EvalPro


Select
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
3:1:11:6 The curriculum is designed to support pupils’ religious and spiritual development C
3:1:12 Christian dimension in curriculum policy c
3:1:12:1 The school has prepared a policy statement on curriculum planning in a Christian school C
3:1:12:2 The policy includes Christian educational philosophy, national and Board of Management aims C
3:1:12:3 The Christian dimension of curriculum is discussed with Board of Management and parents C
3:1:12:4 Curriculum policy incorporates advice from Christian national and local / diocesan centres C
3:1:12:5 The curriculum policy states specifically that all subjects have God as their focus C
3:1:12:6 The curriculum policy outlines how the Christian values permeate each subject C
3:1:13 Spiritual dimension in language and literature C
3:1:13:1 Texts for linguistic and literary study include Christian spiritual and secular writers C
3:1:13:2 Themes in literature are considered from a Christian spiritual point of view C
3:1:13:3 Studies of media include a spiritual and Christian dimension C
3:1:13:4 Pupils are encouraged to include spiritual themes in their own writing C
3:1:13:5 Pupils are invited to explore issues in discussion from a Christian point of view C
3:1:13:6 Areas of experience in foreign language courses include spiritual / Christian themes C
3:1:14 Spiritual dimension in maths, science and technology C
3:1:14:1 Mathematics and science are presented as showing the order and beauty of God C
3:1:14:2 Pupils are assisted in understanding the relationship between science and faith C
3:1:14:3 Creation and Earth’s place in the Universe are presented in context of Christian faith C
3:1:14:4 Controversial scientific issues are explored in the context of Christian ethics C
3:1:14:5 The values of accuracy, truth and honesty in scientific investigation are instilled C
3:1:14:6 The values of accuracy, truth and honesty in the use of statistical data are instilled C
3:1:15 Spiritual dimension in social subjects C
3:1:15:1 Historical study contributes to pupils’ understanding of God’s loving plan for man C
3:1:15:2 History contributes to pupils’ understanding of the history of the Christian Church C
3:1:15:3 Controversial issues such as the Reformation are treated in a balanced manner C
3:1:15:4 Geographical skills (eg map work) support religious studies across the curriculum C
3:1:15:5 Geography includes the places of spiritual importance throughout the world C
3:1:15:6 Issues such as population and land use are treated from a spiritual and ethical standpoint C
3:1:16 Spiritual dimension in art, music and PE C
3:1:16:1 Pupils are taught how man has expressed his relationship with God through art C
3:1:16:2 Pupils are given an appreciation of the masterpieces of Christian religious art C
3:1:16:3 Pupils contribute to the religious and spiritual life of the school through art C
3:1:16:4 Pupils are taught appreciation of the contribution of music to spiritual life C
3:1:16:5 Pupils are taught to appreciate and perform Christian liturgical music C
3:1:16:6 Pupils are encouraged to develop their artistic and musical talents for the glory of God C
3:1:16:7 In PE pupils are encouraged to see their bodies as gifts from God and treat them accordingly C
3:1:16:8 PE focuses on every pupil developing to maximum potential, whatever the limitatations C
3:1:17 Christian ethics in health and sex education C
3:1:17:1 Health and sex education ( including AIDS ) conform to Christian moral teaching C
3:1:17:2 Health and sex education include curricular, pastoral and spiritual dimensions C
3:1:17:3 Sex education policy supports the role of parents in education on sexual matters C
3:1:17:4 Sex education is developed jointly with parents, chaplain and parishes C
3:1:17:5 Staff teaching health and sex education know and present the Church’s teaching C
3:1:17:6 External Christian agencies dealing with AIDS and birth control are invited to assist C
3:1:18 Christian context of religious education C
3:1:18:1 Religious education is acknowledged as being central to the work of the school C
3:1:18:2 The religious education programme is based on a fusion of faith and knowledge C
3:1:18:3 Faith centres on God the loving Father, Jesus our Redeemer and on the Holy Spirit C
3:1:18:4 Faith in Jesus Christ is given the key position in the religious education programme C
3:1:18:5 Mary, Virgin Mother of Jesus, is a key figure in the religious education programme C
3:1:18:6 Catechesis in Catholic schools is based on The Catechism of the Catholic Church C
3:1:19 Encouraging membership of Christian spiritual associations C
3:1:19:1 Pupils are encouraged to join prayer groups and other spiritual associations C
3:1:19:2 Pupils take an active part in liturgical activities such as choirs and, in Catholic schools, Mass C
3:1:19:3 Pupils are encouraged to join groups dedicated to Christian action (eg LIFE, Christian Aid) C
3:1:19:4 Pupils are encouraged to join associations supporting Christian missionary activities C
3:1:19:5 Pupils are encouraged to join groups helping the poor, the lonely, the disabled C
3:1:19:6 Pupils are encouraged to join retreats and events organised by religious institutions C
3:2 Curriculum Planning and Co-ordination
3:2:1 Teachers' approach to long and short term planning of work
3:2:1:1 Teachers plan lesson content according to curriculum and syllabus guidelines
3:2:1:2 Key learning aims are set for individuals, groups and classes
3:2:1:3 Learning aims for current work take account of prior learning
3:2:1:4 Aims agreed by school and Board of Management are included in the planning process
3:2:1:5 Aims include culture, home, occupational, leisure and citizenship skills as appropriate
3:2:1:6 Aims include physical, aesthetic,social,spiritual, intellectual and moral development C
3:2:1:7 Learning outcomes are related to the overall aims of the subject
3:2:1:8 Outcomes are related to prior learning experiences, in sequence where appropriate
3:2:1:9 Outcomes are set in the context of future learning experiences
3:2:1:10 Core skills and cross-curricular elements are included as learning outcomes
3:2:1:11 Learning outcomes include oral, written and practical elements
3:2:1:12 The structure and relevance of learning outcomes are explained to pupils
3:2:2 Procedures for collaborative planning and co-ordination in each subject area
3:2:2:1 Learning support act as learning consultants to stages and departments
3:2:2:2 Learning support withdraw pupils for remediation according to school policy
3:2:2:3 Learning support do co-operative teaching to assist pupils with learning difficulties
3:2:2:4 Learning support staff offer advice on specific approaches in individual cases
3:2:2:5 Learning support staff offer advice on homework and project assignments
3:2:2:6 Learning support staff are fully involved in guidance and personal care of pupils
3:2:2:7 Course planning includes arranging visits and contributions from external specialists and experts
3:2:2:8 Syllabus inserts include vists to theatres, industry, museums and other venues
3:2:2:9 Syllabus inserts include residential experiences where appropriate
3:2:2:10 The use of information technology ( IT ) is planned collaboratively
3:2:3 Procedures for programme co-ordination
3:2:3:1 Syllabus design includes planning for continuity and progression to defined completion stages
3:2:3:2 Syllabus inserts are designed to allow continuity where possible and desirable
3:2:3:3 Cross-curricular subjects are designed to allow for continuity and progression
3:2:3:4 Specialist options such as instrumental tuition are planned to enable a continuing interest
3:2:3:5 Curricular experiences such as library work are established taking account of continuity
3:2:3:6 Where possible, extracurricular activities are established with a plan for continuity
3:2:3:7 Heads of department or stage place departmental / stage aims in the school context
3:2:3:8 Departmental or stage aims are set out in the departmental or stage handbook
3:2:3:9 A summary of curriculum policy is included in school and departmental handbooks
3:2:3:10 Heads of departments ensure non-specialist teachers are supported if undertaking RE work C
3:2:3:11 Departmental handbooks include curricular aims and courses offered in the subject
3:2:3:12 The handbook contains details of resources: texts, materials, IT and audio-visual aids
3:2:4 Procedures for cross-curricular issues and themes
3:2:4:1 Departmental or stage heads give advice on differential teaching
3:2:4:2 Departmental or stage heads give advice on mixed ability teaching where appropriate
3:2:4:3 Departmental or stage heads give advice on reinforcement and extension materials
3:2:4:4 Departmental or stage heads give advice on learning support by the class teacher
3:2:4:5 Departmental or stage heads give advice on learning support by specialists
3:2:4:6 Departmental or stage heads give advice on assisting pupils with personal problems
