Clough NS

Clough National School is a vertical, co-educational primary school, which enrols pupils from the local parish and its environs. The school has recently been extended to provide two new classrooms and the creation of additional rooms for special education through the re-configuration of existing spaces. The well-appointed school in situated on an elevated site, which allows ample hard-surface for a basketball court and grassy areas for outdoor play for the pupils. The school’s current enrolment of eighty seven indicates a slight upward trend. This is due to the recent construction of new houses in the area.

The following table provides an overview of the enrolment and staffing in the school at the time of the evaluation:

Number

Pupils enrolled in the school

87

Mainstream classes in the school

4

Teachers on the school staff

5

Mainstream class teachers

4

Teachers working in learning support

1 (shared)

Resource teacher part-time

8 hours

1. Quality of school management

1.1 Characteristic spirit, mission or vision

The school is a Catholic primary school under the patronage of the Bishop of Ossory. The school aims to promote the full and harmonious development of all aspects of the pupil, in the context of a Christian catholic school. The principal and staff strive to maintain high professional standards, while creating a safe and happy school environment underpinned by a spirit of trust and mutual respect between all who work in the school community. Close contact is maintained between school and home as a mechanism of mutual support in leading the pupils to achieving their potential. The average attendance is good as the school employs strategies to ensure the continuance of high levels of attendance.

1.2 Board of management

The board of management is properly constituted and attends to its duties and responsibilites in an ordered and systematic manner. Continuity exists between the membership of the previous and the current board. Its officers undertake their specific roles with dedication and commitment. Minutes of meetings are consistently kept and accounts are audited annually. The board ensures that the school complies with legislation, regulations and guidelines and plays a proactive part in supporting the principal and staff in their work in the school.

1.3 In-school management

The in-school management team consists of the principal, the deputy principal and one special duties teacher who work together to ensure the effective and orderly running of the school. The other members of the team actively support the principal in his leadership of the school. The long-serving principal has managed the school through inconveniences associated with the recent building project with success. In addition the principal plays an important role in leading the on-going development of curricular and organisational policies in the school, which are of a high quality. The in-school management team is characterised by good open channels of communication and clearly defined duties and responsibilities, which maintain a correct balance between curricular, pastoral and organisational aspects. All members of staff are encouraged to become involved in decision-making processes, curriculum planning and related educational matters.

1.4 Management of relationships and communication with the school community

The quality of the management of the relationships and communication between and within the wider school community, staff and parents is very good. Parents from the parents’ association report very positively on the school’s acknowledgement of the role of parents in their children’s education and on the open door policy that is implemented. They report that children are happy in school. The parents’ association fully supports the board of management, the principal and staff in their work. The text-a-parent scheme operates successfully and enhances communication between school and home. The regular issuing of newsletters and the myriad social and educational events that are hosted throughout the school year bear testament to the positive management of relationships and good communication within the whole-school community.

1.5 Management of pupils

The positive approach taken to the management of the pupils reflects the implementation of the overall values and aims of the school. Pupils are managed in an orderly and sympathetic manner and are respectful of one another. The overall standards of behaviour are very good as pupils understand and abide by the school’s rules and code of behaviour. This is turn contributes hugely to effective learning in the classroom. They are interested in their work and are confidence in expressing their views. In the light of the recent extension and newly configured school building, it is opportune to review the current policy on the management of pupils and their supervision during break times in the interest of health and safety. At present there is one teacher on duty during playtime and the pupils are free to play around the full extent of the playground both to the front and rear of the school. This should be reviewed so that pupils remain in view at all times.

2. Quality of school planning

2.1 Whole-school and classroom planning

The quality of whole-school planning is good. Members of staff contribute to the on-going development and review of the school’s policies, both organisational and curricular. The school has policies as required by legislation and in addition policies on issues relevant to the needs of the school, which reflects best practice. The school has engaged with cuiditheoirí from the School Development Planning Service (SDPS) and the Primary Curriculum Support Service (PCSS) in its on-going work towards school improvement. Good alignment exists between the content of the whole-school curriculum plans and that of teachers’ classroom planning. Classroom planning follows the structure of the curriculum and includes learning objectives in accordance with best practice. All teachers provide long-term and short-term plans as well as monthly progress records. The staff is commended for its recent reviewing of the format of these progress records, which exemplifies good reflective practice.

2.2 Child protection policy and procedures

Confirmation was provided that, in compliance with Department of Education and Science Primary Circular 0061/2006, the board of management has formally adopted the Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2001). Confirmation was also provided that these child protection procedures have been brought to the attention of management, school staff and parents; that a copy of the procedures has been provided to all staff (including all new staff); and that management has ensured that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) and a deputy DLP have been appointed in line with the requirements of the guidelines.