An Roinn Oideachais agus Scileanna

Department of Education and Skills

Curriculum Evaluation

English

REPORT

Ainm na scoile /

School name Gaelscoil Chnoc Na Ré

Seoladh na scoile /

School address

Bóthar Baile Uí Dhúgáin

Sligeach

Contae Shligigh

Uimhir rolla /

Roll number 20044I

Date of inspection: 30-01-2019

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

WHAT IS A CURRICULUM EVALUATION?

Curriculum Evaluations report on the quality of teaching and learning in specific subjects of the

Primary School Curriculum (1999). 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 inspectors evaluated learning and teaching in English under the following

headings:

1. Quality of pupils’ learning 2. Supporting pupils’ learning through learner experiences and teachers’ practice 3. The effectiveness of school planning, including SSE, in progressing pupils’ learning 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, and the response of the board will be found in the appendix of this report.

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. The school met the requirements in relation to each of the checks above.

Curriculum Evaluation

Date of inspection 30.01.2019

Inspection activities undertaken

Discussion with principal and teachers

Review of relevant documents

Pupil focus-group interview

Observation of teaching and learning

Examination of pupils’ work

Interaction with pupils

Feedback to principal and teachers

.

CONTEXT

Gaelscoil Chnoc na Ré is an Irish-medium, co-educational primary school under the patronage of An

Foras Pátrúnachta. The teaching staff comprises an administrative principal, nine mainstream class

teachers and three special education teachers, one of whom is shared with another school. There

are 244 pupils enrolled in the school.

SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS:

FINDINGS

Pupils’ learning achievements in English are very good; they are highly motivated and

enthusiastic about their lessons and learning in English.

The quality of learning experiences provided for pupils including pupils with special

educational needs (SEN) is very good.

The quality of teaching is very good overall; teacher questioning was very effective in

eliciting pupils’ prior knowledge and in affirming and extending good quality pupil responses.

The quality of assessment is good with a commendable system of oversight in the

monitoring of pupil progress in summative assessments; classroom-based assessment data

to address the differentiated needs of pupils is not utilised in all classes.

Whole-school planning for English, including school self-evaluation (SSE) is of a high quality

although areas have been identified for improvement; target-setting in the school

improvement plan (SIP) is not sufficiently clear, specific or measurable.

RECOMMENDATIONS

All teachers should make greater use of class-based assessment data to better inform and

underpin teachers’ individual planning and provision of differentiated learning activities.

Assessment data should be better utilised to support clear and measurable target-setting for

areas identified for development in the school improvement plan as part of the SSE process.

DETAILED FINDINGS AND RECOMMENDATIONS

1. THE QUALITY OF PUPILS’ LEARNING The quality of pupils’ learning outcomes in English is very good. Pupils are highly motivated and

enthusiastic about their lessons and learning in the subject. Classrooms are very well resourced and

praiseworthy efforts have been made to provide a broad range of reading experiences for pupils

including the involvement of parents in the reading process.

At all class levels, pupils demonstrate a very good oral language capacity which is developed

appropriately by teachers. Classroom practices are impacting very positively on pupils’ learning with

high levels of engagement observed during the evaluation. Pupils recite a range of poems with

expression and can discuss ideas and sustain conversations on a range of topics.

Pupil attainment as evidenced in standardised testing in reading is very good overall. Pupils can read

graded readers with phrasing and fluency and pupils are very positively disposed to reading for

pleasure. Pupils use a variety of comprehension strategies including visualisation, making

connections and prediction in developing their understanding of the range of text types. In the pupil

focus-group discussion, all pupils agreed that they enjoy assuming responsibility in completing and

maintaining personal learning journals which detail newly acquired vocabulary.

Pupils’ writing skills are developed to a very good standard across the school. Classroom displays of

pupils’ work in narrative, persuasive and recount writing genres are attractive, of very high quality

and celebratory of pupils’ achievements. Completed samples of pupils’ work in copybooks are

presented neatly overall; however, there is scope to develop pupils’ handwriting more systematically

across the school.

During the focus-group discussion with pupils, they spoke confidently and articulately about their

learning in English. All pupils agreed that they enjoy participating in a wide range of literacy activities

that include collaborative learning opportunities. Pupils also agreed that they enjoy using digital

learning technologies (DLT) in developing their research and presentation skills.