3:2:4:7 All courses give appropriate coverage to cross-curricular topics
3:2:4:8 Cross-curricular subjects are designed to allow for continuity and progression
3:2:4:9 All teachers accept responsibility for teaching study and reference skills
3:2:4:10 Skills such as planning, interviewing, questioning , reporting, summarising, are taught
3:2:4:11 Problem solving skills are taught on a cross-curricular basis
3:2:4:12 Word processing skills are taught and practised in a variety of subjects
3:2:4:13 Using database techniques is encouraged in all departments / programmes of study
3:2:4:14 Core skills and cross-curricular elements are included as learning outcomes
3:2:5 Provision of extra-curricular activities
3:2:5:1 Extra-curricular activities help pupils to see informal learning as a lifelong process
3:2:5:2 Senior staff encourage extra-curricular activities and take part themselves
3:2:5:3 The range of extra-curricular activities helps all pupils to develop their talents
3:2:5:4 Parents are encouraged to take an interest in extra-curricular activities
3:2:5:5 There is a wide range of clubs and activities including residential opportunities
3:2:5:6 Extra-curricular activities include involvement with the local community
3:2:6 Planning of practical procedures
3:2:6:1 Planning includes the development of basic skills
3:2:6:2 Planning includes the structuring of cross-curricular linkages
3:2:6:3 Planning includes the use of new technology and the school library / resources centre
3:2:6:4 Planning includes preparation for class display related to content and process
3:2:6:5 Planning includes methodology including organisation and grouping strategies
3:2:6:6 Planning includes the deployment of both internal and external resources
3:2:7 Homework characteristics
3:2:7:1 Homework is purposeful and is linked to ongoing class work
3:2:7:2 Homework is varied in activities, tasks and learning style, including independent learning
3:2:7:3 Homework is differentiated in tasks, support by teacher and in expected outcomes
3:2:7:4 Homework gives opportunities to use external resources ( libraries, museums, Internet )
3:2:7:5 Teachers involve learning support staff where appropriate in setting homework activities
3:2:7:6 Homework is marked and recorded promptly with appropriate comment
3:2:8 Homework policy
3:2:8:1 School policy establishes co-ordination of homework among teachers and departments
3:2:8:2 Homework co-ordination includes timetabling for even and equitable access to pupil time
3:2:8:3 Homework policy includes guidance on frequency, quantity, variety and timescales
3:2:8:4 Homework policy includes the involvement of learning support services
3:2:8:5 Homework policy includes advice and support to parents for their involvement
3:2:8:6 Homework policy gives guidance on marking, recording, pupils' homework logs
3:2:9 Co-ordination of developmental areas
3:2:9:1 Enter appropriate Focus Points
3:3 Curriculum Implementation: Teaching and Learning Processes
3:3:1 Pupil grouping policies and procedures for mixed ability, setting and streaming
3:3:1:1 Each subject includes opportunities for group and collaborative working
3:3:1:2 Project work includes a substantial element of collaborative work
3:3:1:3 Pupils are encouraged to work collaboratively in groups of varying size
3:3:1:4 Stages / departments build a bank of assignments to encourage collaborative working
3:3:1:5 Pupils collaborate to produce class displays
3:3:1:6 Pupils are assessed on their ability to work collaboratively
3:3:2 Range and appropriateness of teaching methodologies
3:3:2:1 The curriculum policy ensures that provision is made for all pupils of all abilities
3:3:2:2 Teachers develop activities based on knowledge of their pupils' abilities and interests
3:3:2:3 Pupils get opportunities to choose from a range of cognate activities where possible
3:3:2:4 Coursework targets are matched to pupils abilities
3:3:2:5 Attainment targets and assessment ensure that tasks are matched to prior attainment
3:3:2:6 Pupil feedback is used to monitor matching of activities to skills and interests
3:3:2:7 Selection of resources takes into account the age, needs and abilities of pupils
3:3:2:8 Additional resources are available to support less able, disabled and very able pupils
3:3:2:9 Pupils are encouraged to suggest appropriate resources for class activities
3:3:2:10 Resources recommended in curriculum guidelines are available and used
3:3:2:11 Resources are available and prepared before the lesson to ensure effective use
3:3:2:12 Resources include commercially produced items, teacher- and pupil-prepared items
3:3:2:13 Pupils are given instruction and practice in target-setting
3:3:2:14 Pupil target setting is placed in the wider context of self-assessment
3:3:2:15 The learning needs of individual pupils are discussed with them individually
3:3:2:16 Target setting methods are related to the age and abilities of pupils
3:3:2:17 Group target setting strategies are used where appropriate
3:3:2:18 Cross-curricular targets are set in co-ordination with other subjects and teachers
3:3:3 Classroom practice in relation to curricular aims and objectives
3:3:3:1 Individual teachers assess their classroom practice against school curricular aims and objectives
3:3:3:2 Individual teachers assess their classroom practice against the aims of the subject being taught
3:3:3:3 Departments assess their classroom programmes against school and subject guidelines
3:3:4 Classroom as a conducive environment for learning
3:3:4:1 Examples of well-presented work are used to encourage continuous improvement
3:3:4:2 Planning, drafting and redrafting are stressed in all programmes of study
3:3:4:3 Unsatisfactory work in terms of the ability of the pupil is not accepted in that form
3:3:4:4 Work of high quality and / or best effort is commended and displayed
3:3:4:5 Expectations are set in the context of pupil ability and realistic potential
3:3:4:6 Assiduity and genuine effort are commended and used as a base for improvement
3:3:4:7 Praise is offered in both verbal and written forms according to circumstances
3:3:4:8 Teachers ensure that every pupil deserving praise receives commendation
3:3:4:9 Praise is only given when genuinely deserved to avoid its devaluation
3:3:4:10 Praise is used to encourage greater effort and to motivate pupils
3:3:5 Steps taken to promote the development of pupils as effective and responsible learners
3:3:5:1 Pupils develop responsibility for learning through self- assessment and target-setting
3:3:5:2 Progress records, homework logs and target sheets are used to involve pupils
3:3:5:3 Project work, problem-solving, games and assignments involve pupils in active learning
3:3:5:4 Use is made of computer software and the Internet to involve pupils in active learning
3:3:5:5 Group work and homework involve pupils in active learning
3:3:5:6 Pupils learn to use open learning packages to develop independence and responsibility
3:3:5:7 Pupils are assisted in thinking for themselves in their approach to problem-solving
3:3:5:8 Pupils are assisted in thinking for themselves in hypotheses and experimentation
3:3:5:9 Pupils are assisted in developing an independence in judgement on aesthetic matters
3:3:5:10 Pupils are assisted in developing their own conclusions on ideas and opinions
3:3:5:11 Pupils are assisted in developing skills of argument and debate
3:3:5:12 Pupils are assisted in developing their views, opinions and attitudes in all subjects
3:3:6 Maximising progress across the curriculum
3:3:6:1 Planned differentiation determines the use of core and extension material
3:3:6:2 Differentiation is employed in the preparation and use of worksheets / assignments
3:3:6:3 Teacher-student interaction, especially in questioning, reflects planned differentiation
3:3:6:4 Homework assignments include differentiation to suit pupil abilities, needs and interests
3:3:6:5 Teachers regularly review differentiation, target-setting, homework and assessment
3:3:6:6 Programmes of work are regularly reviewed, taking account of pupil progress
3:3:7 Targets, tasks, activities for individual needs
3:3:7:1 Programmes of study cater for the needs of the less able and the very able
3:3:7:2 Programmes of study include identifying needs and opportunities
3:3:7:3 Lesson objectives are prepared to match the abilities of all pupils in the class
3:3:7:4 Objectives include growth of knowledge, skills and understanding for all abilities
3:3:7:5 Extension activities are planned for slow learners and fast learners
3:3:7:6 Targets are prepared for use with extension programmes
3:3:8 Learning support for special needs
3:3:8:1 Enrichment experiences are provided specifically for very able / gifted pupils
3:3:8:2 Support is provided for at risk and looked after children
3:3:8:3 Support in English as a second language (ESL) is available
3:3:8:4 Support is provided for very able and gifted pupils
3:3:8:5 Support is provided for pupils of travelling people, where required
