lán-tumoideachas a threisiú sna luathranganna ar mhaithe leis an teanga a shealbhú níos túisce agus í a shaibhriú de réir a chéile.

Tá cáilíocht na foghlama sa Bhéarla go maith. Forbraítear scileanna labhartha na ndaltaí go héifeachtach i ranganna éagsúla. Is fiú, anois, clár córasach don labhairt a phleanáil agus a chur i bhfeidhm chun díriú ar scileanna ar leith. Léann formhór na ndaltaí le brí agus le tuiscint. Chun cur lena gcumas léitheoireachta is fiú clár teagaisc d’ard-scileanna tuiscine a chur i bhfeidhm ar bhonn scoile-uile chun tógáil ar an dea-chleachtas atá i ranganna áirithe. Tá sé ar chumas na ndaltaí scríobh i raon seánraí agus leagtar an obair scríofa amach go néata.

Tá cáilíocht na foghlama sa Mhatamaitic go maith. Léirigh formhór na ndaltaí inniúlacht mhaith i dtuiscint choincheapúil agus i ríomh na noibríochtaí uimhris. Múintear teanga na Matamatice go córásach agus bíonn na daltaí gníomhach san fhoghlaim go rialta. Baintear úsáid fhiúntach as dialainn mhatamaitice chun taifead a dhéanamh ar fhoghlaim nua. Tá timpeallachtaí chuí don Matamaitice cruthaithe ar fud na scoile mar pháirt den phlean feabhsúcháin atá i bhfeidhm. Ar mhaithe leis an gcaighdeán a threisiú, moltar aird sa bhreis a dhíriú ar an obair ó bhéal, ar dhúshlán sna tascanna agus ar chumadh agus ar réiteach fadhbanna praiticiúla.

Tá cumas na ndaltaí sna hAmharcealaíona le moladh agus tá samplaí den obair á dtaispeáint go tarraingteach sna seomraí ranga. Tá cumas na ndaltaí sa Cheol á fhorbairt go córasach. Tugtar deiseanna foghlama cuí do na daltaí san Oideachas Sóísialta, Imshaoil agus Eolaíochta agus breathnaíodh samplaí de thionscadail suimiúla agus obair fhiuntach ar fhorbairt scileanna i ranganna éagsúla.

Tá cáilíocht an tsoláthair do dhaltaí le riachtanais speisialta go maith. Tá caidreamh tairbheach idir na hoidí tacaíochta agus na daltaí. Baintear dea-úsáid as réimse straitéisí teagaisc, tacaíocht in-ranga ina measc. Cuirtear pleananna oideachais aonair oiriúnacha ar fáil i gcomhpháirt le tuismitheoirí. Ba chóir anois plé a dhéanamh ar an gcóras atá i bhfeidhm ina ndéantar cinntí maidir le soláthar tacaíochta breise. Moltar tacaíocht a bhunú ar riachtanais aitheanta na ndaltaí, agus áit lárnach a thabhairt do thacaíocht san Ghaeilge.

Bhí tacaíocht in-ranga éifeachtach le feiceáil i ranganna éagsúla. Is fiú athbhreithniú a dhéanamh ar an tacaíocht in-ranga le cinntiú go bhfuil sé dírithe ar na riachtanais fhoghlama éagsúla.

2. CÁILÍOCHT AN TEAGAISC

Tá cáilíocht an teagaisc go maith, le cleachtas an-mhaith i suíomhanna éagsúla. Sa chleachtas ab fhearr a breathnaíodh le linn na meastóireachta, bhí soiléireacht sna cuspóirí teagaisc, béim ar scileanna teanga trasna an churaclaim, grúptheagasc agus foghlaim gníomhach. Is fiú an cleachtas seo a leathnú tríd an scoil. Cé go ndéantar difrealú rialta go héifeachtach do chumais éagsúla na ndaltaí san fhoghlaim i ranganna ar leith, b’fhiú gníomhaíochtaí níos dúshlánaí a eagrú do dhaltaí ardghnóthachtála agus do dhaltaí ar chumais éagsúla. Moltar go mbeadh na ceachtanna bunaithe ar chumais agus ar ábhar suime na ndaltaí seachas ar ábhar ó théacsleabhar éagsúla.

