An Roinn Oideachais agus Scileanna

Department of Education and Skills

Meastóireacht Scoile Uile

TUAIRISC

Ainm na scoile /

School Name SN Bhéal an Bhulláin

Seoladh na scoile /

School address

Dún Ibhir

Acaill

Uimhir rolla /

Roll number 14866S

Dáta na Cigireachta: 18-05-2017

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.

CAD IS MEASTÓIREACHT SCOILE UILE ANN?

Baintear feidhm as samhail na Meastóireachta Scoile Uile chun eolas meastóireachta scoile uile,

comhairle agus tacaíocht a chur ar fáil don scoil. Dearbhaíonn na cigireachtaí seo dea-chleachtas agus

déanann siad moltaí, nuair is cuí, chun cuidiú le forbairt bhreise a dhéanamh ar an soláthar oideachais

sa scoil. Chomh maith le meastóireacht a dhéanamh ar bhainistíocht agus ar cheannaireacht sa scoil,

is iondúil go scrúdaíonn na cigirí cáilíocht an teagaisc, na foghlama agus gnóthachtáil na ndaltaí i

gceithre ábhar, lena n-áirítear Béarla, Gaeilge, Matamaitic agus ábhar amháin eile.

CONAS AN TUAIRISC SEO A LÉAMH

Le linn na cigireachta seo, rinne an cigire/na cigirí meastóireacht agus rinne siad tuairisciú faoi na

ceannteidil nó faoi na réimsí fiosrúcháin seo a leanas:

1. Cáilíocht na ceannaireachta agus na bainistíochta

2. Cáilíocht na pleanála scoile agus na féinmheastóireachta scoile

3. Cáilíocht an teagaisc, na foghlama agus ghnóthachtáil na ndaltaí

4. Cáilíocht na tacaíochta do dhaltaí

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 i scríbhinn, agus

beidh freagra an bhoird ar fáil san aguisín atá leis an tuairisc seo.

Meastóireacht Scoile Uile

GNÍOMHAÍOCHTAÍ CIGIREACHTA LE LINN NA CIGIREACHTA SEO

Dáta na Cigireachta 18-05-2017

Na gníomhaíochtaí cigireachta ar tugadh fúthu

Cruinniú leis an bpríomhoide agus leis an leas-phríomhoide gníomhach

Cruinniú leis an mbord bainistíochta

Cruinniú le hionadaithe tuismitheoirí

Athbhreithniú ar na cáipéisí cuí

Anailís ar cheistneoirí tuismitheoirí agus daltaí

Breathnóireacht ar theagasc agus ar fhoghlaim

Scrúdú ar obair na ndaltaí

Caidreamh le daltaí

Aiseolas don fhoireann bhainistíochta sinsearaí agus do na múinteoirí

Aiseolas don bhord bainistíochta

COMHTHÉACS NA SCOILE

Scoil tuaithe chomhoideachais faoi phátrúnacht Easpaig Chaitlicigh Thuama is ea Scoil Náisiúnta Bhéal

an Bhulláin. Ag tráth na meastóireachta bhí ocht ndalta dhéag ar an rolla. Tá líon na ndaltaí ag titim le

blianta beaga anuas. Tá tinreamh scoile an-mhaith. Le linn na meastóireachta bhí beirt mhúinteoir

ranga príomhshrutha agus múinteoir tacaíocht foghlama roinnte bunaithe sa scoil. Is scoil Ghaeltachta

í seo cé go labhraíonn na daltaí Béarla mar theanga dhúchais. Dá thoradh sin tá dúshlán roimh na

múinteoirí maidir le freastal ar riachtanais fhoghlama na ndaltaí agus iad ag cinntiú ag an am céanna

gurb í an Ghaeilge teanga chumarsáide na scoile. Tá an scoil rannpháirteach sa Chlár Tacaíochta Scoile

um Chomhionannas Deiseanna sna Scoileanna a Sheachadadh (DEIS), plean gnímh na Roinne um

chuimsiú san oideachas.

Tá an mheastóireacht scoile uile seo dírithe ar cháilíocht an teagaisc agus na foghlama i nGaeilge,

Béarla, Matamaitic agus Oideachas Sóisialta, Pearsanta agus Sláinte (OSPS).