3:3:8:6 Support is provided for returners from hospital or residential placement elsewhere
3:3:8:7 SEN policy sets out the aims of special educational needs provision in the school
3:3:8:8 Mainstream curriculum and attainment targets include objectives for SEN pupils
3:3:8:9 The SEN co-ordinator has close contact with mainstream departments and classes
3:3:8:10 SEN / learning support staff are involved where appropriate in curricular guidance
3:3:8:11 SEN policy specifies the assessment, admission, monitoring and review procedures
3:3:8:12 Appropriate educational materials are provided to support special educational needs
3:3:9 Methodological issues
3:3:9:1 Questions, explanations, assignments are varied to suit the needs of individual pupils
3:3:9:2 Teachers use varied techniques such as expository, discursive and inquiry
3:3:9:3 Pupils are grouped appropriately for different types of learning activities
3:3:9:4 Methodology encourages formulating / testing hypotheses and drawing conclusions
3:3:9:5 The school library and libraries outwith the school are used to support methodology
3:3:9:6 Excursions, residential periods and the use of "visiting specialists" support learning
3:3:10 Questioning and explaining
3:3:10:1 Teachers adapt their language style and register to the abilities and maturity of the class
3:3:10:2 Care is taken to explain class activities in the context of prior learning and experience
3:3:10:3 Teachers' explanations and instructions include differentiation to suit varying abilities
3:3:10:4 Teachers ensure that explanations, expositions and instructions have been understood
3:3:10:5 Questioning by teachers includes differentiation to suit the abilities of the teaching group
3:3:10:6 Teachers check understanding of pupils with linguistic, hearing and conceptual problems
3:3:10:7 Questioning includes a range of factual questions varying in difficulty
3:3:10:8 Questioning includes the eliciting of opinions
3:3:10:9 Questioning includes the development of hypotheses
3:3:10:10 Questioning includes progressive sequences of increasing difficulty or understanding
3:3:10:11 Questioning elicits ideas, suggestions and proposals
3:3:10:12 Questioning is reshaped to take account of pupil responses and to refocus on purpose
3:3:11 Contextualisation of classwork
3:3:11:1 As part of continuity, the teacher explains class activities in the context of prior learning
3:3:11:2 As part of progression, teachers explain activities in the context of next learning steps
3:3:11:3 Current work is linked to the differentiated experience of learning group members
3:3:11:4 Teachers explain the learning context to pupils who have been unavoidably absent
3:3:11:5 Teachers ensure current activities take account of the work of any supply teachers
3:3:11:6 Teachers monitor the pupils' understanding of the purpose of current activities
3:3:12 Interaction with classes, groups, individuals
3:3:12:1 Teachers interact with the whole class in a structured manner
3:3:12:2 Teachers plan and interact with pupils in groups during structured group work
3:3:12:3 Teachers allocate time to interact with individual pupils
3:3:12:4 At each level, teachers elicit responses, questions, and opinions
3:3:12:5 In all interactions, teachers show pupils that their contributions are valued
3:3:12:6 Inappropriate responses are treated sensitively and positively to promote learning
3:3:12:7 Care is taken to involve all pupils in class interaction over a period of time
3:3:12:8 Teachers ensure that interaction with groups involves all group members
3:3:12:9 Teachers ensure that all pupils receive individual attention over a period of time
3:3:12:10 Teachers use their interactions to identify learning difficulties
3:3:12:11 Teachers use their interactions with pupils to assist in rectifying learning difficulties
3:3:12:12 Learning support teachers assist in teacher-student interaction through team teaching
3:4 Curriculum Outcomes: Pupil Progress and Levels of Attainment
3:4:1 Assessment of pupil progress and levels of attainment
3:4:1:1 Assessment of attainment in coursework includes assessing day-to-day activities
3:4:1:2 Assessment of attainment in coursework is undertaken through special tasks and projects
3:4:1:3 Assessment of attainment is undertaken on a continuous basis (continuous assessment )
3:4:1:4 Assessment of attainment is undertaken through end of stage examinations and tests
3:4:1:5 Assessment of attainment includes self-assessment activities
3:4:1:6 Assessment of attainment includes pupils' talk, writing and practical activities
3:4:1:7 Internal / external tests are analysed in relation to school aims and prior attainment
3:4:1:8 Analysis of national examination results is undertaken in the context of school aims
3:4:1:9 Analysis of national curriculum assessments is linked to school aims
3:4:1:10 Analysis of results of vocational courses, where available, is linked to school aims
3:4:1:11 Analyses compare school performance with aims, national norms and similar schools
3:4:1:12 Analyses include socio-economic background, sex, ethnic balance and school aims
3:4:2 Pupils' levels of attainment compared with their standards on entry and with national standards
3:4:2:1 A process is established for analysing progress of each pupil
3:4:2:2 Progress at transitional stages is monitored taking account of attainment in the previous stage
3:4:2:3 Special attention is given to progress and attainment in S1 compared with P7
3:4:2:4 Special attention is given to progress following uptake of new subjects
3:4:2:5 Criteria for assessment of progress in each subjects are defined
3:4:2:6 Efficient procedures for recording and reporting progress are established
3:4:3 Assessment of pupils' learning progress in terms of holistic development and academic achievement
3:4:3:1 Assessment of overall quality of attainment takes account of the aims of the school
3:4:3:2 Assessment of overall quality of attainment takes account of prior attainment
3:4:3:3 Assessment of overall quality of attainment includes social circumstances of pupils
3:4:3:4 Assessment of quality of attainment includes any positive or adverse school factors
3:4:3:5 Assessment of quality of attainment includes any personal factors affecting a pupil
3:4:3:6 Assessment of quality of attainment includes any factors affecting individual teachers
3:4:4 Staff collaboration on attainment records
3:4:4:1 All staff are aware of the format of records of attainment
3:4:4:2 Stage leaders or guidance staff are trained in their responsibilities for records
3:4:4:3 Particular attention is paid to records of at risk and looked after children
3:4:4:4 There is liaison between guidance and subject staff on attainment records
3:4:4:5 Liaison procedures include updating and review of attainment records
3:4:4:6 There is a written policy and procedure for documentation / review of attainment records
3:4:5 Pastoral care staff collaboration in recording of pupil progress
3:4:6 Involvement of pupils in progress recording
3:4:6:1 Pupils are actively engaged in self-assessment of progress
3:4:6:2 Pupils' comment on progress is invited and recorded
3:4:6:3 Pupils are encouraged to contribute to National Records of Achievement
3:4:6:4 Self-referral by pupils is encouraged
3:4:6:5 Where self-referral is made, this is supported and recorded
3:4:6:6 Records of interviews are recorded and retained as part of the profile
3:4:7 Profile of aptitudes, progress and attainment
3:4:7:1 The school has clarified the type of aptitudes to include in the pupil profile
3:4:7:2 Aptitudes are included in the pupil profile with the involvement of the pupil
3:4:7:3 Pupil progress is recorded taking account of prior learning, assiduity and effort
3:4:7:4 Attainment is recorded in conformity with national guidelines using attainment targets
3:4:7:5 The pupil profile is used as a basis for individual guidance interviews
3:4:7:6 The pupil profile is used in interviews with parents
3:4:8 Use of profile information by pastoral care staff
3:4:8:1 Guidance staff use profiles when monitoring pupil attainment and achievement
3:4:8:2 Profiles are used as the basis for any discussion with subject teachers regarding a pupil
3:4:8:3 Profiles are used for interviews with pupils at times of subject choice and options
3:4:8:4 Profiles are used when considering personal, learning or behavioural difficulties of pupils
3:4:8:5 Profiles are used to set targets for attainment and behaviour
3:4:8:6 Profiles are used in discussion with parents
3:4:9 Comparison of anticipated / actual progress
3:4:9:1 The school has a policy on monitoring of pupil progress using profiles
3:4:9:2 The policy outlines the frequency of overall pupil monitoring
3:4:9:3 The school has a policy on the assessment of progress using profiles
3:4:9:4 Assessment of progress using profiles is supported by information from subject teachers
3:4:9:5 Assessment of progress is discussed with individual pupils during guidance interviews