Tá caighdeán pleanála na múinteoirí go maith agus soláthraíonn na múinteoirí ar fad pleanáil dá gcuid oibre. Bíonn tionchar suntasach ag na téacsleabhair ar ábhar na pleanála go ginearálta. Moltar an cur chuige don phleanáil ranga a fhorbairt ina rianaítear sainchuspóirí foghlama, agus idirdhealú soiléir.

Tá cáilíocht na meastóireachta go maith. Tá na hoidí le moladh as an raon leathan d’uirlisí mheasúnaithe atá in úsáid sna ranganna. Coiníonn siad seicliostaí, bailiúcháin oibre agus próifílí foghlama chun éifeacht na foghlama agus an teagaisc a mheas. Moltar an dea-chleachtas ó thaobh féinmheasúnú na ndaltaí agus straitéísí mheasúnaithe chun foghlama a leathnú tríd an scoil.

3. TACAÍOCHT D’FHOLLÁINE NA NDALTAÍ

Déantar ard-chúram de bhainistíocht na ndaltaí agus de thacaíocht d’fholláine na ndaltaí. Léiríonn na daltaí dea-nósanna béasaíochta. Comhoibríonn siad go toilteanach lena gcuid múinteoirí agus lena chéile. Léiríonn torthaí na g-ceistneoirí a líon na daltaí i rith na meastóireachta go mothaíonn siad sábháilte ar scoil agus go dtaitníonn an scoil leo.

Tugann ‘Cairde na Scoile’ agus na tuismitheoirí tacaíocht mhaith don scoil agus bíonn tuismitheoirí gníomhach i ngnéithe éagsúla de shaol na scoile. Bíonn teagmháil rialta idir an scoil agus na tuismitheoirí agus coimeádtar iad ar an eolas faoi chúrsaí scoile. Léiríonn torthaí na gceistneoirí a dáilíodh ar thuismitheoirí go bhfuil siad ar an dtuairim go bhfuil an atmaisféar go maith sa scoil agus go mbíonn fáilte rompu sa scoil.

4. CEANNAIREACHT AGUS BAINISTÍOCHT NA SCOILE

Tá cáilíocht na ceannaireachta agus na bainistíochta go maith.

Oibríonn an bord bainistíochta go díograiseach ar son na scoile. Feidhmíonn an bord mar ba chóir agus bíonn cruinnithe rialta acu. Tá an bord ag iarraidh foirgneamh buan a fháil don scoil agus í sin í príomhaidhm an bhoird le roinnt blianta anuas.

Tá an príomhoide an-díograiseach i mbun oibre. Roinneann sí fís láidir don Ghaeilge agus don scoil leis an bhfoireann agus le pobal na scoile. Spreagann sí comhoibriú i measc na múinteoirí agus cothaíonn sí atmaisféar oscailte dearfach timpeall na scoile.

Tugann na baill eile den bhainistíocht inscoile tacaíocht mhaith don phríomhoide agus comhlíonann siad na dualgais atá leagtha amach dóibh go héifeachtúil. Le tógáil ar obair na foirne bainistíochta inscoile, moltar athbhreithniú rialta a dhéanamh ar a ndualgais chun a chinntiú go bhfuil siad ceangailte le riachtanais reatha na scoile. Is inmholta go dtugann oidí eile faoi fhreagrachtaí eile go deonach ar leas na scoile

Cabhraíonn obair na cúntóirí riachtanais speisialta, agus obair an rúnaí, le hoibriú réidh na scoile.

Thug údaráis na scoile deimhniú go bhfuil glactha go foirmiúil ag an mbord bainistíochta leis na Nósanna Imeachta maidir le Caomhnú Leanaí i mBunscoileanna agus i Scoileanna Iarbhunscoile, gan athrú ná leasú, agus go bhfuil cleachtas na scoile ag teacht lena n-éilítear faoi Nósanna Imeachta maidir le Caomhnú Leanaí i mBunscoileanna agus i Scoileanna Iarbhunscoile.

