Ballacolla NS

St Pius X National School is a three-teacher school located in Ballacolla, Co. Laois. There has been a slight increase in enrolments in the current school year following a considerable decline in recent years. School records indicate that pupil attendance rates are satisfactory and this is supported by the school’s attendance policy. The school has experienced a number of staff changes in recent years and the current principal and deputy principal took up their positions in November 2008.

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

35

Mainstream classes in the school

8

Teachers on the school staff

3

Mainstream class teachers

2

Teachers working in support roles

2 (part-time)

Special needs assistants

0

1. Quality of school management

1.1 Characteristic spirit, mission or vision

St Pius X National School is a Catholic School under the patronage of the Bishop of Ossory. The school supports the principles of inclusiveness, equality and respect for the diversity of values, beliefs, cultures and traditions. The school aims to educate and develop each pupil’s full potential and ability for the enhancement of his/her own life and for the good of the whole community. It is evident that the school is an integral part of the community and succeeds in developing pupils’ sense of pride in and commitment to the local area. Mutual respect and a sense of partnership characterise the interactions between all members of this school community.

1.2 Board of management

The quality of management provided by the board of management is good. Members of the board meet regularly and minutes of these meetings are maintained. The board contributes in a positive manner to the successful operation of the school and individual members undertake various responsibilities as needs arise. The maintenance needs of the school are continuously reviewed by the board and it is to be praised for providing a safe, secure, attractive and well-resourced school environment. In accordance with Section 18 of the Education Act (1998), the school’s accounts are audited annually. It is recommended that the treasurer’s oral report to the board on the school’s income and expenditure be recorded in the minutes of meetings. It was reported that the board plays a role in the development and review of the school plan, most notably organisational policies. Into the future, all policies developed should be signed and dated by the chairperson on ratification by the board. The school’s enrolment policy should be reviewed to ensure that existing good practice and relevant equality legislation are reflected in its provisions. The board cited the camaraderie among pupils, the quality of the educational provision and the centrality of the school in the local community as being the key strengths of St Pius X National School.

1.3 In-school management

The in-school management team is comprised of a principal and deputy principal and both teachers are to be praised for their commitment to the development of the school. The principal is hard-working and she acts as a good role model in classroom practice within the school. She exhibits well-developed administrative, organisational and interpersonal skills that support the effective management of the school. A commitment to continuing professional development is evident in her practice and she is participating in the Misneach programme to support newly appointed principals, offered by Leadership Development for Schools. She communicates effectively with all partners in the school community and encourages a progressive approach to all aspects of provision within the school. It is recommended that the principal ensures that the school registers are maintained in accordance with Rule 123 (1) of the Rules for National Schools. The principal is supported by the deputy principal who undertakes a range of curricular, organisational and pastoral duties. Both post holders work in close collaboration on all school issues that enable them to utilise their individual strengths and abilities. Consideration should be given to establishing a practice of regularly reviewing the duties attaching to posts of responsibility to ensure they continue to reflect evolving school needs.

1.4 Management of resources

The management of staff in this school is good and the cordial working relationships and spirit of teamwork within the school is noteworthy. The part-time school secretary provides flexible and efficient administrative support that assists the smooth operation of the school. The attentive manner in which the school building and grounds are maintained is testimony to the hard work of the part-time caretaker and cleaner. The school participates actively in the Modern Languages in Primary Schools Initiative (French). A number of external sporting coaches support the implementation of the physical education curriculum and provide extracurricular activities.

The school has ample indoor and outdoor space and this is used effectively to support the education of pupils. The classrooms and corridors are bright and attractive and serve to display and celebrate the work of pupils across the curriculum. In some cases, more regular rotation of displays to support the current learning needs of the pupils is recommended. The school has an adequate supply of materials to support curriculum implementation and an inventory of resources is being developed to provide a framework for these teaching aids. In recent times, the school has invested significantly in resources to support literacy and numeracy. The infant and junior classes have a good supply of activities to provide daily opportunities for pupils to explore and be creative through play. Some use is made of the school’s computers and laptops in mainstream and support settings to enhance teaching and learning. The school has compiled a stock of reference books across many aspects of the curriculum for use by teachers and pupils. Educational software, maps, globes, games, pupil atlases and reference books are used in the implementation of the geography curriculum. A school garden has been developed and the pupils engage actively in its management and cultivation.

