Scoil Mochua Celbridge

MARCH 2006.

Introduction.
(A) History of School.
(B) School Ethos and Philosophy.

Quality of Management.

B.O.M. - Cohesive Unit.
Board members take their management roles seriously.
Carries out duties in efficient and consistent manner.
Keen to foster positive relationships among school community.
Recommend:
Clerk of Works should be appointed for new buildings.

In-School Management.

Provides School Community with decisive but caring leadership.
Strong Links with community.
Positive and open relationships across school community.
Parents speak highly of open door policy.
An open and supportive relationship exists between home and school.
Whole school planning practised from the beginning of school.
Planning and Review guided effectively.
Daily administrative duties carried out in a competent manner.
Expenditure of school funds is carefully recorded.
School records are kept up to date.
Wide range of duties assigned to Deputy Principal, Assistant Principals and Special
Duties Teachers.
Post Holders given clear understanding of their duties.
Leadership roles in all but two of Curriculum Areas.
Duties make significant contribution to efficient operation of school.
Recommend:
(i) In School Management Group to meet periodically.
(ii) Deputy Principal fulfils her duties in a most conscientious and capable way. It is essential however, that the decision to release her from teaching duties be reviewed.

Management of Resources.

Teachers allocated classes and other teaching duties through a process of consultation.
Teachers encouraged and facilitated in gaining a wide range of experience.
Supportive of staff development.
S.N.A’s enthusiastic about their work.
Secretary gives school loyal service and carries out her work in a courteous and efficient manner.
Caretaker plays his part providing pupils with a safe, orderly and attractive learning environment.
School building cleaned on a daily basis.
Building and the grounds are maintained to high standard. School enhanced with a wide range of colourful shrubs.
Comprehensive planning for the provision of resources is evident throughout the school.
Quality and variety of resources, such as books, posters, charts, software etc. is commendable.
Teachers design of teaching resources is admirable and excellent use is made of them.
Resources for pupils with special educational needs are expertly chosen and prepared.

Management of Relationships and Communication.

Active Parents Association and are creating and maintaining positive relationships.
Strong formal links are maintained.
Generating funds for provision of resources.
Homework Journal - excellent means of communication.
Parents very aware of what happens in classroom.
Parents very satisfied with progress of their children.
B.O.M. and staff highly appreciative of support given by parents.

Management of Pupils.

Pupils are co-operative and have a genuine interest in learning.
Teachers cultivate good relationshps with pupils.
Classroom atmospheres are positive and mutual respect is high.
Pupils safety is prioritised and they are carefully supervised .
Pupils display commendable level of self discipline as they move around the school.

Quality of School Planning.

School has highly developed approach and comprehensive school plan has been prepared.
Policies for each of the Primary School Curriculums are in place.
School plan is a vibrant and relevant document.
Clear reference is made to principles and methodologies.
Strong evidence that childrens learning needs informed the development of plan.
Excellent range of teaching materials provided.

Classroom Planning.

All teachers engaged in preparation of long and sort-term plans.
Teachers maintain detailed monthly progress reports.
Learning objectives are outlined in detail.
Learning needs of individual children are taken into consideration.
Good collaboration between class teachers and Special Education teachers.
Recommend:
Adopting an agreed approach to short-term planning.

An Ghaeilge.

A graded programme of work in school plan.
Gaeilge is suited to school context.
An environment that is favourable to learning the language is cultivated.
Pupils are effectively motivated.
Déanann siad dul chun cinn an-chreidiúnach.
School takes an active part in Seachtain na Gaeilge and during it stimulating activities are organized.
Majority of pupils in Senior Classes are able to express themselves confidently.
Most pupils read with understanding.
Written tasks are cleverly linked to oral work.
Pupils in all classes recite rhymes and verses enthusiastically.

English.

Quality of provision in English is very high throughout the school.
Teachers have planned skilfully.
Carefully structured and diverse language activities culminating admirably in senior classes where pupils engage in stimulating and well argued debates.
Emphasis on development of writing process is very evident. Pupils are clear and focused on writing tasks.
All classrooms are Print-Rich environments.
Very good use is made of class novels.
Class Libraries are stocked with a commendable variety of books, tidily organised and used regularly.