5. FÉINMHEASTÓIREACHT SCOILE

Tá obair fhiúntach déanta ag an scoil ar fhéinmheastóireacht scoile. Tá spriocanna feabhsuithe leagtha amach sa phlean feabhsúcháin scoile agus gníomhaíochtaí an-thairbheacha á gcur i bhfeidhm mar pháirt den phlean tríd an scoil. Beidh an próiséas féinmheastóireachta scoile an-úsáideach don scoil mar uirlis go leanúnach chun príorachtaí foghlama a chur chun cinn.

CRÍOCH

Tá cumas na scoile chun tuilleadh forbartha a dhéanamh go maith toisc ardleibhéal suime agus

dearcadh dearfach na mbaill foirne.

Aguisín

Freagra na Scoile ar an Tuairisc

Arna chur isteach ag an Bord Bainistíochta

Cuid A: Tuairimí ar ábhar na tuairisce scoile

Fáiltíonn Bord Bainistíochta Ghaelscoil Chnoc Liamhna roimh thuairisc a aithníonn ard chaighdeán na

scoile.

Leagann an Bord Bainistíochta agus pobal na scoile béim mhór ar dhíograis, ar dhearfacht agus ar

oscailteacht, gnéithe atá luaite sa tuairisc. Tugtar aitheantas do dhúthracht na foirne. Tá foireann na

scoile ag obair i seomraí réamhdhéanta atá fíor shean agus fíor bhunúsach agus a bhfuil cothabháil

uathu an t-am ar fad. Measann an Bord go bhfuil rian na hoibre atá déanta sa mhatamaitic le cúpla

bliain anuas ag an bPríomhoide Tánaisteach le feiceáil tríd an scoil.

Cuid B: Gníomhartha leantacha a rinneadh nó atá beartaithe le déanamh ó cuireadh críoch leis

an ngníomhaíocht chigireachta chun tátail agus moltaí na cigireachta a chur I bhfeidhm

Tá plé á dhéanamh ag an mBord agus ag an bhfoireann ar na moltaí atá sa tuairisc.

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

mbaineann cigirí feidhm aisti 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 bíonn an

cháilíocht ar a ndearnadh meastóireacht thar cionn

agus is sampla é do scoileanna eile de

shárchaighdeáin soláthair.

An-mhaith; ar cháilíocht an-ard; an-

éifeachtach; 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-suntasach; thar barr

Go maith

Úsáidtear Go maith áit ina bhfuil níos mó

láidreachtai sna réimsí a ndéantar meastóireacht

orthu 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 leis an

gcaighdeán an-mhaith a bhaint amach.

Go maith; cáilíocht mhaith; fiúntach;

cleachtas éifeachtach; inniúil;

úsáideach; inmholta; caighdeán maith;

roinnt réimsí le fheabhsú

Sásúil

Úsáidtear Sásúil áit a bhfuil cáilíocht an tsoláthair

sách maith. Tá díreach níos mó láidreachtaí a

ndéantar meastóireacht orthu ná na laigí. Cé nach

mbíonn drochthionchar suntasach ag na laigí

cuireann siad srian leis na taithí foghlama agus ba

chóir dul i ngleic 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 chomh sásúil sin;

deacrachtaí ann; níor 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 atá suntasach ag

teastáil; deacrachtaí suntasacha ann

An Roinn Oideachais agus Scileanna

Department of Education and Skills

Whole School Evaluation

Management, Leadership and Learning

School Name Gaelscoil Chnoc Liamhna

School Address

Old Knocklyon Road

Dublin 16

Uimhir rolla 20043G

WHAT IS A WHOLE-SCHOOL EVALUATION: MANAGEMENT, LEADERSHIP AND LEARNING?

Whole-School Evaluations – Management, Leadership and Learning report on the quality of teaching

and learning and on the quality of management and leadership in a school. They affirm good

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

provision of education in the school.

HOW TO READ THIS REPORT

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

enquiry:

4. Teaching and Learning

5. Support for the pupils’ wellbeing

6. School leadership and management

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 in writing on the

findings and recommendations of the report, and the response of the board will be found in the

appendix of this report.

