An Roinn Oideachais agus Scileanna
Department of Education and Skills
Evaluation of Schools at High Support Units,
Special Care Units, and Child Detention Centres
REPORT
South East High Support Special School
Seville Lodge, Callan Road, Kilkenny
Roll No: 20132F
Date of evaluation: 19 November 2015
Introduction
The South East High Support Special School provides education to students placed in high
support by The Child and Family Agency (TUSLA) in this area. The school is located over four
sites. The principal’s office is located in Seville Lodge, Kilkenny and the three classrooms are
located in Kilcreene, Co. Kilkenny, Portlaw, Co. Waterford and New Ross, Co. Wexford. The
school was visited in each of these locations during this evaluation. The board of
management of the school was given an opportunity to comment on the findings and
recommendations of the report; the board chose to accept the report without response.
The following are the key findings:
•
The principal has successfully led and managed the school in its development over
many years.
•
The teachers in the classroom settings in Kilcreene, New Ross and Portlaw provide
well organised learning environments in which good opportunities for students’
learning are facilitated.
•
The range of educational programmes offered to students provide a good variety of
learning activities incorporating a balance of academic and practical subjects.
•
Students engaged with interest in the lessons and learning activities observed during
the period of the evaluation.
•
Constructive staff meetings involving all teachers are held periodically during the
year, facilitating the sharing of experience and the development of whole-school
approaches to policy and practice.
The following main recommendations are made:
•
1.
Building on work undertaken to date, it is recommended that the students’ Personal
Education Plans (PEPs) be further developed to incorporate specific learning targets
to facilitate the tracking of students’ progress in identified areas of development.
The quality of teaching, learning and support for students
1.1 Teaching, learning and attainment
Good quality teaching and learning was observed in each of the classroom settings
visited. Well organised classrooms were in evidence. Resources were used effectively to
aid the teaching and learning activities. Students engaged with interest in the lessons
and learning activities observed. The teachers demonstrated skilful management of their
classroom settings. Supportive learning environments and differentiated approaches to
teaching enable students to participate in the lessons in a way that accommodates their
needs and interests. A good variety of teaching approaches is employed and students
have opportunities to work in groups or individually according to the subject area and
content. A good balance of academic and practical subjects is provided and students
access Junior and Leaving Certificate programmes. The subjects offered to students in
the current school year include: English, Mathematics, Irish, Civil, Social and Political
Education (CSPE), Home Economics, Materials Technology-Wood, Art, Craft and
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Design, Technical Graphics, Physical Education (PE) and French. Provision is also
made for students’ development in the areas of social skills, information and
communications technology, and for work experience.
Results from the Junior Certificate examinations over a number of years provide
evidence of students achieving positive outcomes in their educational attainment.
Generally, students take six subjects in the Junior Certificate. There is a good emphasis
on practical subjects and students engage productively in the areas of Materials
Technology – Wood, Home Economics, Art, Craft and Design and Physical Education
(PE). The school has progressed policy and practice in assessment. Assessment-forlearning approaches are now more widely employed in classrooms and used in
conjunction with summative assessment information to support students in their learning.
1.2 Literacy and numeracy
The school places an appropriate emphasis on the development of students’ skills in
literacy and numeracy. Along with the teaching of English at Junior Certificate level, the
teachers endeavour to address students’ literacy development needs through attention to
the language and literacy dimension of the subject areas. There is a wide range of needs
in literacy with some students requiring specific individualised support. Students access
Mathematics as part of the school curriculum and the promotion of numeracy is also
attended to through the application of mathematical skills in the practical subject areas.
1.3 Life skills
The promotion of life-skills is a central concern in the programme of activities undertaken
in each of the classroom settings. Ongoing and effective collaboration between the
school staff and colleagues from TUSLA supports the work of the school in this important
area. During the school day, activities such as the joint preparation of meals for the class
group provide good opportunities for the development of practical skills. Students engage
purposefully with subjects such as Home Economics. A number of teachers have
undertaken continuing professional development in programmes designed to support
students’ development of personal and social skills. A whole-school approach
endeavours to facilitate students in developing life-skills across the school day.
1.4 Educational progression
An individualised plan (PEP) is prepared for each student. Achieving certification in the
state examinations is an important aim for most students. Students are skilfully supported
and encouraged in their efforts to attain their educational goals. School records of
student performance indicate that the majority of students achieve positive progress in
their educational attainment. At the time of this evaluation, several students were
actively and purposefully engaged in a Transition Year programme. On completion of
their attendance at this school, students transfer to a range of settings, including training
programmes and Youthreach.
2.
The quality of school organisation and management
2.1 General management and operation of the school
The principal has successfully led and managed the school in its development over many
years. The location of the school over four sites in three counties contributes to the
complexity of the management of this school. The principal has established good
systems of communication to support the effective organisation and functioning of the
school across each setting. The principal meets regularly with the teachers in each of the
locations to discuss the progress of students and for planning purposes. A number of
whole-school staff meetings are also convened during the year. Good collaboration with
the range of agencies and other professionals who work with the students is maintained.
This good inter-professional collaboration is supported through established protocols,
regular meetings and case conferences.
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2.2 Attendance and retention
The promotion of good attendance is a key concern of school personnel. Considering the
context of the school, the majority of students maintain reasonable to good attendance.
Strategies to support student attendance are in place. Individual student’s attendance is
carefully monitored and there is ongoing contact with The Child and Family Agency,
Tusla, where appropriate.
2.3 Child protection
Confirmation was provided that the board of management has formally adopted the Child
Protection Procedures for Primary and Post-Primary Schools without modification and
that the school is compliant with the requirements of the Child Protection Procedures for
Primary and Post-Primary Schools.
3.
The quality of school planning and school self-evaluation
3.1 Planning at whole-school, classroom and individual student levels
The school has developed a wide range of organisational policies and plans to support
its work. Good quality classroom planning and preparation was in evidence. A personal
education plan (PEP) is developed for each student at the beginning of their time at the
school and the students are involved in this process. Building on the work undertaken to
date, it is recommended that the students’ PEPs should be further developed to
incorporate specific learning targets to facilitate the tracking of students’ progress in
identified areas of development.
3.2 The school’s capacity for self-evaluation and improvement
The school’s capacity for self-evaluation and improvement is very good. A clear
commitment to the provision of good quality teaching, learning and support for students’
well-being is in evidence. There has been constructive engagement with school selfevaluation. The school’s educational provision has extended over a number of years
and there is evidence of ongoing development in the work of the school.
Published April 2016
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