St Clares Primary School

Education is for Life

School Self Evaluation Community Report

Summary School Self-Evaluation Report



1. Introduction

Our school St. Clare’s P.S. Is in a small town of Manorhamilton with children from both urban and rural settings . Formally a rural DEIS school until 2008 we have a considerable amount of disadvantage in the school.     There are 12 teachers and 228 pupils in the school.   Our attendance levels are 96% on average over the past 3 years . We have approximately 20 children who miss 20 days or more . Punctuality is an issue for approximately 3 families . Our pupils’ behaviour is excellent . For more information on how we intend to improve our pupils’ learning, please see our School Improvement Plan which is available on our website


1.1   The focus of the evaluation


We undertook a school self-evaluation of teaching and learning during the year. We evaluated our performances in areas of both Literacy and Numeracy     We chose writing as our primary focus going forward this because we felt that our pupils could improve their learning outcomes in this area.


This report summarises the strengths that were identified and the areas that have been prioritised for improvement.


2. Summary of school self-evaluation findings


We collected information from pupils and teachers in preparing this report. We looked at how well our pupils were doing in oral language , reading , writing and spelling We also interviewed some pupils / teachers / parents . We received feedback from the parents association which is very active .


We found that our school has strengths in the following areas:


Our performance in standardised tests in reading and maths would indicate a very high standard in both with 50% of pupils in 1st –6th classes performing the 8-9 sten scale and very few pupils below the 10th percentile .

Maths tables at a high level and problem solving is showing a slow and steady rise in performance .

Oral language competence and confidence well established based on T.O. guided by Drumcondra Profiles and performance of our pupils in community events .

The pupils enjoy school and have a positive attitude towards both school and staff .

Excellent support from parents and community .

Health Eating and Fitness programmes very effective .


We know these are our strengths as we established the facts via

  1. Analysis of standardised tests in reading , Maths , Gaeilge ,         tables and spelling .
  2. Feedback from staff and parents Association .
  3. Pupil ( 1st –6th) Questionaire on school attitudes .
  4. Performance of our pupils in non school events e.g.competitions , feiseanna etc..


2.2 We have decided to prioritise the following areas for development:


Areas for development
  1. Writing Skills in Literacy .
  2. Maths –Logical Thinking and problem solving .
  3. Science
  4. Gaeilge – Skileanna eisteachta .


We have decided to prioritise these areas because …..





Appendix to Primary School Self-Evaluation Report:

legislative and regulatory checklist – reporting to the school community

School Compliance with DES Regulation
Which area of school life is involved, and what are the regulations? Is the school following the regulations fully?
The school calendar and the school timetableCircular 11/95 sets down the length of the school year – minimum of 183 days


Circular 11/95 sets down the length of the school day

4 hours 40 minutes (infants);

5 hours 40 minutes (1st-6th classes)




Parent/ teacher meetings and staff meetingsCircular 14/04 sets out the arrangements for these meetings Yes
Implementation of agreement regarding additional time in school for teachers Circular 0008/2011 requires teachers to do an additional 36 hours of out-of-class work each year, so as not to reduce teaching time Yes
Standardisation of school yearCircular 034/2011 gives the dates for school holidays Yes
Valid enrolment of pupilsSections of the Education Act 1998 and the Education (Welfare) Act 2000, and the Rules for National Schools set out the conditions for pupils to be validly enrolled in a school Yes
Pupils repeating a yearThe circumstances in which pupils may repeat a year are set out in Rules for National Schools, and circulars 11/01 and 32/03 Yes
Development of school planSection 21, Education Act 1998 requires all schools to have a school plan Yes
Engagement with SSE processCircular 39/2012 outlines the school self-evaluation process and what it requires of schools Yes
Time for literacy and numeracy – assessing and reporting literacy and numeracy achievementCircular 56/2011 sets out initial actions required in the implementation of the National Literacy and Numeracy Strategy Yes
Exemption from IrishCircular 12/96 sets out the circumstances in which children are exempt from studying Irish Yes
Implementation of child protection proceduresCircular 0065/2011 and the Child Protection Guidelines oblige schools to ensure that: liaison persons have been appointed; the procedures have been communicated to the whole school community; and the procedures are being followed Yes
Implementation of complaints procedure as appropriateSection 28 Education Act 1998 provides for procedures to address complaints about a school.





Appeals in the case of refusal to enrol students, suspension and expulsion (permanent exclusion)Section 29 Education Act 1998 provides for appeals procedures in these cases, which are dealt with first of all by the school. Where cases are not resolved at school level, an external appeals committee hears the appeal and makes a decision. Yes No



Appendix to Primary School Self-Evaluation Report:

policy checklist – reporting to the school community

Schools are required to have certain policies in place as part of their permanent school plan. The school board of management must approve and ratify policies, and should ensure that they are reviewed .
What area of school life does the policy deal with and what is the aim of the policy? Has policy been approved by the board of management?
Enrolment policySection (15)(2)(d) Education Act 1998 obliges schools to have and publish an enrolment policy that respects the principles of equality and parental choice Yes
Code of behaviour Section 23, Education (Welfare) Act 2000, and the 2008 National Educational Welfare Board Guidelines set out regulations and good practice for schools to follow in drawing up and implementing a code of behaviour Yes
Anti-bullying policyAnti-bullying Procedures for Primary and Post-primary Schools, 2013 sets out regulations and good practice for schools to follow in drawing up and implementing an anti-bullying policy Yes
Attendance and participation strategySection 22 Education Welfare Act 2000 requires schools to develop a strategy to support high levels of pupil attendance and participation in school life Yes
Health and safety statementAll schools should have a health and safety statement that is regularly reviewed (see Section 20 Health and Safety Act 2005) Yes
Data protection School procedures relating to gathering, storing and sharing data on pupils should comply with data protection legislation – Data Protection Act 1988

Data Protection (Amendment Act) 2003

Internet acceptable use policySchools should have and implement a policy to instruct pupils on safe and responsible use of the internet. See for guidelines Yes
Special education needs policyVarious pieces of equality and education legislation, especially the Education for Persons with Special Education Needs Act (EPSEN) 2004, require schools to be inclusive of pupils with special educational needs and to provide for them appropriately using the resources available Yes
Relationships and sexuality education (RSE) policySchools are required to have an RSE policy and to implement it in line with Relationships and Sexuality Education: Policy Guidelines (1997) Yes
Substance use policyThe National Drugs Strategy and Department Guidelines require schools to develop and implement a policy on substance use, in partnership with parents and other agencies  yes
Child protection policyCircular 0065/2011 sets out requirements (see above for details of policy and implementation) Yes
Parents as partnersCircular 24/91 requests schools to set up a parents’ association, and promotes partnership between home and school Yes
Deployment of special needs assistantsCircular 71/11 allows for SNAs to be deployed flexibly to respond to the needs of the school Yes