ACHOIMRE AR NA PRÍOMHCHINNTÍ AGUS MOLTAÍ:

CINNTÍ

Tá cáilíocht na bainistíochta atá á chur ar fáil ag an mbord measartha.

Tá cáilíocht na bainistíochta agus na ceannaireachta in-scoile don fhoghlaim lag.

Tá cáilíocht na pleanála measartha ar an iomlán. Ní raibh aon phlean DEIS ar fáil le linn na meastóireachta. Tá easpaí i soláthar ullmhúcháin agus pleanála cuí i suíomh amháin.

Tá cáilíocht gnóthachtáil na ndaltaí i mBéarla agus sa Mhatamaitic go maith. Tá cáilíocht an teagaisc, na foghlama agus gnóthachtáil na ndaltaí sa Ghaeilge easnamhach, áfach. Cé gur scoil Ghaeltachta í seo labhraíonn na daltaí Béarla sa seomra ranga agus sa chlós.

Tá cáilíocht na tacaíochta do dhaltaí go maith.

Níl an scoil comhlíontach ina n-iomláine le riachtanais na Nósanna imeachta maidir le Caomhnú Leanaí i mBunscoileanna agus i Scoileanna Iarbhunscoile. Ní mhúintear gnéithe den Oideachas Caidrimh agus Gnéasachta ar cuid iad den churaclam oideachais shóisialta, pearsanta agus sláinte iad, do na daltaí go léir.

MOLTAÍ

Ní mór níos mó eolais a bheith ag an mbord bainistíochta faoina ról agus a chuid feidhmeanna

agus a chinntiú go gcomhlíonann sé gach riachtanas go sásúil.

Ní mór róil bhainistíochta agus ceannaireachta an phríomhoide a chomhlíonadh ar shlí níos

éifeachtaí.

Ba chóir don scoil plean DEIS a fhorbairt agus a chur i ngníomh. Ní mór don scoil pleanáil a

dhéanamh i gcomhair torthaí do na daltaí siúd a bhfuil maoiniú DEIS curtha ar fáil ina leith,

agus monatóireacht agus meastóireacht a dhéanamh ar na torthaí sin.

Ba chóir struchtúir a bhunú chun cáilíocht pleanála, teagaisc agus foghlama an mhúinteora

aonair a chinntiú i ngach suíomh agus déileáil leis na heaspaí atá ann faoi láthair sna réimsí

seo.

Ba chóir céimeanna córasacha a ghlacadh chun cáilíocht na gnóthachtála a fheabhsú maidir le

torthaí foghlama sa Ghaeilge.

Ba chóir an curaclam oideachais shóisialta, pearsanta agus sláinte ar fad a mhúineadh do na

daltaí go léir mar a éilítear faoi na Nósanna Imeachta maidir le Caomhnú Leanaí i

mBunscoileanna agus i Scoileanna Iarbhunscoile.

MIONCHINNTÍ AGUS MOLTAÍ

1. CÁILÍOCHT NA CEANNAIREACHTA AGUS NA BAINISTÍOCHTA

Tá cáilíocht an bainistiú scoile measartha ar an iomlán. Tá an bord bainistíochta bunaithe mar

is cuí. Tá sé an-tiomanta don scoil. Cinntíonn sé go ndéantar foirgneamh na scoile a

chothabháil go maith agus tá baint áirithe aige i bhforbairt polasaithe. Níl an bord ar an eolas

áfach, faoina ról agus faoina fhreagrachtaí agus tá gnéithe ann nach gcomhlíonann a chuid

oibríochta na riachtanais ina dtaobh. Moltar go dtabharfadh an bord faoi athbhreithniú

bliantúil a dhéanamh ar chaighdeáin ghnóthachtála i litearthacht i nGaeilge, Béarla agus

uimhearthacht mar atá á éileamh ag An Straitéis Náisiúnta chun an Litearthacht agus an

Uimhearthacht a Fheabhsú i measc Leanaí agus Daoine Óga 2011-2020. Lena chois sin moltar

go dtugadh an bord tuairisc chomhaontaithe don fhoireann agus do na tuismitheoirí ag gach

cruinniú agus go bhfoilseodh sé agus go scaipfeadh sé tuarascáil bhliantúil chun an pobal scoile

níos leithne a chur ar an eolas faoina chuid oibre.