3:4:9:6 Any significant positive or negative changes in progress are discussed with parents
3:4:10 Use of profiles to prepare c.v. / interviews
3:4:10:1 Pupils are aware of the format of their profile and how to gain access to it
3:4:10:2 Pupils are taught how to use the profile to prepare and update their curriculum vitae
3:4:10:3 Pupils are taught to extract relevant information for a curriculum vitae from profiles
3:4:10:4 Pupils are taught how to present information from the profiles in an appropriate form
3:4:10:5 Pupils are informed they should raise any queries about profiles with guidance teachers
3:4:10:6 Pupils are encouraged to propose updating and amendments to the profile
3:4:11 Monitoring progress of pupils with identified special educational needs
3:4:11:1 There is a procedure for monitoring the progress of all pupils with identified special educational needs
3:4:11:2 The procedure includes regular case review
3:4:11:3 Case review includes external specialists where appropriate
3:4:11:4 Parents are involved appropriately in the monitoring process
3:4:11:5 Pupils are involved as closely as possible in monitoring and review
3:4:11:6 Arrangements are made for onward referral where necessary
3:4:12 Recording of pupil progress
3:4:12:1 There is a procedure for the entering of records by guidance staff
3:4:12:2 Scrutiny of reports by guidance staff is regular and systematic
3:4:12:3 Constructive comments are made on reports by guidance staff
3:4:12:4 Projected and actual progress and attainment are recorded in attainment records
3:4:12:5 The format of records is clear and comprehensive
3:4:12:6 Records include photographs of pupils for identification in future
4:0 Care and Management of Pupils
4:1 Child Protection
4:1:1 Child protection policies
4:1:1:1 Policies are related to health and safety issues in accommodation, furniture and equipment
4:1:1:2 Policies are related to hygiene issues in dining areas, toilets, showers and changing areas
4:1:1:3 Policies are related to general security issues within school, in school-related travel and excursions
4:1:1:4 Policies are linked to health and safety hazards in subject areas
4:1:1:5 Policies are established to protect pupils from abuse and bullying within the school
4:1:1:6 The school complies with all relevant national and local policies on child protection
4:1:2 Physical and sexual abuse
4:1:2:1 Staff are alert for any signs of physical or sexual abuse of children
4:1:2:2 Staff are aware of the common indicators of physical and sexual abuse
4:1:2:3 Staff are aware of the uncertainty in indicators of physical and sexual abuse
4:1:2:4 Appropriate staff know national and local procedures regarding physical and sexual abuse
4:1:2:5 Teaching staff alert guidance staff to concerns about possible physical or sexual abuse
4:1:2:6 The school has a written policy for action on suspicion of physical or sexual abuse
4:1:3 Action to prevent bullying
4:1:3:1 The school’s attitude to bullying is clearly stated in policies and handbook
4:1:3:2 Policies and procedure state preventative measures adopted by the school
4:1:3:3 Policies and procedure state investigation to be undertaken when bullying is reported
4:1:3:4 Policies and procedure state the action to be taken when bullying is identified
4:1:3:5 Procedures specify recording, reporting and monitoring following action on bullying
4:1:3:6 Procedure describe any educational anti-bullying measures undertaken in the school
4:1:4 Racial incidents policy
4:1:4:1 There is a written policy on action to be taken on suspected racial incidents
4:1:4:2 The policy takes account of national and local guidelines on dealing with racial incidents
4:1:4:3 A senior member of staff is designated as responsible for investigation of racial incidents
4:1:4:4 Contact details are maintained on external agencies who can give advice on racial incidents
4:1:4:5 There is an established procedure for recording details of racial incidents and the action taken
4:1:4:6 Dealing with racial incidents is included in staff development activities
4:1:5 Substance abuse
4:1:5:1 The school has a written policy on the identification of substance abuse and action to be taken
4:1:5:2 The policy includes details of external agencies that can offer assistance
4:1:5:3 A senior member of staff is designated as responsible for action on substance abuse
4:1:5:4 There is a procedure for recording and monitoring incidents of substance abuse
4:1:5:5 Identification of substance abuse and action to be taken are included in staff development
4:1:5:6 Substance abuse education for pupils is planned as a cross-curricular topic
4:1:6 Internet safety
4:1:6:1 The school has a policy on protection of pupils from inappropriate web sites
4:1:6:2 The school policy takes account of national and local guidelines
4:1:6:3 Software for Internet protection is installed and maintained on all computers with Internet access
4:1:6:4 A designated staff member is responsible for technical aspects of restricting access to web sites
4:1:6:5 Emphasis is placed on inculcating responsible attitudes to Internet use by pupils
4:1:6:6 Internet surfing is within general education on moral and responsible behaviour
4:1:7 Healthy lifestyle
4:1:7:1 Healthy living is established as a cross-curricular topic at all stages in the school
4:1:7:2 Education for healthy living takes account of national and local guidelines
4:1:7:3 Healthy living is regarded as a key issue in school meals provision and the operation of tuck shops
4:1:7:4 Classroom conditions are monitored to ensure they support healthy living
4:1:7:5 The promotion of healthy living is discussed with parents
4:1:7:6 Promotion of healthy living is included in staff development activities
4:1:8 Sensitivity to pupils' needs and rights
4:1:8:1 All school policies and procedures take account of the pupils' right to be treated as human persons
4:1:8:2 Pupils are educated to acknowledge and respect the rights of other pupils and staff
4:1:8:3 The needs of individual pupils are emphasised in all aspects of academic and pastoral provision
4:1:8:4 Accommodation, furniture and equipment is monitored to ensure that special needs are catered for
4:1:8:5 Special arrangements are made for individual pupils where required
4:1:8:6 The school is sensitive to physical, intellectual, cultural and religious needs of individual pupils
4:1:9 Pupil complaints procedures
4:1:9:1 The school acknowledges the responsibility to deal with genuine complaints and grievances by pupils
4:1:9:2 There is a procedure for pupils to make complaints
4:1:9:3 The procedure for making a complaint is explained to pupils
4:1:9:4 There is a policy on dealing with complaints from pupils
4:1:9:5 Complaints are considered as part of a general procedure for consulting with pupils on school matters
4:1:9:6 Complaints, and the outcomes, are monitored by appropriate staff members
4:2 Personal guidance processes
4:2:1 Climate of mutual trust, respect, confidence
4:2:1:1 Relationships between teachers and pupils are characterised by mutual respect
4:2:1:2 Teachers establish professional but friendly relationships with pupils
4:2:1:3 Teachers show pupils that they are interested in them as individuals
4:2:1:4 Teachers establish an atmosphere of confidentiality with pupils
4:2:1:5 Pupils are made aware of situations where confidentiality cannot be maintained
4:2:1:6 Support staff and external specialists build good relationships with pupils
4:2:2 Pastoral care staff communication channels
4:2:2:1 Pastoral care staff know their pupils, their attainments, behaviour and background
4:2:2:2 Guidance / pastoral care staff act as sympathetic and approachable counsellors
4:2:2:3 Teaching staff are informed about pupils in their charge identified as being at risk
4:2:2:4 Concern over behaviour, hygiene, safety, health or attendance is notified to senior staff
4:2:2:5 Pastoral care staff are consulted where performance may reflect personal problems
4:2:2:6 Senior staff respond promptly to difficulties by involving parents and care agencies
4:2:3 Support for emotional, physical, social needs
4:2:3:1 Support covers intellectual, spiritual, moral, physical, social and cultural development
4:2:3:2 Regular meetings of guidance teams and care staff are timetabled
4:2:3:3 Pastoral care staff have a meeting with each pupil at least once per session
4:2:3:4 The pastoral care system includes criteria for identifying pupils who need support
4:2:3:5 Contact is arranged for each pupil needing support with a designated staff member
4:2:3:6 External advice is sought for support for pupils with specific problems
4:2:4 Identification of need and early intervention
4:2:4:1 Attendance (including approved / unproved absence) and exclusions are analysed
4:2:4:2 Pupils known to be involved in criminal activities are monitored as preventative action
4:2:4:3 Account is taken of home circumstances (second language, single parent, disabilities etc.)
