EvalPro


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1:0 Mission, Vision, Aims
1:1 Establishment of aims
1:1:1 Aims: clear expression of school priorities
1:1:1:1 School aims arise from the vision of the purpose of the school
1:1:1:2 Aims are related to the desired outcomes of the educational experience
1:1:1:3 Aims cover intellectual, aesthetic, spiritual, moral, physical, and social development
1:1:1:4 Aims cover skills, culture, home, occupation, leisure, active citizenship
1:1:1:5 Aims include a high standard of teaching and pastoral care
1:1:1:6 Aims include responsiveness to the needs of parents, pupils, community and industry
1:1:2 Aims: policies
1:1:2:1 School aims are used for the development and evaluation of policies
1:1:2:2 Policies are statements of what the school does or intends to do to realise aims
1:1:2:3 Policies are framed as statements of principle rather than detailed procedures
1:1:2:4 School policies are statements of what the school believes can actually be achieved
1:1:2:5 Staff participate in formulation and review of policy statements
1:1:2:6 Policy statements are as short, concise and simple as possible
1:1:3 Aims: action plans and procedures
1:1:3:1 Procedures are framed to implement a policy and not for their own sake
1:1:3:2 Each procedure has a section on its purpose, linking it to a policy to clarify its use
1:1:3:3 Each procedure has a scope section describing precisely when it should be used
1:1:3:4 Procedures specify the person with responsibility and who will carry out each step
1:1:3:5 Procedures include observable features which can constitute quality records
1:1:3:6 Where one procedure is linked to another, cross-references are made
1:1:4 Clarity of Christian mission in aims C
1:1:4:1 The school is presented as a community of faith engaged in learning C
1:1:4:2 School mission focuses on helping pupils to see God as their Father who loves them all C
1:1:4:3 The vision emphasises helping pupils to know Jesus Christ, Son and Redeemer C
1:1:4:4 The vision emphasises helping pupils to relate to the Holy Spirit as Inspirer C
1:1:4:5 The vision links school aims to the Christian vision of the role of schools C
1:1:4:6 The vision promotes love of self and each other as God’s children C
1:1:5 Christian character of school vision C
1:1:5:1 The school aims to demonstrate how God’s loving presence is reflected in daily life C
1:1:5:2 School aims recognise the challenge of living for God in an imperfect world C
1:1:5:3 God’s permanent love for us, despite sin and personal circumstances is stressed C
1:1:5:4 God’s presence in the school in all its stresses and difficulties is emphasised C
1:1:5:5 In schools where the Blessed Sacrament is reserved, Christ’s presence is stressed C
1:1:5:6 All are encouraged to be aware of the presence of Mary, Christ’s maternal teacher C
1:1:6 Christian view of the nature of education C
1:1:6:1 All policies are consciously measured against the Christian mission of the school C
1:1:6:2 Commitment to Christian principles, especially to the underprivileged, is stressed C
1:1:6:3 The school’s organisational and administrative processes support its spiritual aims C
1:1:6:4 Secondary departments ensure policies and practices reflect the Christian mission C
1:1:6:5 Staff are expected to show by example their commitment to the school's Christian aims C
1:1:6:6 Freedom of belief for staff or pupils who are not Christian is respected in school aims C
1:1:7 Promotion of Christian vision C
1:1:7:1 Education is presented as learning to know and love God through His world C
1:1:7:2 Desire for knowledge is recognised as a God-given characteristic of human nature C
1:1:7:3 Human knowledge is recognised as finite and capable of completion only in God C
1:1:7:4 God is recognised as being the source and end of all knowledge C
1:1:7:5 Learning is recognised as insufficient without faith in God as its source and ultimate goal C
1:1:7:6 The requirement that learning should be used for God’s greater glory is recognised C
1:1:8 Elements of the Christian vision into practice C
1:1:8:1 Academic excellence is pursued while excessive competitiveness is discouraged C
1:1:8:2 Spiritual and religious development are given priority among school aims C
1:1:8:3 Aims include social involvement and the formation of a Christian conscience C
1:1:8:4 Cross-curricular subjects have relevance in the spiritual growth of the whole person C
1:1:8:5 Extracurricular activities include a spiritual dimension as part of a broad education C
1:1:8:6 Learning how to continue to learn and grow spiritually is recognised as a school priority C