Ní léiríonn an príomhoide ach leibhéal íseal tuisceana ar riachtanais a róil agus is go

heasnamhach atá cuid de phríomhfheidhmeanna an phríomhoide á gcur i gcrích. Ní

chaomhnaítear na taifid scoile mar is cuí agus ní chuirtear réimsí áirithe forbartha scoile

ríthábhachtacha chun cinn. Ba chóir don phríomhoide a chinntiú go gcoinnítear na taifid scoile

riachtanacha ar fad agus go gcaomhnaítear iad de réir riachtanais na Roinne. Ba chóir

céimeanna a ghlacadh chun a chinntiú go gcomhlíonfar róil bhainistíochta agus róil

cheannaireachta an phríomhoide ar shlí níos éifeachtaí, go háirithe maidir le ceannaireacht

foghlama.

Tugann an leas-phríomhoide tacaíocht mhaith don phríomhoide. Mar sin féin, ní raibh

dualgais na bpost freagrachta sainmhínithe go maith. Ní raibh aon athbhreithniú déanta orthu

agus níl siad ceangailte le riachtanais na scoile. Ba chóir don scoil déileáil leis na gnóthaí seo

agus córais chumarsáide níos fearr a bhunú.

Tá cáilíocht bainistiú na n-acmhainní go maith ar an iomlán. Tá acmhainní réasúnta maithe á

gcur ar fáil sna ranganna príomhshrutha agus tá dealramh maith orthu. Tá infheistíocht déanta

ag an scoil i ngléasanna táibléid do na daltaí le déanaí. Ba chóir tús áite a thabhairt d’acmhainní

breise a fháil chun litearthacht agus uimhearthacht a mhúineadh sa seomra ranga sóisearach

nuair a bheidh tuilleadh maoinithe ar fáil. Ab úsáid mhíchuí de leithdháileadh teagasc

tacaíochta é an socrú a rinneadh le déanaí, ina raibh an múinteoir tacaíocht foghlama ag

múineadh Ealaín do na ranganna sinsearacha.

Tá bainistiú na ndaltaí sa scoil seo go maith ar an iomlán. Tá na daltaí fáilteach agus léiríonn

siad meas ar dhaoine eile. Ní mór tuilleadh forbartha a dhéanamh ar scileanna éisteachta na

ndaltaí i ranganna na naíonán sóisearach. Cuireann freagraí ar cheistneoirí na ndaltaí in iúl go

measann beagnach gach dalta gur scoil mhaith í SN Bhéal an Bhulláin.

Tá cáilíocht bainistiú caidreamh agus cumarsáide le pobal na scoile go maith. Baineann a lán

grúpaí úsáid fhorleathan as seomra caidrimh na scoile. Reáchtáiltear cruinnithe tuismitheoirí

- múinteoirí go bliantúil. Eisítear tuairisc i scríbhinn ar gach dalta do na tuismitheoirí ag

deireadh gach bliana agus eisítear nuachtlitreacha anois is arís. Cuireann freagraí ar na

ceistneoirí a tugadh do thuismitheoirí in iúl go mbaineann na páistí taitneamh as an scoil agus

go mbraitheann siad sábháilte agus go dtugtar aire mhaith dóibh inti. Moltar an obair mhaith

seo.

Tugadh deimhniú go bhfuil glactha ag an mbord bainistíochta na scoile go foirmiúil leis na

Nósanna Imeachta maidir le Caomhnú Leanaí i mBunscoileanna agus i Scoileanna

Iarbhunscoile, gan athrú ná leasú. Ní raibh curaclam iomlán an oideachais shóisialta,

pearsanta agus sláinte á mhúineadh do na daltaí go léir ag am na meastóireachta, áfach.

Fágadh gnéithe tábhachtacha an Oideachais Caidrimh agus Gnéasachta ar lár. Is riachtanas na

Nósanna Imeachta maidir le Caomhnú Leanaí i mBunscoileanna agus i Scoileanna

Iarbhunscoile é seachadadh iomlán an churaclam oideachais shóisialta, phearsanta agus

shláinte.