4:2:4:4 Support is provided for pupils boarding with Social Services or other agencies
4:2:4:5 Academic, medical and social information is gathered by teachers knowing the pupil
4:2:4:6 Early intervention strategies are planned in collaboration with external agencies
4:2:5 Sensitivity to individual need and background
4:2:5:1 Staff have good knowledge of the school catchment area
4:2:5:2 Staff know pupils' backgrounds through guidance and liaison with associated schools
4:2:5:3 Staff are sensitive to pupils' social / emotional needs and take account of these in class
4:2:5:4 Staff are sensitive to special physical, intellectual and emotional needs of pupils
4:2:5:5 Sensitive information about pupils is shared by guidance staff if relevant to class work
4:2:5:6 Staff are alert to identify social exclusion of pupils and to bullying
4:2:6 Tackling disadvantage
4:2:6:1 There are links with social, psychological and community education services
4:2:6:2 The school establishes clear procedures for referral of pupils to external agencies
4:2:6:3 Visiting support agency staff are timetabled to work with pupils and meet staff
4:2:6:4 Visiting staff from support agencies are provided with relevant school policies
4:2:6:5 Information about clothing grants and free school meals is included in the handbook
4:2:6:6 Clothing grant and free school meals application forms are available in the school
4:2:7 Knowledge of needs of individual pupils
4:2:7:1 A senior management team member is responsible for pastoral care / guidance
4:2:7:2 Guidance / pastoral policy is the subject of consultation with staff, parents and pupils
4:2:7:3 Parental views are taken into account in curricular guidance
4:2:7:4 Curricular guidance takes account of the views of staff who know the pupil
4:2:7:5 Guidance staff are trained in curriculum needs for a wide range of careers
4:2:7:6 Guidance staff are knowledgeable about their pupils and their aspirations
4:2:8 Liaison with subject departments
4:2:8:1 Procedures outline administrative arrangements for guidance and pastoral care
4:2:8:2 All staff are enabled to take part in guidance provision, formally or informally
4:2:8:3 Pupil profiling is co-ordinated by senior staff, guidance and specialist staff
4:2:8:4 There are regular liaison meetings between subject and guidance departments
4:2:8:5 Guidance staff liaise with subject staff on the linkage of subjects to careers requirements
4:2:8:6 There is co-ordination of cross-curricular and basic skills to meet career requirements
4:2:9 Exchange of information with Careers Officers
4:2:9:1 There is a formal procedure for exchanging information with careers officers
4:2:9:2 Guidance and careers staff meet regularly to update information on pupils
4:2:9:3 Specific arrangements are made with careers officers for pupils residing in care
4:2:9:4 Appropriate arrangements are made for pupils who have been hospitalised
4:2:9:5 There is liaison on the career needs of pupils with specific learning difficulties and SEN
4:2:9:6 There is liaison on meeting the career needs of pupils with physical disabilities
4:2:10 Individual interviews for parents / pupils
4:2:10:1 A programme of career interviews is arranged for pupils in the year before leaving
4:2:10:2 Pupils and parents are informed of the purpose of the interviews
4:2:10:3 Parents are consulted on their views as to pupils needs in careers advice
4:2:10:4 Parents and pupils are given timely notice of the interview arrangements
4:2:10:5 Parents are invited to attend individual career interviews with their children
4:2:10:6 There is follow-up to career interviews through the guidance structure
4:3 Curricular and Vocational Guidance
4:3:1 Self-assessment for choice at key stages
4:3:1:1 Pupils are assisted in self-assessment at key stages
4:3:1:2 Self-assessment inventories are available for use by pupils
4:3:1:3 Self-assessment is carried out in co-operation with guidance staff and careers offices
4:3:1:4 Curricular guidance is given at course / option choice time and at post-16 stage time
4:3:1:5 Curricular guidance takes account of academic / personal information in pupil profiles
4:3:1:6 Curricular guidance takes account of pupil aspirations and ability
4:3:2 Information on courses and careers
4:3:2:1 Local and national initiatives such as open days, careers conferences are supported
4:3:2:2 Pupils at all stages are given regular and appropriate careers education
4:3:2:3 Careers advice is available at the various times of subject choice
4:3:2:4 Information about careers is displayed in classrooms and social areas in the school
4:3:2:5 Information technology is used to give pupils access to information on careers
4:3:2:6 Information about youth training placements is available
4:3:3 Effective use of careers library
4:3:3:1 An up-to-date careers library is maintained and is open outwith class time
4:3:3:2 The careers library is regularly used by guidance staff and careers officers
4:3:3:3 The careers library stocks up-to-date careers information
4:3:3:4 Relevant government publications are available in the careers library
4:3:3:5 Information from employers' and unions federations is stocked in the careers library
4:3:3:6 Employers, colleges and unions are invited to mount displays in the careers library
4:3:4 Effective contact with careers officer
4:3:4:1 A senior staff member liaises with the careers service and guidance / pastoral staff
4:3:4:2 A careers programme is arranged with the careers service for all secondary pupils
4:3:4:3 Information on pupils is provided to the careers officer prior to interview
4:3:4:4 Feedback from interviews is provided in writing for the school
4:3:4:5 Curricular guidance takes account of any views received from careers officers
4:3:4:6 SEN / learning support staff are involved where appropriate in careers guidance
4:3:5 Work experience and shadowing
4:3:5:1 A staff member is responsible for vetting / co-ordinating work experience places
4:3:5:2 A register of potential placements is maintained with a record of previous use
4:3:5:3 Placements are vetted for suitability and conformity to health and safety regulations
4:3:5:4 National and Board of Management procedures for work experience are observed
4:3:5:5 Pupils are prepared for placement and are debriefed at the end of the period
4:3:5:6 Staff visit a sample of pupils during work experience placements
4:3:6 Curriculum vitae and interview technique
4:3:6:1 Pupils are taught the form and purpose of a curriculum vitae
4:3:6:2 Pupils are taught how to present relevant aspects of their qualifications
4:3:6:3 Pupils are taught how to present relevant aspects of their life experience
4:3:6:4 Pupils are taught how to project their character through a curriculum vitae
4:3:6:5 Pupils are shown how a curriculum vitae can be shaped to specific circumstances
4:3:6:6 Pupils are taught how to update their curriculum vitae using current profiles
4:3:7 Careers conventions, FE / HE open days
4:3:7:1 Pupils attend open days or meetings arranged by further education colleges ( FE )
4:3:7:2 Open days and pre-course conferences at universities are supported
4:3:7:3 Careers conventions arranged by employers groups and Board of Management are supported
4:3:7:4 The school mounts careers meetings and conventions in collaboration with employers
4:3:7:5 The school co-operates with government to assist employment and employability
4:3:7:6 There is follow-up to conventions and meetings attended by pupils
4:3:8 Visiting speakers from HE / FE / business
4:3:8:1 Staff from further education colleges ( FE ) are invited to give talks at the school
4:3:8:2 Staff from universities and other higher institutions are invited to give talks at the school
4:3:8:3 The programme of external speakers is arranged with staff consultation
4:3:8:4 The speakers programme is integrated with the guidance programme
4:3:8:5 There is a briefing document about the school available for all visiting speakers
4:3:8:6 Follow-up activities are arranged after visiting speakers
4:3:9 Curricular / vocational guidance information
4:3:9:1 Information on curriculum and its link to employment is available for pupils and parents
4:3:9:2 Information on the curricular subjects required for employment is maintained
4:3:9:3 Current information on FE and Higher Education courses is maintained
4:3:9:4 Guidance staff know current requirements for FE, HE and a range of careers
4:3:9:5 Careers officers provide current and comprehensive information on careers
4:3:9:6 Information on careers and employment is available in the careers library
4:3:10 Accuracy and relevance of information
4:3:10:1 A member of staff is responsible for careers and vocational information
4:3:10:2 The inventory of careers information is regularly reviewed for currency
4:3:10:3 An established contact list is regularly invited to update information
4:3:10:4 Contact is maintained with national sources of information about careers
4:3:10:5 Contact is maintained with national and local bodies promoting understanding of industry
4:3:10:6 Contact is maintained with local chambers of commerce
4:3:11 Brochures etc. for FE / HE / Careers
4:3:11:1 A senior member of staff oversees FE / higher education / bursary applications
4:3:11:2 Information technology is used to give pupils information on FE / higher education
4:3:11:3 Careers advice software packages are accessible
4:3:11:4 The Internet is used as a source of information on careers
4:3:11:5 Appropriate site are vetted and listed as suitable for information on careers
4:3:11:6 The school displays publicity material from FE / higher education institutions
4:3:12 Information on employment law, tax etc.