2. SUPPORTING PUPILS’ LEARNING: LEARNER EXPERIENCES AND TEACHERS’ PRACTICE The quality of learning experiences provided for pupils including pupils with special educational

needs (SEN) is very good. Group work and pupil discussion is a regular feature of the experiences

provided. The contributions of pupils were actively listened to and respected. Highly respectful

interactions among pupils and between pupils and teachers were observed during learning and

incidentally throughout the school during the evaluation.

Teaching was of very good quality in observed lessons with all teachers demonstrating highly

effective questioning techniques in eliciting pupils’ prior knowledge and in affirming and extending

good quality pupil responses.

Teachers prepare very well for their literacy lessons and this was reflected in the very high quality

structured and paced lessons observed. Exemplary practice was observed in the majority of classes

where teachers modelled very good language structures and pupils were afforded valuable

opportunities for talk and discussion. The lessons were integrated very well with aspects of

Geography and Social, Personal and Health Education (SPHE).

Teachers work and plan very effectively together for team teaching approaches; a culture of

collaborative planning and shared practice in the school leads to highly effective provision for pupils.

Detailed planning supports collaborative teaching initiatives well. There is need, however, to make

more effective use of assessment data to inform and plan for the learning needs of individual pupils.

The quality of assessment is good. Teachers use a range of summative and diagnostic tests in

ascertaining pupils’ outcomes. A very good system of oversight has been implemented which

monitors the progression of individual pupils in summative assessments from year to year in English.

The current use of assessment for learning (AfL) practices in supporting differentiated provision for

the range of pupil abilities during lessons is in the early stages of development. There is need to

further develop classroom-based assessments in order to inform teachers’ planning and provision

for differentiated learning experiences, including the meaningful use of pupil peer and self-

assessment. It is recommended that pupils’ peer and self-assessment should be promoted

incrementally across the school.

The quality of support for pupils, including pupils with SEN is commendable. The Continuum of

Support is being implemented successfully for almost all identified pupils. Good quality individual

profiles demonstrate a clear understanding of the pupils’ needs and potential and clearly identified

strengths of individual pupils. Going forward, there is need to establish student support files for all

identified pupils in relation to the Continuum of Support process with readily measurable and

specific targets outlined.

3. THE EFFECTIVENESS OF PLANNING, INCLUDING SSE, IN PROGRESSING PUPILS’ LEARNING Whole-school planning for English, including SSE is of a high quality. Those with leadership roles have

a very clear understanding of the various components involved in teaching English. Identified targets

for school improvement are evident in teachers’ individual and collective practices across the school.

A commendable whole-school framework for short-term planning in supporting the implementation

of the Primary Language Curriculum is provided for teachers of junior pupils. Further clarity is

required in relation to aligning the Primary Language Curriculum strands and elements to teachers’

planning and classroom practice in identified areas for development in English literacy. Assessment

data should be better utilised to support specific and measurable target-setting for areas identified

for development in the school improvement plan as part of the SSE process. Clear whole-school

procedures in relation to the monitoring of continuity and progression should also be agreed and

implemented for SSE purposes.

Appendix

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 na Ré welcomes the Curriculum Evaluation in English carried out in January 2019 and endorses its findings. We are pleased that the report acknowledges the high standards of teaching and learning being achieved in English and are delighted that so many of the school’s strengths in this area have been highlighted. We are pleased that the report acknowledges the school’s commitment to progression in English including embracing a culture of collaborative planning and shared practice to support a team teaching approach. The report recognises that this in turn leads to highly effective provision for pupils. The board of management would like to formally acknowledge the very positive findings of this report and support our staff in their ongoing commitment to embedding in practice the recommendations made.

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 of Management acknowledges and accepts the recommendations made in the Curriculum Evaluation Report. Together, the Board of Management and staff are committed to the implementation of the recommendations in a timely and strategic manner. Post-Inspection the school has initiated the following measures: -

1. (a) A whole-school approach to the use of class based assessment data is being devised and implemented systematically throughout the school to support teachers and pupils in their Assessment of Learning (AOL) and Assessment for Learning (AFL) (b) A whole-school approach to the use of Self-Assessment and Peer-Assessment is currently being devised to support pupils as they engage in assessment of their own learning.

2. Support has been sought to provide assistance with SMART target setting in the ongoing development of the School Improvement Plan. In the interim the School Improvement Plan has been reviewed to include specific and measurable targets, and clear whole-school procedures in relation to the monitoring and progression of the School Self Evaluation process have been agreed and implemented.