1:1:9 Christian living fused with academic goals C
1:1:9:1 The school is promoted as a community of faith in which God is present and active C
1:1:9:2 The school community of faith explicitly includes staff, pupils, parents and parish C
1:1:9:3 Staff and pupils are encouraged to reflect God’s presence by attitude and example C
1:1:9:4 The chaplain is enabled to participate in the formation of the school’s Christian mission C
1:1:9:5 The School Board identifies with and promotes the school’s Christian character C
1:1:9:6 Staff present the Christian educational vision when dealing with external agencies C
1:2 Aims: policies
1:2:1 Consultation and participation on policy making
1:2:1:1 There is a process for the involvement of staff in policy making
1:2:1:2 Working groups enable staff to participate in policy making and management
1:2:1:3 All staff are enabled to make input into the development planning process
1:2:1:4 Senior management consult staff on the success of participation in school policy making
1:2:1:5 There is a process for parents to participate in policy making by sharing their views
1:2:1:6 Pupils are enabled to participate in school policy making by expressing their views
1:3 Vision
1:3:1 Development of vision
1:3:1:1 The Principal has a personal vision of the school's purpose and how to realise it
1:3:1:2 The vision links school history to current education priorities and national policy
1:3:1:3 The Principal encourages ownership of the vision by the whole school community
1:3:1:4 The Principal inspires School Board, staff, parents and pupils with the vision
1:3:1:5 The Principal ensures the vision is expressed in a statement of aims
1:3:1:6 Staff, School Board, parents and pupils are encouraged to contribute to the vision
1:3:2 Communication of vision
1:3:2:1 The Principal and senior staff show by their attitudes that they subscribe to the vision
1:3:2:2 The Principal and senior staff tackle current issues by relating them to the vision
1:3:2:3 Achieving the vision is a standing theme on the senior management team agenda
1:3:2:4 The Principal ensures that support staff see the vision's relevance to their work
1:3:2:5 The Principal ensures that the vision is communicated to external agencies
1:3:2:6 The Principal and senior staff visit classes and activities to reinforce the vision
2:0 Context Factors
2:1 School Factors
2:1:1 The range of pupils' needs, abilities, and socio-economic backgrounds
2:1:1:1 School composition (roll, sex / ethnic balance ) is analysed
2:1:1:2 Socio-economic circumstances of the catchment area (eg free meals) are analysed
2:1:1:3 Attendance statistics (with approved / unapproved absence) and exclusions are analysed
2:1:1:4 The number of pupils known to be involved in criminal activities is monitored
2:1:1:5 Post-school destinations are analysed
2:1:1:6 Home circumstances information (second language, single parent, disabilities etc.) is analysed
2:1:2 Parental expectations, educational aspirations, and readiness to support school
2:1:2:1 Expectations in relation to the school's academic work and achievement are assessed
2:1:2:2 Expectations in relation to sporting and cultural activities are assessed
2:1:2:3 Expectations in relation to ethos and the pupil-teacher relationship are assessed
2:1:2:4 Expectations in relation to pupil behaviour and discipline are assessed
2:1:2:5 Expectations in relation to pastoral care are assessed
2:1:2:6 Expectations in relation to fairness and equity are assessed
2:1:2:7 Expectations in relation to the spiritual development of pupils is assessed C
2:1:2:8 Expectations in relation to the moral development of pupils is assessed C
2:1:2:9 Expectations in relation to pupils' social development are assessed
2:1:2:10 Expectations regarding school-home communication are assessed
2:1:2:11 The response of parents to school events, open days, parents' meetings, fund raising is assessed
2:1:2:12 Parental expectations are assessed through consultation, meetings and surveys
2:1:3 Staffing levels and staff qualifications, skills, aptitudes and interests
2:1:3:1 Teacher / support staff numbers compared to roll are monitored
2:1:3:2 Pupil / teacher, pupil / support staff and pupil / teacher contact ratios are monitored
2:1:3:3 Teaching staff allocation is monitored in relation to departmental or stage needs
2:1:3:4 Support / ancillary staff allocation is monitored in relation to curriculum needs
2:1:3:5 Staff numbers and costs are monitored in relation to school budget
2:1:3:6 Promoted staff structure is monitored in relation to curricular and pastoral aims