2. CÁILÍOCHT NA PLEANÁLA SCOILE AGUS NA FÉINMHEASTÓIREACHTA SCOILE

Tá cáilíocht pleanála scoile uile measartha. Tá polasaithe riaracháin breactha síos go soiléir

agus tá siad ar fáil i nGaeilge agus i mBéarla. Tá polasaithe curaclaim Gaeilge, Matamaitic,

Dráma, Amharcealaíona agus Corp Oideachais ar fáil i nGaeilge agus i mBéarla. Tá na

polasaithe curaclaim eile ar fáil i mBéarla amháin. Tá formhór polasaithe seo cineálach ó

thaobh a nádúir de agus ní thugann siad dóthain threorach i dtaobh cur i ngníomh curaclaim

sa seomra ranga. Ní mór tuilleadh forbartha a dhéanamh ar ról an phríomhoide mar

cheannaire a thugann treoracha sa scoil.

Bhí cáilíocht rannpháirtíocht na scoile i bhféinmheastóireacht scoile easnamhach. Ba é an t-

aon phlean feabhsúcháin scoile a bhí ar fáil le haghaidh cigireachta an plean a forbraíodh i

2013. Ní mór don scoil tabhairt faoi athbhreithniú córasach ar éifeachtacht an chleachtais atá

aici faoi láthair, agus pleanáil a dhéanamh i gcomhair athraithe más gá.

Ní raibh aon phlean DEIS ar fáil le haghaidh cigireachta le linn na meastóireachta. Ní mór don

scoil pleanáil a dhéanamh i gcomhair torthaí do na daltaí siúd a bhfuil maoiniú DEIS curtha ar

fáil ina leith, agus monatóireacht agus meastóireacht a dhéanamh ar na torthaí sin.

Bhí cáilíocht na pleanála agus an ullmhúcháin a rinne múinteoirí aonair go maith i gcásanna

áirithe. Cuireadh pleanáil agus ullmhúchán cuí ar fáil sa seomra sóisearach agus ag an

múinteoir tacaíocht foghlama. Ní raibh ach réimse teoranta phleanáil fhadtéarma agus

pleanáil gearrthéarma ar fáil sa seomra sinsearach, áfach.

3. CÁILÍOCHT AN TEAGAISC, NA FOGHLAMA AGUS GNÓTHACHTÁIL NA NDALTAÍ

Tá cáilíocht an teagaisc, na foghlama agus gnóthachtáil na ndaltaí measartha ar an iomlán.

Chuir easpa pleanála agus ullmhúcháin isteach go mór ar theagasc sa seomra sinsearach. Bhí

mórchuid an teagaisc a breathnaíodh sa suíomh seo trí Bhéarla cé gur scoil Ghaeltachta í seo.

Rinneadh soláthar sásúil, ar an iomlán, do dhaltaí na ranganna sóisearacha agus naíonán agus

breathnaíodh rannpháirtiú gníomhach san fhoghlaim sna suímh seo. Tá gá le réimse níos

leithne modheolaíochtaí teagaisc agus laghdú ar theagasc ranga-uile ar fud na scoile.

Tá cáilíocht an teagaisc, na foghlama agus gnóthachtáil na ndaltaí sa Ghaeilge easnamhach ar

an iomlán. Ba dheacair le formhór na ndaltaí cumarsáid nádúrtha a dhéanamh trí Ghaeilge.

Léann na daltaí sna ranganna sinsearacha i nGaeilge go muiníneach ach bhí a gcuid tuisceana

lag agus bhí easpa cruinnis ina gcuid fuaimnithe. Bhí cáilíocht obair scríofa tromlach na ndaltaí

sa Ghaeilge easnamhach. Cé gur scoil Ghaeltachta í seo labhraíonn na daltaí Béarla sa seomra

ranga agus sa chlós. Moltar don bhord, i gcomhchomhairle leis na geallsealbhóirí,

athbhreithniú a dhéanamh ar an gcaoi a soláthraíonn an scoil oideachas trí Ghaeilge sa

chomhthéacs den stádas reatha atá aici mar scoil sa Ghaeltacht, agus d’fhorbairtí breise ina

thaobh seo.

Tá cáilíocht gnóthachtáil na ndaltaí i mBéarla go maith. Léirigh na daltaí spéis mhór san ábhar.