4:3:12:1 Government departments are invited to provide information on employment law
4:3:12:2 Employers and trades unions are invited to send information on employment practice
4:3:12:3 Guidance staff responsible for careers undertake training on employment law / practice
4:3:12:4 Government departments, colleges and industry are invited to speak to pupils
4:3:12:5 Pupils are given information about income tax, benefits and allowances
4:3:12:6 Pupils are given practice in filling in current benefits claims and tax self-assessment
4:3:13 Spiritual dimension of working life C
4:3:13:1 Pupils study Christian social teaching on working life in RE and social education C
4:3:13:2 Religious education and social education include moral / ethical issues in work situations C
4:3:13:3 The school emphasises the opportunity to live a life of holiness in daily work C
4:3:13:4 The school encourages pupils to consider whether they have a religious vocation C
4:3:13:5 The school encourages pupils to discern their Christian vocation in life C
4:3:13:6 The school liaises with appropriate Christian professional associations C
4:4 Developing a sense of self in relation to others
4:4:1 Self-esteem
4:4:1:1 All good work, including behaviour and attendance, is recognised and praised
4:4:1:2 There is recognition of good work in newsletters, assemblies and other ceremonies
4:4:1:3 Parents are made aware of good work which has been recognised
4:4:1:4 Effort, assiduity and behaviour are recognised and praised as well as high performance
4:4:1:5 Pupils are encouraged to appreciate good work by their peers
4:4:1:6 Assessment of progress in self-esteem includes observation, interviews and surveys
4:4:2 Awareness of personal safety
4:4:2:1 Pupils regard teachers and other staff with respect rather than fear
4:4:2:2 Pupils are assured of their personal safety within the school premises
4:4:2:3 Measures are taken to ensure pupils' safety in class activities
4:4:2:4 Staff ensure that pupils wear protective clothing when appropriate
4:4:2:5 Safety measures are taken during external visits and on school transport
4:4:2:6 Measures are taken to identify and eradicate bullying and extortion
4:4:3 Personal values
4:4:3:1 Pupils are assisted in developing fortitude in overcoming difficulties
4:4:3:2 Pupils are assisted in developing optimism based on confidence and self-esteem
4:4:3:3 Pupils are assisted in developing perseverance in the face of difficulties
4:4:3:4 Pupils are assisted in developing flexibility
4:4:3:5 Pupils are assisted in developing industriousness
4:4:3:6 Pupils are assisted in developing patience
4:4:4 Values for action
4:4:4:1 Pupils are assisted in developing orderliness
4:4:4:2 Pupils are assisted in developing responsibility for their own actions
4:4:4:3 Pupils are assisted in developing modesty
4:4:4:4 Pupils are assisted in developing prudence
4:4:4:5 Pupils are assisted in developing humility
4:4:4:6 Pupils are assisted in developing moderation
4:4:5 Attitudes to others
4:4:5:1 Pupils are assisted in developing unselfishness and care for others
4:4:5:2 Pupils are assisted in developing respect for the qualities of others
4:4:5:3 Pupils are assisted in developing sociability
4:4:5:4 Pupils are assisted in developing friendship
4:4:5:5 Pupils are assisted in developing understanding of the attitudes of others
4:4:5:6 Pupils are assisted in developing sincerity towards themselves and in relation to others
4:4:6 Attitudes to the community
4:4:6:1 Pupils are assisted in developing loyalty
4:4:6:2 Pupils are assisted in developing an understanding of justice
4:4:6:3 Pupils are assisted in developing obedience
4:4:6:4 Pupils are assisted in developing a love of their country
4:4:6:5 Incidents of indiscipline are handled in a fair and just manner
4:4:6:6 Pupils with positions of responsibility are expected to act with caring and tolerance
4:4:7 Awareness of disadvantage in the community
4:4:7:1 Pupils are made aware of the issues of poverty, homelessness and unemployment
4:4:7:2 Pupils are made aware of problems of developing countries
4:4:7:3 The school engages in activities to assist disadvantaged groups at home and abroad
4:4:7:4 Pupils are encouraged to care for the aged and the sick in the community
4:4:7:5 The curriculum covers the finite nature of world resources and the need to share
4:4:7:6 The school participates in initiatives in wildlife and environmental conservation
4:4:8 Independence and social co-operation
4:4:8:1 Pupils are given the opportunity to work co-operatively in the school community
4:4:8:2 The school helps pupils to understand society through their role in family life
4:4:8:3 The importance of forming personal relationships in life is emphasised
4:4:8:4 The school has a policy on education in personal relationships ( EPR )
4:4:8:5 Pupils are offered residential experiences as part of social and cultural development
4:4:8:6 The RE programme articulates with social and moral education and guidance
4:4:9 Respect for staff and pupils
4:4:9:1 Policies show respect for the social background of all staff and pupils
4:4:9:2 Policies respect the religious beliefs and ethnic background of all staff and pupils
4:4:9:3 Policies recognise particular religious practices such as dress and diet requirements
4:4:9:4 Policies accommodate pupils whose parents wish them to be withdrawn from RE
4:4:9:5 Policies outline action to be taken to tackle bullying, harassment and racist incidents
4:4:9:6 Policies acknowledge and support bilingualism
4:4:10 Caring and tolerance
4:4:10:1 The handbook refers to caring and tolerant attitudes which characterise the climate
4:4:10:2 The Principal shows care and tolerance towards all pupils, staff and parents
4:4:10:3 Staff are sensitive to all background circumstances that affect the lives of pupils
4:4:10:4 The code of conduct expects pupils to show care, courtesy and tolerance to others
4:4:10:5 Pupils are assisted in developing a sense of community
4:4:10:6 Pupils are assisted to develop a sense of fellowship with their school
4:4:11 The role of chaplaincy in pastoral care
4:4:11:1 The chaplain, or chaplaincy team, operate as an integral feature of the school C
4:4:11:2 The chaplain prepares a range of spiritual activities for staff, pupils and parents C
4:4:11:3 The chaplain visits classes and participates in school activities C
4:4:11:4 The chaplain spends time with staff and pupils, fostering an atmosphere of trust C
4:4:11:5 The chaplain gives assistance and advice in religious education ( RE ) C
4:4:11:6 The chaplain arranges regular Mass and Confession / Reconciliation in Catholic schools C
4:5 Procedures for special educational needs
4:5:1 Knowledge of legislation on SEN and disability
4:5:1:1 SEN policy sets out the role and responsibilities of the SEN co-ordinator
4:5:1:2 SEN policy outlines the integration links between special and mainstream provision
4:5:1:3 SEN policy specifies teaching / support staff, resources and accommodation
4:5:1:4 SEN / learning support is included in in-service training (INSET) for all staff
4:5:1:5 Guidance and learning support staff take specialist training in SEN issues
4:5:1:6 Current SEN legislation is in the school and is known to learning support / guidance staff
4:5:2 Individual programmes for pupils with identified special needs
4:5:2:1 Aids / appliances are available to support the school's current range of special needs
4:5:2:2 SEN policy sets out the administrative arrangements for special educational needs
4:5:2:3 Assessment focuses on the pupil's needs rather than on bureaucratic procedures
4:5:2:4 Targets are set in consultation with learning support and guidance staff
4:5:2:5 Where appropriate targets are set with advice from external specialists
4:5:3 Use of special needs records for future planning
4:5:3:1 Records of needs are regularly reviewed to ensure that appropriate provision is made
4:5:3:2 Any materials recommended in records of need are supplied and used
4:5:3:3 Any appliances or equipment recommended in records of need are supplied and used
4:5:3:4 The record of needs is used when preparing pupils profiles
4:5:3:5 The record of needs is used when setting attainment targets for learning and behaviour
4:5:3:6 Any amendment to record of needs is discussed with psychological services
4:5:4 Knowledge of SEN procedures
4:5:4:1 All current SEN legislation is held in the school
4:5:4:2 The staff member responsible for SEN is familiar with current legislation
4:5:4:3 Legislation regarding records of needs is implemented
4:5:4:4 The Principal involves the pupil's parents or guardians as fully as possible
4:5:4:5 The Principal seeks advice from specialist Trustee staff and other external agencies
4:5:4:6 Detailed records are kept of the school's actions and the recorded pupil's progress
4:5:5 Implementation of SEN legislation