2:1:4 The location, condition and maintenance of school buildings and grounds
2:1:4:1 The school's location (including additional sites) is assessed in relation to the catchment area provision
2:1:4:2 The school's pupil capacity is assessed and monitored in relation to roll and curriculum provision
2:1:4:3 Specialist curricular areas in relation to curriculum needs are assessed for suitability and maintenance
2:1:4:4 Social areas (including dining) for pupils and staff are assessed for suitability and maintenance
2:1:4:5 The provision of ancillary areas (eg medical suite) are assessed for suitability and maintenance
2:1:4:6 Areas for management, administration and clerical purposes are assessed for suitability and maintenance
2:1:4:7 Staff and departmental work preparation areas are assessed for suitability and maintenance
2:1:4:8 Toilets and other sanitary facilities for staff and pupils are assessed for suitability and maintenance
2:1:4:9 External curriculum areas (eg playing fields) are assessed for capacity, suitability and maintenance
2:1:4:10 External social areas (eg playground) are assessed for capacity, suitability and maintenance
2:1:4:11 Parking, delivery and external storage areas are assessed for capacity, suitability and maintenance
2:1:4:12 Areas for religious observance (eg oratory / chapel) are assessed for suitability and maintenance C
2:1:5 The range of facilities, resources, materials and equipment available in the school
2:1:5:1 All accommodation facilities such as classrooms, halls, studios, offices are listed and assessed
2:1:5:2 Apparatus and equipment in each curriculum area is listed
2:1:5:3 Resources are listed for sharing and joint use where appropriate and feasible
2:1:5:4 Technical and scientific resources and equipment are listed
2:1:5:5 Equipment for artistic, musical and cultural activities are listed
2:1:5:6 Audio-visual equipment is listed
2:1:5:7 IT and computing resources are listed
2:1:5:8 Resources, materials and equipment for administrative, clerical, food and janitorial use are listed
2:1:6 The support of the Board of Management and the Trustees
2:1:6:1 The composition of the Board of Management and Trustees is identified
2:1:6:2 The duties and responsibilities of Board and Trust members are specified
2:1:6:3 Committees and sub-committees and membership are identified
2:1:6:4 The programme of meetings is drawn up
2:1:6:5 Attendance at meetings is recorded and used as an indicator of support
2:1:6:6 A general assessment of Board and Trustee support is made
2:2 Local Factors
2:2:1 Demographic and development trends in the catchment area
2:2:1:1 Birth rates, mortality rates (including infant mortality rates) are identified for each locality
2:2:1:2 Baptism statistics are obtained from local parishes C
2:2:1:3 Number of children of pre-school age is identified for each locality
2:2:1:4 Number of children of primary school age in each locality is identified
2:2:1:5 Number of young people of secondary age in each locality is identified
2:2:1:6 Post-school destinations are identified
2:2:1:7 Immigration statistics are identified, including asylum seekers etc
2:2:1:8 Special needs statistics for localities are identified
2:2:1:9 House building projects are identified
2:2:2 Transport factors
2:2:2:1 Assessment of general arrangements made by parents to get their children to school
2:2:2:2 Knowledge of bus routes and timetables to and from localities in the catchment area
2:2:2:3 Knowledge of train routes and timetables to an from localities in the catchment area
2:2:2:4 Knowledge of walking routes to and from localities in the catchment area
2:2:2:5 Knowledge of arrangements for road crossing patrols
2:2:3 The effect of competition from other schools on pupil numbers
2:2:3:1 Schools at the same stage that receive pupils from the catchment area are identified
2:2:3:2 Secondary schools liaise with associated primary schools to assess parental transfer intentions
2:2:3:3 School accommodation and facilities are compared with those of other schools attracting pupils
2:2:3:4 Curriculum and pupil attainment are compared with similar schools
2:2:4 The availability of support from the local community and local business
2:2:4:1 The school's liaison with community groups is assessed
2:2:4:2 School-industry liaison processes are assessed
2:2:4:3 Contact with parishes in the catchment area are assessed C
2:2:5 Patterns of employment in the local area
2:2:5:1 The employment opportunities in the area are assessed
2:2:5:2 Employment-unemployment rates in the localities of the catchment area are analysed
2:2:5:3 Youth unemployment statistics are analysed