Ghlac siad páirt go fonnmhar sa tionscadal “One book, one read” agus rinne siad cuid mhaith

scríbhneoireachta maithe i réimse seánraí. Tá dea-thoradh le feiceáil sna scileanna liteartha

éiritheach de bharr teagaisc mhaith sna ranganna naíonán.

Tá cáilíocht an teagaisc, na foghlama agus gnóthachtáil na ndaltaí i Matamaitic go maith ar an

iomlán. Múintear an t-ábhar seo trí Bhéarla sna ranganna sinsearacha agus trí Ghaeilge sna

ranganna sóisearacha. Breathnaíodh cleachtas fíor-éifeachtach a bhí ag an múinteoir

tacaíocht foghlama maidir le dúshlán a chur ar fáil do na daltaí cumasacha. Tá gá le difreáil

níos fearr i dteagasc na Matamaitice d’fhonn freastal ar an réimse leathan riachtanas sna

seomraí ranga príomhshrutha.

Tá cáilíocht an teagaisc, na foghlama agus gnóthachtáil na ndaltaí san Oideachas Sóisialta,

Pearsanta agus Sláinte measartha ar an iomlán. Cuireann taifid mhíosúla ar dhul chun cinn a

choinnítear sa scoil in iúl nach múintear an t-ábhar seo ach anois is arís sna ranganna

sinsearacha. Déantar soláthar níos fearr sna ranganna sóisearacha. Ba chóir an curaclam

sóisialta, pearsanta agus sláinte ar fad a mhúineadh ar fud na scoile, gnéithe íogaire an

Oideachais Caidrimh agus Gnéasachta san áireamh.

Tá cáilíocht na measúnachta measartha. Ceartaítear obair scríofa na ndaltaí go tráthrialta ach

ní leor an treoir le haghaidh feabhsúcháin atá ar fáil. Déantar tástáil chaighdeánach ar Bhéarla,

Matamaitic agus Gaeilge. Ní raibh torthaí tástála caighdeánaithe ar fáil maidir leis an nGaeilge

áfach, d’aon bhliain ar bith de na ranganna meánacha ná na ranganna sinsearacha. Níl dóthain

monatóireachta á déanamh ar dhul chun cinn an dalta aonair. Ba chóir úsáid níos éifeachtaí a

bhaint as na sonraí meastóireachta atá ar fáil d’fhonn a chinntiú go bhfuil na gníomhaíochtaí

teagaisc agus foghlama níos oiriúnaí do riachtanais na ndaltaí.

4. CÁILÍOCHT NA TACAÍOCHTA DO DHALTAÍ

Tá cáilíocht na tacaíochta do dhaltaí go maith ar an iomlán. Tugtar cúram maith do na daltaí.

Spreagtar béilí sláintiúla sa scoil trí bheith rannpháirteach sa tionscnamh Food Dudes agus trí

bhéilí a chur ar fáil do gach dalta sa sos gach lá. Soláthraítear béilí le cabhair dheontais ón

Roinn Coimirce Sóisialaí.

Níl seomra tiomnaithe do thacaíocht foghlama ag an scoil agus tugtar teagasc tacaíochta sa

seomra foirne nó sa halla pobail. Ba chóir iarracht a dhéanamh chun timpeallacht foghlama

níos iomchuí a chruthú don soláthar seo.

Níl tacaíocht bhreise i mBéarla nó i Matamaitic ag teastáil ach ag fíorbheagán daltaí. Ba chóir

tacaíocht a chur ar fáil chun feabhas a chur ar thorthaí na ndaltaí sa Ghaeilge. Tá roinnt cuir

chuige teagasc foirne éifeachtacha á gcur i ngníomh atá ag dul chun tairbhe do na daltaí.

Tá naisc mhaithe ag an scoil le pobal na háite.

Aguisín

Freagra na Scoile ar an Tuairisc

Arna chur isteach ag an Bord Bainistíochta

Cuid A: Tuairimí ar ábhar na tuairisce scoile

The school’s board of management has met to consider the inspector’s report and the comments of

the board are set out below:

The board of management notes the key recommendations from the inspector.

The board is pleased the inspector recognised some of the positive aspects of the work of the school.

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

The board is endeavouring to implement the recommendations in the Whole School Evaluation Report in co-operation with the staff to continue with the development of the school. The board is committed to holding more regular meetings. Members of the board have availed of formal training from the Catholic Primary Schools Management Association and will continue to attend training courses.