4:5:5:1 The school checks the appropriate body informs parents of the intention to begin formal assessment
4:5:5:2 Procedures to be followed in formal assessment are made known to parents
4:5:5:3 Parental rights to formal consultation are observed and implemented
4:5:5:4 Parents are informed of their right to submit written evidence where this right has been established
4:5:5:5 Parents are given full reassurance during the formal assessment process
4:5:5:6 Parenets are provided with all formal notifications of assessment
4:5:6 Involvement of pupils, parents and agencies in SEN arrangements
4:5:6:1 Parents are informed of their right to attend the examination
4:5:6:2 The parents are told of right to further representations on the Record / Statement
4:5:6:3 The parents are told of their right to a meeting with appropriate officers of the assessment body
4:5:6:4 The parents are told of their right to meet with the person who advised the assessment body
4:5:6:5 The final Statement informs the parents of right of appeal to an appeal committee
4:5:6:6 The final Statement informs parents of right of appeal to a higher authority
4:5:7 Integration into mainstream classes
4:5:7:1 The school has a clear and comprehensive policy on mainstream integration
4:5:7:2 Integration of individual pupils is phased according to need and capability
4:5:7:3 Class teachers are fully involved in decisions on integration
4:5:7:4 Integration is supported by appropriate learning and physical aids
4:5:7:5 Where required, team teaching is arranged to support integration
4:5:7:6 Other class members are fully prepared for the integration of a special needs pupil
4:5:8 Appropriate placement in special provision
4:5:8:1 Class placement is made on the basis of case assessment and needs identification
4:5:8:2 Classes are balanced in terms of learning needs, physical abilities and personal maturity
4:5:8:3 Class placement is regularly reviewed in the context of achievement of learning targets
4:5:8:4 Care is taken that behavioural difficulties do not impede the learning of other pupils
4:5:8:5 Support staff, including attendants and care staff, are available where necessary
4:5:8:6 Appropriate methodology and resources support the teaching aims of each teacher
4:5:9 Links with national agencies and managing bodies on SEN provision
4:5:9:1 The Principal actively supports liaison with the Board of Management and Trustees
4:5:9:2 The school complies with all instructions, procedures and guidelines by Board of Management
4:5:9:3 All circulars, instructions and guidelines are efficiently maintained and catalogued for easy reference
4:5:9:4 All requested information, reports, returns and statistics are provided to Board of Management
4:5:9:5 The staff participate in training and meetings organised by the Board of Management
4:5:9:6 Board of Management members and officers are welcomed to the school
4:5:10 External support agencies
4:5:10:1 The school takes account of written educational, medical and psychological advice
4:5:10:2 Medical advice includes input from medical specialists involved in the pupil's case
4:5:10:3 Medical advice includes input from support services (eg speech and physiotherapy)
4:5:10:4 Other specialist resources (eg nursing, speech therapy, audiology) are recommended
4:5:10:5 There are links with social, psychological and community education services
4:5:10:6 Parents are consulted on the use of external professional agencies to support a pupil
4:6 Pupil Morale and development
4:6:1 Sense of identity and pride in the school
4:6:1:1 Past and present school achievements are recognised and publicised
4:6:1:2 Pupils wear uniform where this practice is agreed with parents
4:6:1:3 Staff show they identify with school aims by their professional and social example
4:6:1:4 Staff and pupils are informed of commendations received from outwith the school
4:6:1:5 The importance of the school's standing in the community is emphasised
4:6:1:6 Inter-school activities such as competitions, games and visits are encouraged
4:6:2 Seeking pupils' views
4:6:2:1 Principal and senior staff take account of pupils' views on whole-school matters
4:6:2:2 The school has a mechanism (such as a pupil council) for obtaining pupils' views
4:6:2:3 Ideas and suggestions from pupils are acted upon where feasible
4:6:2:4 Teachers seek the views of pupils on classroom matters
4:6:2:5 Pupils are involved in school committees and teams where appropriate
4:6:2:6 Pupils are encouraged to join the school board and other organisations
4:6:3 Morale among pupils and staff
4:6:3:1 Teachers show pupils they value their contributions to class and school activities
4:6:3:2 Activities are established that involve teachers and pupils working together
4:6:3:3 Staff and pupils are encouraged to co-operate with each other outwith class
4:6:3:4 Staff and pupils are given opportunities to work together on school activities
4:6:3:5 Teachers listen to and involve all pupils in class, showing their contributions are valued
4:6:3:6 Teachers seek the views of pupils on classroom matters
4:6:4 Developing a sense of responsibility in pupils
4:6:4:1 Increasing levels of trust are placed in pupils to help them to develop self-discipline
4:6:4:2 Pupils of all ages are given appropriate forms of responsibility in class and school
4:6:4:3 Pupils take class duties such as distributing and collecting materials and equipment
4:6:4:4 Pupils assist with library, tuck shop, school magazine, assemblies, escorting visitors
4:6:4:5 Pupils hold positions of responsibility: prefect, club official, class representative
4:6:4:6 Pupils are allocated social areas and are expected to act responsibly in them
4:6:5 Ethos of achievement
4:6:5:1 All staff focus on the potential to achieve rather than on negative barriers to achievement
4:6:5:2 Staff emphasise the abilities and potential achievement of each pupil rather than weaknesses
4:6:5:3 Staff maintain high but realistic expectations and communicate these to pupils
4:6:5:4 Staff foster high expectations by their own example in class and in the school generally
4:6:5:5 The ethos of achievement is fostered by enthusiastic recognition of success at all levels
4:6:5:6 Barriers to achievement are identified and remedial measures are included in the development plan
4:6:6 Promoting an ethos of spiritual development C
4:6:6:1 The school recognises that spiritual development through education is the main reason for its existence C
4:6:6:2 The school aims clearly state the importance of spiritual development C
4:6:6:3 Spriritual development is recognised as an aim in each subject of the curriculum C
4:6:6:4 Every effort is made to provide religious education of the highest quality C
4:6:6:5 The school consciously encourages pupils to adopt an active spiritual life C
4:6:6:6 The spiritual ethos includes close contact with parents and associated parishes C
4:6:7 Reflection of Christian values in school ethos C
4:6:7:1 The actions of staff and pupils show support of the Gospel values guiding the school C
4:6:7:2 Discipline policy is presented as a guide to Christian living; not simply as restrictive rules C
4:6:7:3 Staff display Christian beliefs and principles in their example of Christian living C
4:6:7:4 All the work of the school is recognised as a dedication of love for God C
4:6:7:5 Displays of pupils’ work and other displays reflect the Christian ethos of the school C
4:6:7:6 Staff and pupils of other faiths are valued as members of the school community C
4:6:8 Prayer as a feature of school life C
4:6:8:1 Prayer is encouraged for spiritual growth in love for God by staff, pupils and parents C
4:6:8:2 The Sacraments and the liturgical calendar are focal points in school life C
4:6:8:3 Retreats or similar activities are organised regularly for both staff and pupils C
4:6:8:4 Prayer is a daily activity, for example at assemblies and at the beginning of classes C
4:6:8:5 Teachers support their work by praying together, for example before staff meetings C
4:6:8:6 The school responds with prayer to occasions of celebration, sadness or uncertainty C
4:6:9 Christian ethics in personal guidance C
4:6:9:1 Pastoral care staff assist pupils in the Christian response to their personal problems C
4:6:9:2 Pastoral care staff know where to obtain expert Christian advice when required C
4:6:9:3 Pastoral care staff have links with Christian agencies which can offer help to pupils C
4:6:9:4 Pastoral care staff maintain close and formal links with the school chaplain C
4:6:9:5 Personal and social education presents the Christian view on moral / ethical issues C
4:6:9:6 Personal guidance is offered in the context of love, reconciliation and healing C
4:7 Pupil Discipline
4:7:1 School context for discipline
4:7:1:1 Good behaviour is fostered through personal development rather than simply by rules
4:7:1:2 Good behaviour is recognised and commended