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. 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;

An Roinn Oideachais agus Scileanna

Department of Education and Skills

Meastóireacht Curaclaim

Béarla

TUAIRISC

Ainm na scoile Gaelscoil Chnoc Na Ré

Seoladh na scoile

Bóthar Baile Uí Dhúgáin

Sligeach

Contae Shligigh

Uimhir rolla 20044I

Dáta na cigireachta: 30-01-2019

MEASTÓIREACHT CURACLAIM

Déanann Meastóireachtaí Curaclaim tuairisciú ar cháilíocht an teagaisc agus na foghlama in ábhair

faoi leith i gCuraclam na Bunscoile (1999). Dearbhaíonn siad dea-chleachtas agus déanann siad

moltaí, nuair is cuí, chun cuidiú le forbairt bhreise a dhéanamh ar an ábhar sa scoil.

CONAS AN TUAIRISC SEO A LÉAMH

Le linn na cigireachta seo, rinne na cigirí meastóireacht ar fhoghlaim agus ar theagasc sa Bhéarla faoi

na ceannteidil seo a leanas:

1. Cáilíocht fhoghlaim na ndaltaí 2. Ag tacú le foghlaim na ndaltaí trí eispéiris foghlama agus trí chleachtas na múinteoirí 3. Éifeacht phleanáil scoile, lena n-áirítear FMS, ag cur foghlaim na ndaltaí chun cinn

Tugann na cigirí cur síos ar an gcáilíocht a bhaineann le gach ceann de na réimsí sin agus iad ag baint

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

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 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.

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

Meastóireacht Curaclaim

Dáta na cigireachta 30.01.2019

Na gníomhaíochtaí cigireachta ar tugadh fúthu

Plé leis an bpríomhoide agus leis na múinteoirí

Athbhreithniú ar cháipéisí ábhartha

Agallamh le fócas-ghrúpa daltaí

Breathnóireacht ar theagasc agus ar fhoghlaim

Scrúdú ar obair na ndaltaí

Caidreamh le daltaí

Aiseolas don phríomhoide agus do na múinteoirí

COMHTHÉACS NA SCOILE

Bunscoil chomhoideachais Gaeilge faoi phátrúnacht An Fhoras Pátrúnachta is ea Gaelscoil Chnoc na

Ré. Cuimsíonn an fhoireann teagaisc príomhoide riarthach, naonúr múinteoirí ranga príomhshrutha

agus triúr múinteoirí do dhaltaí a bhfuil riachtanais speisialta acu, duine amháin díobh a

chomhroinntear le scoil eile. Tá 244 dalta ar rolla na scoile.

ACHOIMRE AR NA PRÍOMHCHINNTÍ AGUS MOLTAÍ:

CINNTÍ

Tá gnóthachtálacha foghlama na ndaltaí sa Bhéarla an-mhaith; tá siad an-spreagtha agus

tiomanta maidir lena gceachtanna agus an leis an fhoghlaim sa Bhéarla.

Tá cáilíocht na n-eispéireas foghlama a chuirtear ar fáil do dhaltaí, lena n-áirítear daltaí a

bhfuil riachtanais speisialta oideachais (RSO) acu, an-mhaith.

Tá cáilíocht an teagaisc an-mhaith, ar an iomlán; bhí ceistiúchán an mhúinteora an-

éifeachtach agus réamheolas na ndaltaí á mhealladh agus freagraí inniúla na ndaltaí á

ndearbhú agus á méadú.

Tá cáilíocht na meastóireachta go maith lena n-áirítear córas inmholta maoirseachta le

haghaidh monatóireacht a dhéanamh ar dhul chun cinn na ndaltaí i measúnuithe

suimitheacha; ní úsáidtear sonraí measúnaithe rang-bhunaithe chun aghaidh a thabhairt ar

riachtanais difreáilte na ndaltaí i ngach rang.

Tá cáilíocht na pleanála uile-scoile don Bhéarla, lena n-áirítear féinmheastóireacht scoile

(FMS), an-mhaith cé gur aithníodh réimsí a d’fhéadfaí a fheabhsú; níl socrú spriocanna

maidir le plean feabhsúcháin na scoile (PFS) soiléir, sainiúil nó intomhaiste go leor.

