Whole School Evaluation (MLL) Report

Last April, CCS welcomed a team of inspectors from the Department of Education, who carried out a Whole School Evaluation (Management, Leadership & Learning). During their three-day visit they examined many aspects of our school, including meetings with various co-ordinators and others involved in the running of the school, a tour of the school building, meetings with students and visits to classes to observe teaching and learning at CCS. Parents and students completed questionnaires in relation to their experiences of CCS, and the Board of Management also met with the inspectors.

The report has now been reviewed by the Board of Management and published on the Department of Education website. We welcome the inspectors' very positive feedback, particularly in relation to our comprehensive curriculum, care of students and the quality of teaching and learning in the school.

The inspectors' findings included the following:

  • The school provides a comprehensive curriculum, which includes subject sampling, to nurture the talents of all students academically, in sport and through other extracurricular activities
  • Supports for students are of very high standard in the inclusive school environment.
  • Overall, the quality of teaching and learning ranged from very good to good (the highest level of evaluation on the inspectors' rating scale)
  • The Board provides effective leadership of the school and the senior management team presents as energetic, committed to excellence and promotes a culture of improvement and innovation in relation to teaching, learning and assessment
  • The school has engaged in the school planning and self-evaluation process
  • Staff are empowered to undertake leadership roles and lead learning

We look forward to working together with our staff, parents, students and the Board of Management to maintain and build on these positive findings, and to work on implementing the inspectors' recommendations for the further improvement of our school.

Click here to download the full report.

Here are some of the comments of the inspectors:

“The senior management team presents as energetic, committed to excellence and promotes a culture of improvement and innovation in relation to teaching, learning and assessment.”  

“The school provides a comprehensive curriculum, which includes subject sampling, to nurture the talents of all students academically, in sport and through other extracurricular activities.” 

“Supports for students are of very high standard in the inclusive school environment.” 

“The quality of teaching and learning ranged from very good to good (very good is the highest category assigned by the Inspectorate)” 

“A new senior management team is in place. This team presents as energetic, committed to excellence and quality improvement.”

“Cross-curricular teams have been put in place to lead the areas of literacy, numeracy and technology enhanced learning. Staff engage in a consultative, collaborative process and very effective strategies have been implemented at whole-school level, particularly in relation to literacy and numeracy. This is excellent.” 

“A spirit of volunteerism and staff leadership is central to the school culture and has a significant impact on students’ outcomes and experiences.” 

“Teachers are self-motivated and display an enthusiastic and clear commitment to the school and their students. This is illustrated by staff’s significant willingness to provide a myriad of co-curricular and extracurricular activities for students.” 

“Commendably, open and inclusive student enrolment practices operate in the school.” 

“Management and staff are committed to the holistic development and achievement of the full potential of each student. The school provides a comprehensive, balanced and inclusive curriculum to nurture the talents of all students academically, in sport and in other extracurricular activities. The curriculum includes the widest range of subjects offered within all available programmes.” 

“The operation of a subject-sampling system in first year and in TY is commended as it facilitates informed subject choice.”

“Subject options selection procedures demonstrate best practice. Very good guidance and support systems assist students as they make subject choices.” 

“Commendably, a comprehensive TY programme, which incorporates core, modular and calendar events, assists in furthering students’ holistic development.” 

“Significant care is given to provision for students with special educational needs (SEN). The coordinators of both SEN and the resource centre demonstrate significant commitment to their work and endeavour to ensure that the needs of their students are met, as do the core team and special needs assistants (SNAs).” 

“Responses from questionnaires completed during the evaluation indicate that Carrigaline Community School is a caring, friendly place, in which its core values are being implemented well in the day-today life of the school.” 

“A wide range of care structures and interventions support student welfare. These include the very effective student support team which leads this valuable provision.” 

“The majority of students surveyed said they feel safe and cared for in the school.” 

“A whole-school approach to student support is evident."

 

 

 

 

“Excellent support is provided for students and parents during transitions. This includes a strong induction process, and a student mentoring system.” (WSE-MLL Report, 2017)

 

“The school understands the diversity of its population and promotes positive mental health through its Amber Flag activities.” (WSE-MLL Report, 2017)

 

 

 

“The school is very well maintained and its up-to-date facilities, which includes a significant extension, provide a very positive learning environment for students.” (WSE-MLL Report, 2017)

 

 

“All lessons were conducted in a classroom environment which was focused on the care of students and very good relationships were evident between teachers and students. This sense of community and care was also evident between students on corridors between lessons. Student behaviour was very good.” (WSE-MLL Report, 2017)

 

 

 

“The school corridors present as a powerful reinforcement of the school’s identity as a united community of learners. Corridors feature artwork and displays which are current, attractive and provide a strong sense of community identity.” (WSE-MLL Report, 2017)

 

Comments are closed.