The principal will engage in further professional development courses and is a member of the Irish Primary Principal’s Network.

The DEIS plan is under development.

The staff is seeking further support from the Professional Development Service for Teachers.

The board, in conjunction with the staff, will resume the school self-evaluation process when the Irish National Teachers’ Organisation withdraws its directive to teachers.

The board of management, staff, and parents, have agreed to participate in the Gaeltacht School Recognition Scheme. The school is fully compliant with all steps to date, including training with An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta, engagement with the Inspectorate, and the local Gaeltacht committee.

Social, Personal and Health Education (SPHE) provision is being reviewed and all aspects of SPHE will be taught in all settings and the updated version of the Stay Safe programme is in use in the school.

The board is committed to the school and acknowledges the contribution of the staff and are proud of the many educational and social achievements of the children.

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 feabhsú

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

Ainm na scoile /

School Name Bullsmouth NS

Seoladh na scoile/

School Address

Dooniver

Achill

Uimhir rolla /

Roll number 14866S

WHAT IS A WHOLE-SCHOOL EVALUATION?

The Whole-School Evaluation model is used to provide whole-school evaluative information, advice

and support to the school. These inspections affirm good practice and make recommendations, where

appropriate, to aid the further development of educational provision in the school. In addition to

evaluating management and leadership in the school, the inspectors typically examine the quality of

teaching, learning and pupil achievement in four subjects, including English, Irish, Mathematics and

one other subject.

HOW TO READ THIS REPORT

During this inspection, the inspector(s) evaluated and reported under the following headings or areas of enquiry:

1. Quality of leadership and management

2. Quality of school planning and school self-evaluation 3. Quality of teaching, learning and pupil achievement 4. Quality of support for pupils

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

INSPECTION ACTIVITIES DURING THIS INSPECTION

Date of inspection 18-05-2017

Inspection activities undertaken

Meeting with principal and acting deputy principal

Meeting with the board of management

Meeting with parent representatives

Review of relevant documents

Analysis of parent and pupil questionnaires

Observation of teaching and learning

Examination of pupils’ work

Interaction with pupils

Feedback to senior management team and teachers

Feedback to board of management

SCHOOL CONTEXT

Bullsmouth National School, Achill Island, is a rural co-educational school under the patronage of the

Catholic Archbishop of Tuam. At the time of the evaluation, eighteen pupils were enrolled. Pupil

numbers have been falling in recent years. School attendance is very good. At the time of the

evaluation there were two mainstream class teachers and a shared learning-support teacher based in

the school. This is a Gaeltacht school, although all pupils speak English as their first language. This

creates a challenge for the teachers to cater for the learning needs of pupils while at the same time

ensuring that Irish is the language of communication in the school. The school participates in the

School Support Programme of Delivering Equality of Opportunity in Schools (DEIS), the Department’s

action plan for educational inclusion.

This whole-school evaluation focused on the quality of teaching and learning in Irish, English,

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

SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS:

FINDINGS

The quality of management as provided by the board of management is fair.

The quality in-school management and of leadership for learning is weak.

The quality of planning is fair overall. No DEIS plan was available at the time of the evaluation. There are deficiencies in the provision of appropriate preparation and planning in one setting.

The quality of pupils’ achievement in English and Mathematics is good. However, the quality of teaching, learning and pupil achievement in Irish is poor. Although this is a Gaeltacht school, pupils speak English in the classrooms and in the playground.

The quality of support for pupils is good.

The school is not fully compliant with the the requirements of the Child Protection Procedures for Primary and Post-Primary Schools. Aspects of Relationships and Sexuality Education which are part of the social, personal and health education curriculum are not taught to all pupils.

RECOMMENDATIONS

The board of management needs to become better informed about its role and functions and

to ensure it is meeting all requirements satisfactorily.

The principal’s management and leadership roles need to be fulfilled more effectively.

The school should develop and implement a DEIS plan. The school needs to plan for, monitor

and evaluate outcomes for those pupils for whom DEIS funding has been provided.

Structures should be put in place to assure the quality of individual teacher planning, teaching

and learning in all settings and to address the deficiencies that currently exist.