MOLTAÍ

Ba cheart do na múinteoirí go léir níos mó úsáide a bhaint as sonraí measúnaithe rang-

bhunaithe chun tacaíocht níos fearr a thabhairt do phleanáil aonair na múinteoirí agus

gníomhaíochtaí foghlama difreáilte a sholáthar.

Ba cheart úsáid níos fearr a bhaint as sonraí measúnaithe le tacaíocht a thabhairt maidir le

spriocanna soiléire agus intomhaiste a shocrú sna réimsí a sainaithníodh sa phlean

feabhsúcháin scoile mar chuid den phróiseas FMS.

MIONCHINNTÍ AGUS MOLTAÍ

1. CÁILÍOCHT FOGHLAMA NA NDALTAÍ

Tá cáilíocht torthaí foghlama na ndaltaí sa Bhéarla an-mhaith. Tá na daltaí an-spreagtha agus

tiomanta maidir lena gceachtanna agus an fhoghlaim san ábhar. Tá réimse an-mhaith acmhainní cuí

sna ranganna agus tá iarrachtaí inmholta déanta chun réimse leathan taithí léitheoireachta a chur ar

fáil do na daltaí, lena n-áirítear rannpháirtíocht na dtuismitheoirí i bpróiseas na léitheoireachta.

Léiríonn na daltaí, ag gach leibhéal ranga, cumas an-mhaith sa teanga labhartha arna forbairt go cuí

ag na múinteoirí. Tá cleachtais ranga ag dul i bhfeidhm go han-dearfach ar fhoghlaim na ndaltaí agus

breathnaíodh leibhéil arda rannpháirtíochta le linn na meastóireachta. Déanann na daltaí aithris ar

réimse dánta go stuama agus féadann siad comhrá a dhéanamh ar réimse ábhar.

Tá gnóthachtáil na ndaltaí mar a léirítear sna torthaí chaighdeánaithe léitheoireachta, an-mhaith, ar

an iomlán. Féadann daltaí leabhair léitheoireachta grádaithe a léamh le míniú agus le líofacht agus

tá dearcadh dearfach ag na daltaí maidir le léitheoireacht ar son pléisiúir. Baineann na daltaí úsáid

as straitéisí tuisceana éagsúla, lena n-áirítear léirshamhlú, naisc a chruthú agus tuaradh i bhforbairt

na tuisceana atá acu ar réimse chineálacha téacsanna. D’aontaigh gach dalta sa phlé a bhí ag an

bhfócas-ghrúpa go mbaineann siad taitneamh as freagracht a ghlacadh maidir le comhlánú agus

coinneáil na gcóipleabhar pearsanta foghlama a shonraíonn gluais na bhfocal nua-fhoghlamtha.

Forbraítear scileanna scríbhneoireachta na ndaltaí ar chaighdeán ard ar fud na scoile. Tá

taispeántais tharraingteacha d’ardchaighdeán sna seomraí ranga a dhéanann gnóthachtálacha na

ndaltaí sna seánraí scríbhneoireachta reacaireachta, áititheachta agus insinte a cheiliúradh. Léirítear

samplaí iomlána d’obair na ndaltaí i gcóipleabhair ar bhealach néata ar an iomlán; tá scóip ann áfach

chun lámhscríbhneoireacht na ndaltaí a fhorbairt ar bhealach níos eagraithe ar fud na scoile.

I rith an phlé leis na daltaí sa bhfócas-ghrúpa labhair siad go muiníneach agus go sothuigthe faoin

bhfoghlaim sa Bhéarla. D’aontaigh gach dalta go dtaitníonn sé leo a bheith rannpháirteach i réimse

leathan d’imeachtaí litearthachta, lena n-áirítear deiseanna comhfhoghlama. D’aontaigh na daltaí

freisin gur bhain siad taitneamh as úsáid a bhaint as teicneolaíochtaí digiteacha foghlama i

bhforbairt a scileanna taighde agus léirithe.

2. TACÚ LE FOGHLAIM NA NDALTAÍ: EISPÉIRIS NA BHFOGHLAIMEOIRÍ AGUS CLEACHTAS NA MÚINTEOIRÍ

Tá cáilíocht na n-eispéireas foghlama a sholáthraítear do dhaltaí, lena n-áirítear daltaí a bhfuil

riachtanais speisialta oideachais acu, an-mhaith. Gné rialta den taithí a chuirtear ar fáil is ea an obair

ghrúpa agus plé idir na daltaí. Éisteadh go hurramach le tuairimí na ndaltaí agus breathnaíodh

idirghníomhaíochtaí ardurramacha i measc na ndaltaí agus idir daltaí agus múinteoirí i rith na

gceachtanna agus dála an scéil, ar fud na scoile le linn na meastóireachta.