2:2:6 Opportunities for further and higher education in or near the catchment area
2:2:6:1 Further and higher education institutions and facilities are identified
2:2:6:2 Courses available at all further and higher institutions and facilities are identified
2:2:6:3 Link courses and modular courses open to school pupils are identified
2:2:7 Availability of inservice training for teachers and development support for school
2:2:7:1 National and local inservice institutions and facilities are identified
2:2:7:2 The portfolio of inservice courses available locally is maintained
2:3 National Factors
2:3:1 The introduction of new syllabuses, programmes, and modes of assessment
2:3:1:1 Consultation on the curriculum includes the views of parents
2:3:1:2 Pupils are consulted fully about aspects of the curriculum
2:3:1:3 Staff are consulted on the structure and content of the curriculum
2:3:1:4 Local and national advice services are consulted on curriculum planning
2:3:1:5 Where appropriate external specialist agencies are involved
2:3:1:6 The School Board, governing body, voluntary agencies and the community are consulted
2:3:2 The availability of national programmes of incareer development for teachers
2:3:2:1 The school is aware of the availablility of national programmes for incareer development
2:3:2:2 The school take advantage of national programmes
2:3:2:3 Finance is made available for teachers to attend incareer development courses
2:3:3 National education aims and priorities
2:3:4 National education budget
2:3:5 National standards of pupil achievement
2:3:6 Education research in relation to best practice in Irish schools
2:3:7 National, economic, social, technological and employment trends
2:3:8 National trends in further and higher education
2:4 International Factors
2:4:1 Implications of EU membership
2:4:1:1 Please enter appropriate Focus Points
2:4:2 Opportunities to participate in international projects
2:4:2:1 Please enter appropriate Focus Points
2:4:3 International economic, social, technological and employment trends
2:4:3:1 Please enter appropriate Focus Points
2:4:4 International education research findings in relation to best practice
2:4:4:1 Please enter appropriate Focus Points
3:0 Curriculum
3:1 Curriculum Provision
3:1:1 Subjects, programmes and courses are provided at appropriate levels
3:1:1:1 All courses follow the national guidelines and targets
3:1:1:2 Post-14 courses follow the national guidelines in all subjects
3:1:1:3 Higher courses follow national guidelines for each subject
3:1:1:4 Courses undertaken in other establishments (eg FE ) follow national guidelines
3:1:1:5 The curriculum policy conforms to national guidelines for subjects at each stage
3:1:1:6 The the curriculum fully supports the national curriculum programmes of study
3:1:1:7 Syllabus content reflects national guidance, Trustee guidance and the aims of the school
3:1:1:8 Curriculum development is consistent with the school development plan
3:1:2 Timetabling of subjects, programmes and courses with time allocation and option-structure
3:1:2:1 The timetable ensures that the full curriculum can be delivered
3:1:2:2 The timetable makes efficient use of accommodation
3:1:2:3 The timetable establishes a balance between option choice and management efficiency
3:1:2:4 The timetable provides for necessary management time for staff
3:1:2:5 The timetable includes flexibility for out-of-school activities, games and visits
3:1:2:6 The timetable is based on an analysis of the curriculum and staffing structures
3:1:2:7 Time allocation for curricular subjects conforms to national guidelines
3:1:2:8 Subject periods are allocated to the school time frame in a manner reflecting subject requirements
3:1:2:9 Time allocations for flexibility inserts and guidance slots conform to national guidelines
3:1:2:10 Secondary timetables allow for continuity of subjects from the primary stages
3:1:2:11 Option columns allow for continuity of any subject choice in first and second year secondary
3:1:2:12 Continuity of option choices is timetabled in later stages
3:1:2:13 The timetable allows for continuity in special choice such as instrumental tuition
3:1:2:14 Continuity in cross-curricular subjects such as health education is timetabled
3:1:2:15 Continuity is monitored through consultation and timetable analysis
3:1:3 Provision for pupils with special needs
3:1:3:1 Suitable SEN provision is made for all statemented / recorded pupils
3:1:3:2 Subject, pastoral care and learning support staff co-ordinate individualised programmes
3:1:3:3 Diagnostic and assessment materials are used in assessment of needs