Systematic steps should be taken to improve the quality of achievement in relation to learning

outcomes in Irish.

The full social, personal and health education curriculum should be taught to all pupils, as is

required under Child Protection Procedures for Primary and Post-Primary Schools.

DETAILED FINDINGS AND RECOMMENDATIONS

5. QUALITY OF SCHOOL LEADERSHIP AND MANAGEMENT

The overall quality of school management is fair. The board of management is properly

constituted. It is very committed to the school. It ensures that the school building is well

maintained and it has some engagement in policy development. However, the board is not

adequately informed about its role and responsibilities and aspects of its operation do not

meet requirements. It is recommended that the board engage in an annual review of

standards of achievement in literacy in Irish, English and numeracy as is required by the

National Strategy to improve literacy and numeracy among children and young people 2011-

2020. It is further recommended that the board provide an agreed report to staff and parents

at each meeting and publishes and circulates an annual report to inform the wider school

community about its work.

The principal demonstrates a low level of understanding of the requirements of her role and

some of the main functions of the principal are poorly executed. School records are

maintained in an unsatisfactory manner and some essential areas of school development have

not progressed. The principal should ensure that all essential school records are fully and

properly maintained in accordance with the Department’s requirements. Steps should be

taken to ensure that the principal’s management and leadership roles are fulfilled more

effectively, particularly in relation to leadership of learning.

The principal is well supported by the acting deputy principal. However, the duties attached

to posts of responsibility are not well defined, they have not been reviewed and they are not

linked to school needs. The school should address these matters and should put more

effective communication systems in place.

The quality of the management of resources is generally good. Mainstream classrooms are

reasonably well resourced and attractively presented. The school has invested recently in

tablet devices for pupils. The acquisition of additional resources for teaching literacy and

numeracy in the junior classroom should be prioritised when further funding becomes

available. The recent arrangement whereby the learning-support teacher taught Art to the

senior classes was an inappropriate use of this teaching allocation.

The management of pupils in this school is generally good. Pupils are welcoming and

respectful. The listening skills of pupils in the junior infant class need to be further developed.

Responses to the pupil questionnaires indicate that almost all pupils consider Bullsmouth NS

to be a good school.

The quality of management of relationships and communication with the school community

is good. The school’s community room is widely used by many groups. Parent-teacher

meetings are held annually. A written report on each pupil’s progress is issued to parents at

the end of each year and occasional newsletters are issued. Responses to the questionnaires

issued to the parents indicate that children enjoy school and feel safe and well looked after

there. This good work is commended.

Confirmation was provided that the board of management has formally adopted the Child

Protection Procedures for Primary and Post-Primary Schools without modification. However,

at the time of the evaluation, the full social, personal and health education curriculum was

not taught to all pupils. Important aspects of Relationships and Sexuality Education were

omitted. Full delivery of the social, personal and health education curriculum is a requirement

of the Child Protection Procedures for Primary and Post-Primary Schools.

6. QUALITY OF SCHOOL PLANNING AND SCHOOL SELF-EVALUATION

The quality of whole school planning is fair. Organisational policies are clearly written and are

available in both Irish and English. Curricular policies for Irish, Mathematics, Drama, Visual

Arts and Physical Education are available in both Irish and English. Other curricular policies are

available in English only. Most of these policies are generic in nature and do not provide

sufficient guidance on curriculum implementation in the classroom. The role of the principal

as the instructional leader in the school needs to be further developed.

The quality of the school’s engagement in school self-evaluation is poor. The only school

improvement plan available for inspection was developed in 2013. The school needs to

engage in a systematic review of the effectiveness of current practice and to plan for change

where necessary.

No DEIS plan was available for inspection at the time of the evaluation. The school needs to

plan for, monitor and evaluate outcomes for those pupils for whom DEIS funding has been

provided.

The quality of individual teacher planning and preparation was good in some cases.

Appropriate planning and preparation were provided in the junior room and by the learning-

support teacher. However, only limited long-term and short-term planning was available in

the senior room.

7. QUALITY OF TEACHING, LEARNING AND PUPIL ACHIEVEMENT

The quality of teaching, learning and pupil achievement is fair overall. The inadequate

planning and preparation in the senior room had a negative impact on teaching. Most teaching

observed in this setting was in English although this is a Gaeltacht school. Generally

satisfactory provision was made for the pupils in the junior and infant classes, and active

participation in learning was observed in these settings. There is a need for a wider range of

teaching methodologies and a reduction in whole-class teaching throughout the school.