Bhí cáilíocht an teagaisc sna ceachtanna a breathnaíodh an-mhaith agus léirigh gach múinteoir

modhanna ardéifeachtacha ceistithe chun réamheolas na ndaltaí a tharraingt agus freagraí

ardchaighdeáin na ndaltaí a dheimhniú agus a mhéadú.

Ullmhaíonn na múinteoirí go maith dá gceachtanna litearthachta agus bhí sé sin le feiceáil sna

ceachtanna ardchaighdeáin struchtúrtha agus céimithe a breathnaíodh. Breathnaíodh cleachtas den

scoth i bhformhór na ranganna inar mhúnlaigh múinteoirí struchtúir teanga an-mhaith agus inar

tugadh deiseanna luachmhara cainte agus plé do dhaltaí. Rinneadh na ceachtanna a chomhtháthú

ar bhealach an-mhaith le gnéithe Tír Eolaíochta agus Oideachas Sóisialta Pearsanta agus Sláinte

(OSPS) san áireamh.

Oibríonn agus pleanálann na múinteoirí go han-éifeachtach le chéile chun críocha chomh-

mhúinteoireachta. Leis an cultúr pleanála comhoibríoch agus cleachtas roinnte sa scoil tá soláthar

an-éifeachtach ann do na daltaí. Tacaíonn an mhionphleanáil le tionscnaimh chomh-

mhúinteoireachta freisin. Is gá áfach úsáid a bhaint as sonraí measúnaithe ar bhealach níos

éifeachtaí chun riachtanais fhoghlama na ndaltaí aonair a threorú agus chun pleanáil ar a son.

Tá cáilíocht an mheasúnaithe go maith. Baineann na múinteoirí úsáid as réimse scrúduithe

suimitheacha agus diagnóiseacha chun torthaí na ndaltaí a dhearbhú. Cuirtear i bhfeidhm córas an-

mhaith maoirseachta a dhéanann monatóireacht ar dhul chun cinn na ndaltaí aonair i measúnuithe

suimitheacha ó bhliain go bliain sa Bhéarla. Tá úsáid reatha na gcleachtas measúnaithe chun

fhoghlama (AFL) a thacaíonn le soláthar difreáilte i ndáil le réimse chumais na ndaltaí i rith na

gceachtanna i mbun luath-chéimeanna forbartha. Ní mór measúnuithe rang-bhunaithe a fhorbairt

tuilleadh d’fhonn pleanáil agus soláthar na múinteoirí a threorú i gcomhair eispéireas foghlama

difreáilte, lena n-áirítear úsáid fhiúntach piar-mheasúnaithe agus féinmheasúnaithe daltaí. Moltar

piar-mheasúnú agus féinmheasúnú daltaí a chothú go hincriminteach ar fud na scoile.

Tá cáilíocht na tacaíochta do dhaltaí, lena n-áirítear daltaí a bhfuil riachtanais speisialta oideachais

acu inmholta. Tá Contanam na Tacaíochta á chur i bhfeidhm go rathúil do na daltaí go léir a

sainaithníodh, nach mór. Léiríonn próifíl dea-chaighdeáin aonair tuiscint shoiléir ar riachtanais na

ndaltaí agus láidreachtaí soiléire sainaitheanta na ndaltaí aonair. Amach anseo ní mór comhaid

thacaíochta daltaí a bhunú do na daltaí sainaitheanta uile i ndáil le próiseas Chontanam na

Tacaíochta ina leagtar amach spriocanna soiléire intomhaiste agus sainiúla.