3:1:3:4 Individualised programmes are designed following needs assessment
3:1:3:5 Stage and departmental heads monitor provision against needs and plans
3:1:3:6 Resources and equipment are provided to support planned programmes
3:1:4 Curricular provision for the needs of all pupils
3:1:4:1 The curriculum supports the school's aims for intellectual development
3:1:4:2 The curriculum supports the school's aims for aesthetic development
3:1:4:3 The curriculum supports the school's aims for social development
3:1:4:4 The curriculum supports the school's aims for spiritual development C
3:1:4:5 The curriculum supports the school's aims for moral development C
3:1:4:6 The curriculum supports the school's aims for physical development
3:1:5 Curriculum Breadth and Balance
3:1:5:1 All course options reflect national guidelines on breadth and balance
3:1:5:2 All courses give appropriate opportunity to develop basic skills
3:1:5:3 All courses give appropriate coverage to cross-curricular topics
3:1:5:4 All courses cover the full range of topics identified in national guidelines
3:1:6 Curriculum Relevance
3:1:6:1 Pupils are given choice within courses as appropriate to stage and maturity
3:1:6:2 Pupils are given some subject options in the early secondary stages
3:1:6:3 At formal options stage, pupils are given a wide choice of subjects
3:1:6:4 At post-16, pupils have wide course choice including courses in other institutions
3:1:6:5 Pastoral staff advise on curricular choice in the context of ability and prior achievement
3:1:7 Relevant life skills in the curriculum
3:1:7:1 An element of skills development permeates each subject
3:1:7:2 An element of cultural development permeates each subject
3:1:7:3 The development of everyday domestic and personal skills permeates each subject
3:1:7:4 The development of vocational and occupational skills permeates each subject
3:1:7:5 The development of skills relevant to leisure activities permeates each subject
3:1:7:6 Each subject is permeated with values associated with active citizenship
3:1:7:7 Each subject is permeated with intellectual elements of knowledge and understanding
3:1:7:8 Each subject is permeated with an element of aesthetic development
3:1:7:9 Each subject is permeated with aspects of social and cultural development
3:1:7:10 Each subject is permeated with an element of spiritual development
3:1:7:11 Each subject is permeated with an element of moral development
3:1:7:12 Where feasible,, subjects are permeated with elements of physical development
3:1:8 Differentiation
3:1:8:1 Subject courses reflect national guidelines on continuity, progression and differentiation
3:1:8:2 Subject courses demonstrate progression within stages and from stage to stage
3:1:8:3 There is no significant duplication or omission of content / processes in subject courses
3:1:8:4 There are clear curricular links between final year primary and first year secondary
3:1:9 Cross curricular links
3:1:9:1 All subjects include basic skills (eg maths, reading, writing, spelling,)
3:1:9:2 Environmental issues are presented on a cross-curricular basis
3:1:9:3 Health education is planned as a cross-curricular subject
3:1:9:4 Citizenship and political education are included as cross-curricular issues
3:1:9:5 All subjects include appropriate elements of technology and IT, especially computing
3:1:9:6 Subjects relate to the world of work including economic and industrial understanding
3:1:10 Curriculum in relation to school Christian aims C
3:1:10:1 The curriculum reflects the school’s role in orientating culture to the message of salvation C
3:1:10:2 The curriculum reflects the relevance of Christian faith to contemporary life and culture C
3:1:10:3 The curriculum is recognised as a contribution to the Church’s evangelising mission C
3:1:10:4 The curriculum is planned to assist development and catechesis of the whole person C
3:1:10:5 Curriculum content and delivery recognises Christ’s presence in school C
3:1:10:6 The curriculum is examined to identify any aspect inimical to God’s message C
3:1:11 Permeation of Christian beliefs and values c
3:1:11:1 Political issues including war and terrorism are considered from a Christian viewpoint C
3:1:11:2 Issues such as abortion, euthanasia and suicide are treated from a Christian viewpoint C
3:1:11:3 Textbooks and material in other media (including library) reflect and support Christian values C
3:1:11:4 Attitudes and values found in subject content are considered from a Christian viewpoint C
3:1:11:5 Curricular materials support the integration of the Christian dimension in each subject C