4:7:1:3 Sanctions are appropriate and fair
4:7:1:4 The school has a system for monitoring the standards of behaviour and discipline
4:7:1:5 A record is kept of referrals and action taken
4:7:1:6 Statistics allow the analysis of behaviour in various sections of the school
4:7:1:7 Programmes are established in consultation with Board of Management to encourage good behaviour
4:7:2 Handling discipline and behaviour problems
4:7:2:1 Staff handle behavioural problems in a calm and fair manner
4:7:2:2 Staff are aware of the procedures to be followed in case of behavioural problems
4:7:2:3 There are clear procedures for removing a pupil from class if disruption is taking place
4:7:2:4 There are referral procedures known to pupils, staff are parents
4:7:2:5 Staff experiencing disciplinary difficulty with pupils are given support and training
4:7:2:6 Parents are promptly involved in serious disciplinary problems
4:7:3 Attendance
4:7:3:1 Attendance and punctuality of both pupils and staff is checked efficiently
4:7:3:2 Attendance indicators are used to monitor performance
4:7:3:3 Good attendance is fostered by publicising rates, praise, rewards and other devices
4:7:3:4 Parents are enlisted to encourage attendance and punctuality
4:7:3:5 Attendance monitoring procedures are clear and known to staff, pupils and parents
4:7:3:6 First-level guidance / pastoral care operates with a special focus on attendance
4:7:3:7 Strategies are developed, after consultation with parents and pupils, to encourage attendance
4:7:3:8 Close liaison is maintained with educational welfare officers
4:7:3:9 Attendance statistics are published annually as required by statute
4:7:3:10 School processes are reviewed to identify aspects that might inhibit good attendance
4:7:3:11 Procedures established under the Education (Welfare) Act 2000 are implemented
4:7:4 Fostering good behaviour and discipline
4:7:4:1 The school teaches pupils to respect persons, truth and property
4:7:4:2 The school teaches pupils to understand the difference between right and wrong
4:7:4:3 The school promotes the development of personal moral behaviour
4:7:4:4 The school helps pupils to develop a concern about how their actions affect others
4:7:4:5 The school code of conduct is known to all staff, parents and pupils
4:7:4:6 Good behaviour and discipline is motivated and reinforced through praise and recognition
4:7:5 Processes for good behaviour
4:7:5:1 Consultation on behaviour takes place with staff, pupils, parents and Board of Management
4:7:5:2 Disciplinary procedures for pupils are known to be fair and consistently applied
4:7:5:3 Good behaviour inside and outside the school is recognised, praised and rewarded
4:7:5:4 The school has a policy for pupils at risk, involving other agencies if necessary
4:7:5:5 Care is taken to explain rules and arrangements rather than simply impose them
4:7:5:6 Where it is intended to expell a pupil, the educational welfare officer is notified as required by statute
4:7:6 Class rules
4:7:6:1 Departmental and class rules for behaviour are consistent with school policies
4:7:6:2 Heads of departments or stages agree general rules to ensure consistency
4:7:6:3 Rules for individual subjects are made clear to pupils and the reasons explained
4:7:6:4 Rules on health and safety in departments or stages are monitored by senior staff
4:7:6:5 Referral procedures for disciplinary problems are clear and consistently applied
4:7:6:6 Senior staff give support to teachers having discipline problems with pupils
4:7:7 Code of Behaviour
4:7:7:1 The code of behaviour stresses personal responsibility and care for others' welfare
4:7:7:2 The code of behaviour specifies the standards expected of each pupil attending the school
4:7:7:3 The code of behaviour specifies the sanctions that can be applied for failure to observe standards
4:7:7:4 Procedures to be followed before a pupil is suspended or expelled are included in the code of behaviour
4:7:7:5 Grounds for revoking the suspension of a pupil are included in the code of behaviour
4:7:7:6 Procedures to be followed in notifying a pupil's absence from school are included in the code of behaviour
4:7:7:7 The code of behaviour is issued on behalf of the Board of Management after full consultation
4:7:7:8 The code of behaviour is made widely available to pupils and parents and is available on demand
4:8 Procedures for equitable treatment of pupils
4:8:1 Promoting inclusion
4:8:1:1 The school gives good example in treating pupils, staff, parents and local people
4:8:1:2 Pupils are encouraged to be aware of special needs of classmates with disabilities
4:8:1:3 The curriculum has multicultural dimensions, including races / religions / cultures
4:8:1:4 The achievements of both men and women are included in curriculum content
4:8:1:5 Use is made of agencies promoting wider career opportunities for women
4:8:1:6 Programmes of study and all displays are checked for bias and negative stereotyping
4:8:2 Equal opportunity and fairness
4:8:2:1 Pupils are treated in classification regardless of sex, race, background
4:8:2:2 Pupils are given a choice of subjects regardless of sex, race, background
4:8:2:3 Pupils have access to extracurricular activities regardless of sex, race, background
4:8:2:4 Pupils are treated equally in school activities regardless of sex, race, background
4:8:2:5 Access to careers advice / work experience is regardless of sex, race, background
4:8:2:6 Pupils are chosen for positions of responsibility regardless of sex, race, background
5:0 Staff Organisation and Staff Development
5:1 Staffing levels
5:1:1 Sufficiency of staff for all pupils
5:1:1:1 All subjects and all primary stages are staffed according to national guidelines
5:1:1:2 Staff have the required expertise to teach new aspects such as new technology
5:1:1:3 The staff includes teachers skilled in learning support
5:1:1:4 Secondary schools are staffed with skilled and experienced guidance teachers
5:1:1:5 Senior staff are skilled managers and developers
5:1:1:6 Staff have specialist skills useful in curriculum inserts and extracurricular activities
5:1:2 Sufficiency of support staff
5:1:2:1 The school has appointed skilled and efficient auxiliaries
5:1:2:2 The school is staffed with skilled technicians in practical subjects and computing
5:1:2:3 The school is staffed with a competent and imaginative librarian
5:1:2:4 A full administrative staff competent in clerical support is appointed
5:1:2:5 The school ensures that the catering contractor provides efficient and friendly staff
5:1:2:6 An efficient janitorial and cleaning team is appointed
5:1:3 Provision and management of supply and temporary staff
5:1:3:1 The school has made arrangements for enlisting supply staff within the prevailing guidelines
5:1:3:2 An induction package for new supply staff includes necessary school details
5:1:3:3 The procedures for the management and monitoring of supply staff are established andf known to staff
5:1:3:4 As far as possible, secondary supply staff teach their own subjects within the established programme
5:1:3:5 Supply staff are given sufficient information to ensure continuity and progression in each subject
5:1:3:6 Long-term supply staff are enabled to make an appropriate contribution to the school planning process
5:2 Staffing profile (age, gender, qualifications, skills)
5:2:1 Balance of experience among staff
5:2:1:1 A reasonable balance is achieved between long experience and "new blood"
5:2:1:2 There is a reasonable sex balance among the school staff
5:2:1:3 Staff overall have experience of education in the social areas of the catchment
5:2:1:4 There are teachers qualified to teach more than one subject
5:2:1:5 A number of teachers have experience drawn from other occupations
5:2:1:6 Teachers have experience of working with special needs groups, eg travelling people
5:2:2 Relevant qualifications and training of staff
5:2:2:1 All teachers have relevant academic qualifications and training for their posts
5:2:2:2 All administrative staff have relevant qualifications and training for their posts
5:2:2:3 The school ensures contractors provide trained staff for catering, janitation and cleaning
5:2:2:4 Staff are encouraged to take additional training for new responsibilities and duties
5:2:2:5 Staff qualifications and training are regularly monitored in the context of emerging needs
5:2:2:6 The qualifications and training of staff support the school's aims and mission
5:2:3 Profile for recruitment procedures
5:2:3:1 Vacancies are defined in the context of the development plan and staffing structure
5:2:3:2 Person specifications are drawn up with direct relevance to the defined vacancies
5:2:3:3 Job descriptions are related to the establishment's mission statement and development plan
5:2:3:4 Criteria grids are used to ensure short listing is based on factors relevant to the post