The quality of teaching, learning and pupil achievement in Irish was poor overall. Most pupils

struggled to communicate naturally in Irish. Pupils in the senior classes read confidently in

Irish, but their comprehension was poor and their pronunciation lacked accuracy. The quality

of most pupils’ written work in Irish was poor. Although this is a Gaeltacht school, pupils speak

English in the classrooms and in the playground. It is recommended that school management,

in consultation with all relevant stakeholders, review the extent to which the school makes

provision for teaching through Irish in the context of its current status as a Gaeltacht school

and future developments in this regard.

The quality of pupil achievement in English is good. Pupils demonstrated a high level of

interest in the subject. They have participated enthusiastically in the “One book, one read”

project and have produced some good quality writing in a range of genres. Good quality

teaching of emergent literacy skills is having beneficial effects in the infant classes.

The quality of teaching, learning and pupil achievement in Mathematics is good overall. This

subject is taught through English in the senior classes and through Irish in the junior classes.

Some very effective practice by the learning-support teacher in providing challenge for the

more able pupils was observed. There is a need for better differentiation in the teaching of

Mathematics to meet the wide range of needs in mainstream classrooms.

The quality of teaching, learning and pupil achievement in Social, Personal and Health

Education is fair overall. Monthly progress records maintained in the school indicate that this

subject is taught only occasionally in the senior classes. Better provision is made in the junior

classes. The full social, personal and health education curriculum, including the sensitive

aspects of Relationship and Sexuality Education should be taught across the school.

The quality of assessment is fair. Pupils’ written work is regularly corrected but insufficient

guidance for improvement is provided. Standardised testing in English, Mathematics and Irish

is undertaken. However, no standardised test results for Irish were available for any year for

the middle and senior classes. There is insufficient monitoring of individual pupil progress.

More effective use should be made of the assessment data available to ensure that teaching

and learning activities are more closely matched to individual pupil needs.

8. QUALITY OF SUPPORT FOR PUPILS

The quality of support for pupils is good overall. Pupils are well cared for. Healthy eating is

encouraged in the school through involvement in the Food Dudes initiative and through the

provision of meals for each pupil at break time every day. The meals are provided with grant

aid from the Department of Social Protection.

The school does not have a dedicated learning support room and support teaching is provided

in the staff room or the community hall. An effort should be made to create a more

appropriate learning environment for this provision.

Very few pupils in this school are in need of additional support for English or Mathematics.

Support should be provided to improve outcomes for pupils in Irish. Some effective team-

teaching approaches are being implemented to beneficial effect.

The school has good links with the local community.

Appendix

SCHOOL RESPONSE TO THE REPORT

Submitted by the Board of Management

Part A Observations on the content of the inspection report

The school’s board of management has met to consider the inspector’s report and the comments of

the board are set out below:

The board of management notes the key recommendations from the inspector.

The board is pleased the inspector recognised some of the positive aspects of the work of 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 is endeavouring to implement the recommendations in the Whole School Evaluation Report in co-operation with the staff to continue with the development of the school. The board is committed to holding more regular meetings. Members of the board have availed of formal training from the Catholic Primary Schools Management Association and will continue to attend training courses.

The principal will engage in further professional development courses and is a member of the Irish Primary Principal’s Network.

The DEIS plan is under development.

The staff is seeking further support from the Professional Development Service for Teachers.

The board, in conjunction with the staff, will resume the school self-evaluation process when the Irish National Teachers’ Organisation withdraws its directive to teachers.

The board of management, staff, and parents, have agreed to participate in the Gaeltacht School Recognition Scheme. The school is fully compliant with all steps to date, including training with An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta, engagement with the Inspectorate, and the local Gaeltacht committee.

Social, Personal and Health Education (SPHE) provision is being reviewed and all aspects of SPHE will be taught in all settings and the updated version of the Stay Safe programme is in use in the school.

The board is committed to the school and acknowledges the contribution of the staff and are proud of the many educational and social achievements of the children.

Published December 2017 / Foilsithe Nollaig 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

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;