Whole-School Evaluation - Management, Leadership and Learning

INSPECTION ACTIVITIES DURING THIS INSPECTION

Date of Inspection 22-11-2016

Inspection activities undertaken

Meeting with principal and deputy principal

Meeting with representatives of the board of management

Meeting with parent representatives

Meeting with teachers

Review of relevant documents

Analysis of parent, pupil and teacher questionnaires

Observation of teaching and learning

Examination of pupils’ work

Interaction with pupils

Feedback to senior management team and teachers, and to parent and board of management representatives

SCHOOL CONTEXT

Gaelscoil Chnoc Liamhna is an All-Irish co-educational Gaelscoil. It operates under the patronage of

An Foras Pátrúnachta. There are 234 pupils registered in the school and the majority of them have

good attendance.

SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS

FINDINGS

The quality of pupils’ learning is good and a number of the pupils achieve a high standard

across the curriculum areas.

The quality of teaching is good, with very good practice in certain settings; though there is

regular and effective differentiation to cater for the different abilities in some classes, there

is scope to further challenge the high-achieving pupils and pupils of varying abilities.

Pupils write simple passages effectively in a limited range of genres; it is necessary to improve

their writing ability.

The management of pupils and support for pupils’ wellbeing is of a high quality.

The quality of leadership and management is good.

The school has done worthwhile work on school self-evaluation.

RECOMMENDATIONS

A comprehensive progressive plan for the writing process in Irish should be implemented in the school.

It is recommended that there would be more challenge in lessons, and that lessons would be based around the variety of pupil abilities and on material which is of interest to the pupils, rather than on textbooks.

DETAILED FINDINGS AND RECOMMENDATIONS

3. THE QUALITY OF PUPILS’ LEARNING

The quality of pupils’ learning is good and a number of the pupils achieve a high standard across the curriculum areas. Their participation and engagement in learning are commendable. In the questionnaire distributed to pupils during the evaluation, almost all pupils agreed that they enjoyed their lessons and learning.

The quality of learning in Irish is good and there is a positive Irish-language atmosphere in the school. It is commendable how the pupils in every class recite poems and songs energetically and pleasantly. Pupils speak fluently about a range of topics and in some of the classes their language richness is increased systematically. The focus on recognizing and correcting the most common mistakes is commendable. Most of the pupils achieve a good standard of reading. Their independent reading skills would be increased further if a differentiated reading programme was systematically implemented in the school. The pupils write simple passages in a limited range of genres. To improve their writing ability, a comprehensive and progressive plan for the writing process in Irish should be implemented throughout the school. It would be worthwhile to strengthen the complete immersion education in the early classes to benefit earlier language acquisition and to gradually enrich it.

The quality of learning in English is good. Pupils’ speaking skills are developed effectively in certain classes. It would now be worthwhile to plan for and to implement a systematic oral language programme to enable a focus on specific skills. The majority of pupils read with meaning and understanding. To increase their reading ability, the implementation of a programme of instruction for higher-order comprehension skills on a whole-school basis would be worthwhile in order to build on the good practice which exists in certain classes. The pupils are able to write in a range of genres and this written work is presented neatly.

The quality of learning in Mathematics is good. The majority of pupils demonstrated good competence in conceptual understanding and number operations. The language of Mathematics is taught systematically and pupils are regularly active in their learning. Good use is made of a mathematical diary to record new learning. Suitable learning environments for Mathematics have been created throughout the school as part of the improvement plan which is being implemented. In order to enhance standards, it is recommended that further attention be directed to oral work, to more challenge in the assignments and to providing opportunities for creating and solving practical problems.

The pupils’ ability in the Visual Arts is commendable and examples of their work are exhibited in an attractive way in the classrooms. The pupils’ ability in Music is being developed systematically. Appropriate learning opportunities are provided to the pupils in Social, Environmental and Scientific Education and interesting samples of project work and valuable work in skills development were observed in various classes.