Mathematics.

Detailed school plan has been developed.
Admirable emphasis is placed on hands on activity and guided discovery.
An extensive range of mathematical resources is available in all classes including an excellent stock of teacher made resources.
Excellent use is made of resources.
I C T is used in focused way. Software in use allows them to complement activities in classroom.
Lessons are very effectively grounded in pupils environment and feature integration in other subjects.
High levels of mathematical attainment were observed.
Teachers employ a commendable range of effective strategies and games.
Mathematical language receives careful attention in all classes.
Pupils written work is carefully recorded and regularly monitored.-

History.

Good balance between skills development and the acquisition of knowledge.
Local History forms significant part of the school programme.
I C T is used effectively.
Timelines and outcome of projects are in evidence in a number of classes.
Teachers use wide range of resources.
Pupils display a keen interest.
Recommend
(i) Build up collection of old photos and artefacts.
(ii) Greater use be made of the locality for investigative purposes.

Geography.

Teachers succeed in arousing pupils curiosity. Keen interest.
Balanced selection of Resources, Textbooks, I C T, etc.,
Attractive and colourful displays throughout the school.
Pupils speak knowledgeably about subjects.
Recommend:
Further emphasis on developing geographical skills.

Science.

Emphasis on practical investigation evident throughout the school plan.
Experiment and Discovery learning evident in all classrooms.
Effective use of Resources.
Group work is used expertly.
Pupils trained to work scientifically.

Visual Arts.

Programme designed to provide pupils with broad range of experiences.
Pupils experience the work of National and International Artists.
Work with a wide range of materials.
Produce work of a high standard in all strands of curriculum.
Imaginative examples in all strands were observed throughout the school.
Beautiful displays in corridors and portfolios.

Music.

This area of Curriculum prioritised for staff development and revision of Planning.
Recent Inservice has given teaching of Music new impetus.
Solid base of good practice and expertise already exists.
Teaching of this subject is well organised.
Creative use is made of percussion instruments.
Pupils in all classes learn pleasant repertoire of songs in English and Irish.
Due attention is given to pitch and literacy in a number of classes.
Work extended by taking groups to National Concert Hall, musicals and training choirs.

Drama.

Planning on an informal basis.
Widely used as a methodology in a number of curriculum areas.
Teachers plan lessons in an integrated way.
Teachers report that pupils exhibit high levels of enthusiasm and enjoyment and helps them to co-operate.

Physical Education.

School Plan is a comprehensive document.
Plan provides for a structured and carefully sequenced programme through the school.
Expert provision is made for the teaching of a broad and balanced P.E. Programme.
Lessons observed featured high levels of pupil participation.
Well structured activities were both challenging and enjoyable.
Excellent resource provision.
Recommend:
When Plan is being reviewed it should be restructured in line with curriculum strands.

Social, Personal and Health Education.

Lessons planned in a careful manner.
Well balanced school plan.
Teachers deal with issues in a sensitive manner.
Teachers are vigilant in providing a secure, safe and healthy environment for the children in their care.
SPHE Programme implemented in a practical and consistent way.

Assessment and Achievement.

Teachers maintain accurate records of work.
Teachers monitor pupils progress regularly and systematically – formally and informally.
Standardised, Diagnostic and school designed tests are used very effectively.
Pupils copies and workbooks are systematically monitored.
Teachers prepare work carefully.
Pupils engage willingly and demonstrate an enthusiasm for learning.
The results of Standardised Tests confirm that High Quality Teaching is carried out in this school.

Pupils with Special Educational Needs.

School policy document is highly focused.
Work is carefully co-ordinated.
Regular communication between class teachers and Special Education teachers. This is noted as a strength.
System is flexible which allows teachers to provide support in the mainstream class setting.
This is a very positive feature.
The work of S.E.T’s is structured admirably.
Quality of planning is exemplary.
High Quality Resources are put to excellent use.
Pupils Progress Records are kept meticulously.
Recommend:
To ensure that support in mainstream class setting is targeted in a more focused manner than at present.

Other Supports.

All pupils can be provided with a full range of books and materials.
Commendable progress has been made in integrating foreign national pupils into the life of the school.