1.5 Management of relationships and communication with the school community

The relationships between the parent community and the school are characterised by effective collaboration, mutual respect and a sense of common purpose. In line with the home-school link policy, the entire school community works in partnership to provide an enriching and holistic educational experience for pupils. The active parents’ association, which is affiliated to the National Parents’ Council (Primary), meets on a regular basis and supports the school through its fundraising activities and by participating in school events. It is commendable that the school is considering increasing parental involvement in their children’s learning within classrooms in specific subject areas. As the school plan is revised and developed, parents should be involved to a greater degree in school policy formulation. Parent representatives expressed satisfaction with the quality of education provided for their children in all curriculum areas. Information about pupil progress is communicated regularly and appropriately through informal communications, parent-teacher meetings and written school reports. Communication within the school takes place informally on an ongoing basis and through termly staff meetings.

1.6 Management of pupils

The management of pupils in St Pius X National School is of a high standard. There is a strong sense that pupils are valued members of the school community and they interact comfortably and confidently with their teachers and peers. Procedures, activities and expectations at a whole-school level enable pupils to develop respect for themselves, for others and for their local environment. Positive reinforcement and affirmation of pupil behaviour is used throughout the school and pupils display pride and interest in their work. Pupils demonstrate admirable engagement in and enthusiasm for their school work when the activities provided are challenging and appropriate. The pupils are afforded opportunities to participate in decision-making activities through their involvement in the Green School’s Programme. Overall, there is a pleasant and welcoming atmosphere evident in the school and pupils display confidence, courtesy and respect appropriate to their age.

2. Quality of school planning

2.1 Whole-school and classroom planning

The overall quality of whole-school and classroom planning is good. The school has developed a wide range of organisational and procedural policies to respond to legislative requirements and the evolving needs of the school. Commendably, the most pertinent of these are communicated to parents in booklet form upon their child’s enrolment and other policies are available upon request. The special educational needs policy and the whole-school policy for learning support and resource should be merged to provide a holistic basis for the provision of support teaching. The school plans for the review of policies on a three-year cycle and going forward, a review date should be included on plans and policies during the development process.

Curriculum plans have been devised for all aspects of the Primary School Curriculum (1999) and they are closely aligned to its structure and content. As the plans are reviewed, they should be contextualised further to the needs of the school in order to inform individual teacher planning. Specifically, this should focus on clarifying the progression in content for pupils within the multi-class context to ensure the implementation of a broad, balanced, spiral and developmental curriculum throughout the school. The review of the school plan for English should ensure the documentation of the school’s approach to the teaching of phonics, the use of novels and parallel readers, the role of poetry in the curriculum and the use of in-class support. The school plan for Geography should be augmented to ensure it provides guidance to teachers on the selection of content from local, national, European and global contexts at each class level and in respect of fieldwork.

There is a consistent approach to the preparation of short-term planning and this reflects the principles and structure of the curriculum. The impact of this planning on the implementation of the curriculum would be enhanced further if it were objective-based. Teachers maintain monthly progress records by noting the content covered in their short-term planning. Some of the curriculum long-term plans are similar in approach and content to the school plan and a further refinement of these is recommended to improve the mediation of the curriculum at classroom level. Support teachers prepare suitable individual education plans (IEPs) or individual pupil learning profiles (IPLPs) for pupils in their care and these are reviewed each term. A general weekly plan of activities is prepared. This plan should be extended to include more specific learning objectives and methodologies to be used and an ongoing record of pupils’ progress. There is scope for the further sharing of plans among classroom and support teachers to ensure the delivery of a co-ordinated programme for pupils.

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 adopted the Child Protection Guidelines for Primary Schools (Department of Education and Science, September 2001). The board of management is advised to formally record this decision in the minutes of the meeting. 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.