The quality of provision for pupils with special educational needs is good. There is a beneficial relationship between the support teachers and the pupils. Good use is made of a range of teaching strategies, including in-class support. Suitable individual education plans are made available in partnership with the parents. The current system in use for making decisions regarding the provision of extra support should be discussed. It is recommended that support

be based on the pupils’ diagnosed needs and that a central place be given to provision of support for Irish.

Effective in-class support was visible in various classes. A review of in-class support would be worthwhile to ensure that it is directed towards the various learning needs.

4. QUALITY OF TEACHING

The quality of teaching is good, with very good practice in certain settings. Best practice observed during the evaluation included clarity of teaching objectives, emphasis on language skills across the curriculum, group teaching and active learning. Extension of this practice throughout the school would be worthwhile. Though there is regular and effective differentiation to cater for the different abilities in some classes, there is scope to further challenge the high-achieving pupils and pupils of varying abilities. It is recommended that lessons should be based around the variety of pupil abilities and on material which is of interest to the pupils, rather than on textbooks.

The standard of teacher planning is good and all the teachers provide planning for their work. In general, the textbooks have considerable influence on the planning material. It is recommended that an approach to class planning be developed in which specific learning objectives are identified, along with clear differentiation.

The quality of assessment is good. The teachers are to be commended for the wide range of assessment tools in use in the classes. They keep checklists, collections of work and learning profiles to assess the effect of learning and teaching. It is recommended that good practice in the areas of pupil self-evaluation and assessment for learning strategies be extended throughout the school.

3. SUPPORT FOR THE PUPILS’ WELLBEING

The management of pupils and support for pupils’ wellbeing is of a high quality. The pupils demonstrate good manners. They cooperate willingly with their teachers and with each other. The results of the questionnaires completed by the pupils during the evaluation show that they feel safe at school and that they enjoy school.

‘Cairde na Scoile’ and the parents give good support to the school, and parents are active in various aspects of school life. There is regular contact between the school and the parents, and they are kept informed about school matters. The results of the questionnaires distributed to the parents show that they think that the atmosphere in the school is good and that they are welcome in the school.

4. SCHOOL LEADERSHIP AND MANAGEMENT

The quality of leadership and the management is good.

The board of management works enthusiastically for the school. The board functions properly and there are regular meetings. The board is endeavouring to secure a permanent building for the school and this has been the board’s main objective for several years.

The principal works very enthusiastically. She shares a strong vision for the Irish language and for the school with the school staff and with the school community. She encourages cooperation among the teachers and she fosters an open and positive atmosphere around the school.

The other members of the in-school management provide good support to the principal and they fulfil their assigned duties in an efficient manner. In order to build on the work done by the in-school management team, it is recommended that their duties be reviewed regularly to ensure that they are aligned with the current needs of the school. It is commendable that teachers engage with other responsibilities voluntarily for the benefit of the school.

The work of the special needs assistants and the work of the secretary assist in the smooth operation of the school.

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.

6. SCHOOL SELF EVALUATION

The school has done worthwhile work on school self-evaluation. Improvement targets are set out in the school improvement plan, and very beneficial activities are being implemented as part of this plan throughout the school. The school self-evaluation process will be a very useful tool for the school to advance the learning priorities on an ongoing basis.

CONCLUSION

The ability of the school to develop further is good because of the high level of interest and the

positive outlook of the members of staff.

Appendix

SCHOOL RESPONSE TO THE REPORT

Submitted by the Board of Management

Part A Observations on the content of the inspection report

The board of management of Gaelscoil Chnoc Liamha welcomes this report that recognises the high

standard of the school.

The board of management and the school community place great emphasis on diligence, positivity

and openness, traits that mentioned in the report. Recognition is given to the commitment of the

staff. The school team is working in prefabricated classrooms that are very old and basic, and that

need ongoing maintenance. The board is of the opinion that the effect of the work done in

Mathematics over the course of the last few years by the deputy principal is evident throughout the

school.

Part B Follow-up actions planned or undertaken since the completion of the inspection activity to

implement the findings and recommendations of the inspection.

The board and the staff are discussing the recommendations that are in the report.

Published April 2017 / Foilsithe Aibreán 2017

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 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

Poor

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