3. ÉIFEACHT PHLEANÁIL SCOILE, FÉINMHEASTÓIREACHT SCOILE SAN ÁIREAMH, AG CUR FOGHLAIM NA NDALTAÍ CHUN CINN Tá cáilíocht na pleanála uile-scoile maidir leis an mBéarla, lena n-áirítear FMS, go han-mhaith. Tá

tuiscint an-soiléir acu siúd a bhfuil róil cheannaireachta acu ar na comhábhair a bhaineann le teagasc

an Bhéarla. Tá spriocanna sainaitheanta d’fheabhsú na scoile le feiceáil i gcleachtaí aonair agus

roinnte na múinteoirí ar fud na scoile. Cuirtear creat inmholta uile-scoile ar fáil do mhúinteoirí na

ndaltaí sóisearacha don phleanáil ghearrthéarmach chun tacú le cur i bhfeidhm Curaclam Teanga na

Bunscoile. Is gá tuilleadh soiléireachta chun snáitheanna agus eilimintí Curaclam Teanga na

Bunscoile a ailíniú le pleanáil na múinteoirí agus le cleachtas ranga sna réimsí a sainaithníodh i

gcomhair forbartha i litearthacht an Bhéarla. Ba cheart sonraí measúnaithe a úsáid ar bhealach níos

fearr chun tacaíocht a thabhairt chun spriocanna sainiúla agus intomhaiste a shocrú i ndáil le réimsí

a sainaithníodh i gcomhair forbartha i bplean feabhsúcháin na scoile mar chuid den phróiseas FMS.

Ba cheart freisin nósanna imeachta soiléire uile-scoile maidir le monatóireacht ar an leanúnachas

agus ar an dul chun cinn a aontú agus a chur i bhfeidhm chun críocha FMS.

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.

Aguisín

Freagra na scoile ar an Tuairisc

Arna chur isteach ag an mBord Bainistíochta

Cuid A: Tuairimí ar ábhar na tuairisce scoile

Fáiltíonn Bord Bainistíochta Ghaelscoil Chnoc na Ré roimh an Meastóireacht Curaclaim Béarla a rinneadh i Mí Eanáir 2019 agus tacaíonn sé lena thorthaí. Tá áthas orainn go n-aithníonn an tuarascáil na hardchaighdeáin teagaisc agus foghlama atá á mbaint amach sa Bhéarla agus tá áthas orainn go bhfuil béim curtha ar an oiread sin de láidreachtaí na scoile sa réimse seo. Tá áthas orainn go n-aithníonn an tuarascáil tiomantas na scoile maidir le dul chun cinn i mBéarla, lena n-áirítear cultúr comhphleanála móide an cleachtas comhroinnte a ghlacadh chun tacú le cur chuige teagaisc foirne. Aithníonn an tuarascáil go mbíonn soláthar an-éifeachtach do dhaltaí mar thoradh air seo. Ba mhaith leis an mBord Bainistíochta aitheantas a thabhairt go foirmiúil ar thorthaí an-dearfach na tuarascála seo agus tacaíonn an bord lenár bhfoireann a dtiomantas leanúnach ó thaobh na na moltaí a leabú i gcleachtas.

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

Aithníonn agus glacann an Bord Bainistíochta leis na moltaí a rinneadh sa Mheastóireacht Curaclaim Béarla. Tá an Bord Bainistíochta agus an fhoireann tiomanta na moltaí a chur i bhfeidhm le chéile, ar bhealach tráthúil agus straitéiseach. Ó rinneadh an chigireacht tá na bearta seo a leanas tionscanta sa scoil: -

1. (a) Tá cur chuige scoile uile i leith úsáid sonraí measúnachta rangabhunaithe á cheapadh agus á chur i bhfeidhm go córasach ar fud na scoile chun tacú le múinteoirí agus daltaí ina gcuid Measúnú Foghlama (AOL) agus a gcuid Measúnú chun Foghlama (AFL) (b) Tá cur chuige scoile uile maidir le féinmheasúnú agus piarmheasúnú á cheapadh faoi láthair chun tacú le daltaí agus iad ag gabháil dá measúnú ar a gcuid foghlama féin.

2. Lorgaíodh tacaíocht chun cúnamh a sholáthar le spriocanna SMART a éascú i bhforbairt leanúnach an Phlean Feabhsúcháin Scoile. Idir an dá linn rinneadh athbhreithniú ar an bPlean Feabhsúcháin Scoile chun spriocanna sonracha agus intomhaiste a chur san áireamh, agus tá nósanna imeachta soiléire scoile uile maidir le monatóireacht agus dul chun cinn an phróisis Féinmheastóireachta Scoile comhaontaithe agus curtha i bhfeidhm.

Published May 2019 / Foilsithe Bealtaine 2019

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