Introduction

Oatlands College was established as a result of a request made to the Christian Brothers by the parish priest of the then single parish of Kilmacud and Mount Merrion in February 1950 to open both primary and secondary schools in the area to serve the needs of the rapidly expanding population. The secondary school was opened in 1951 while the nearby primary school opened in 1955. Both schools are situated on a large campus in the heart of the parish of Mount Merrion. As the school population expanded in size various extensions were added including a prefabricated extension built in the late 1960 s; a sports hall built in 1980; and a permanent extension, built on top of the prefabs, in 1999.

Oatlands College is a non fee-paying secondary school. It witnessed a significant drop in numbers during the nineteen nineties due to a declining population in the area and to competition from other schools. However, this decline has been reversed in recent years. The population of the catchment area is on the increase and the student population has also increased over the last three years. The college caters for a predominantly middle class intake. While it is reported that approximately forty per cent of the school population comes from the parish of Mount Merrion and the surrounding catchment area the school is also attracting students from other areas, including Donnybrook, Bray, Dun Laoghaire, and Ballinteer in an effort to strengthen its numbers.

1.        Quality of School Management
1.1       Characteristic spirit of the school

The vision statement of the college asserts: "Oatlands College is a Christian Brother school community composed of students, teachers and other staff, parents and management. The central purpose of this community is the religious, moral, intellectual, physical, aesthetic and social education of the students. Inspired by the vision of Edmund Rice, the college seeks to create an atmosphere of Christian care and concern in which students can grow to maturity."

Evidence from the evaluation suggests that Oatlands College is true to its vision statement and to its aims and objectives as outlined in the college plan. The college is proud of its association with the Christian Brothers and the ethos and vision of its founder Edmund Rice. The college promotes the principles of respect and tolerance. It is Catholic in ethos but is welcoming of other denominations and strives to promote an experience of spirituality and faith development among its students.

A particular feature of Oatlands College is the sense of community and partnership that is prevalent in all aspects of college life from parents, to students, to staff, to the board of management to past pupils to Trustees. These bodies work hard, separately and together, to promote the ethos of the college and its vision. For example, the past pupils union (PPU) is committed to the development of the college and is anxious "to give something back" to the college and its students. There is evidence also that students have a strong social conscience as seen from their fundraising activities. This will be developed even further in future years through student involvement in the India Immersion project.

Students presented as being happy and reported on the friendly and respectful atmosphere between staff and students. The fact that the college population is relatively small means that

teachers know all students. While there are some long established and worthwhile traditions in the college all partners have noted the new dynamism this year and have commented on many small positive changes which they see as auguring well for the future of the college.

1.2       School ownership and management

The first board of management of Oatlands College was established in 1986. This is the seventh board of management with each board having a three year term of office. The board is composed of four Trustee representatives, two teacher representatives, two parent representatives and the principal as secretary to the board. The board meets regularly, on average about once a month, and the present board is in the last year of its three year cycle. The Trustee body provides training for all board members and the Trustees delegate management duties to the board. These duties are well defined in the school plan. All board members demonstrated a strong commitment to the college. The two parents' representatives on the board are elected at the Parents' Council annual general meeting (AGM) and an agreed report of board meetings is disseminated to the Parents' Council. Likewise, all teaching staff receive an agreed report from staff representatives on the board.

The board of management of Oatlands College is professional in its approach, is aware of its management role in the college and its duty to promote the ethos of the trustees. Priorities identified by the board include improving the physical condition and facilities within the college, attracting more students, leading in the area of policy development in conjunction with the principal and supporting the principal in relation to discipline and other matters. The board is particularly aware of the need to be the best provider of education in a location that is serviced by many fee paying secondary schools.

Sub-committees are set up by the board on a needs basis. For example, the finance committee is a sub-committee of the board and a sub-committee was set up to deal with a number of Section 29 appeals to the board. Consensus is reached by debate and discussion and there was evidence that the board follows its procedures properly and conscientiously as evidenced in the way it handled the Section 29 appeals cases. In addition, various board members sit on planning groups in the college such as the Strategic Development Committee (SDC) and the Sacred Space Committee. Minutes from board meetings demonstrate that the board has recently approved spending to improve the facilities and physical condition of the college. In addition, minutes indicate a recent drive in the area of policy development.

Good practice is seen in the fact that the chair of the board of management attended the recent school planning day and there was evidence that the chair of the board and the board itself have an on the ground presence and are a driving force with the principal in the development of the college.

The long established Parents' Council has a good relationship with the board of management and the principal in the college. The Parents' Council is very active, meeting monthly, and has a high profile. For example, there is a large attendance at the Parents' Council's AGM through which the Council is chosen. The Parents' Council is the voice of the general parent body and has a definite consultative role. For example it is consulted around the development of policies such as the Substance Use policy. It has its own mission statement which endorses the vision of Edmund Rice and it is affiliated to the National Parents' Council

1.3       In-school management

The recently appointed principal of Oatlands College has a clear vision for the college and is an effective leader. He is aware of the challenges facing the college but has a positive 'can do' approach and a clear strategy for meeting these challenges. The positive effects of this appointment are already evident in that all partners in the college spoke of a new energy and a sense of things moving forward. Examples of these recent changes include the introduction of subject planning, the recent landscaping of the front gardens and the general agreement that discipline is tighter and that student timekeeping has improved. Team work is facilitated and it is clear that staff are supported in the work they do. Staff meetings are held as appropriate and all teachers have an input into the agenda of these meetings. The collaborative approach to the running of the college is commended.

The principal is ably assisted by the deputy principal who is involved in the day to day running of the college alongside the principal and has many administrative duties. The roles of the principal and deputy principal are clearly defined and there is good communication between them. They work effectively as a team. Both have a definite on the ground presence and both operate an open door policy which means that they are both very accessible. The deputy principal also teaches for ten hours each week. The 'open-door' style of management can lead to the principal being drawn into day-to-day issues which may be best dealt with at another level.

The principal, deputy principal and six assistant principals in the college comprise the senior management team. All assistant principals meet formally with the principal and deputy principal on a weekly basis and are consulted around management issues. The eight special duties teachers (SDTs) are therefore described as the middle management team. The principal plans to meet with the SDTs as a group on a termly basis to consult them around certain management issues in the college. The college also has a supernumerary post for co-ordinator of programmes.

The six assistant principal posts and the eight special duties posts are clearly defined, equitable and are suitable to the needs of the college at this time. The work of the Advisory Board of Studies, a sub-committee of staff who drew up the list of duties for post holders, is commended in this regard. Examples of posts which clearly suit the needs of the college include organiser of subject planning, public relations officer, responsibility for non-national students and special needs students. On the whole the duties attached to each post holder have been agreed and there are ongoing plans to review these duties on a regular basis to ensure that they are suitable to the post holder and college. This is very good practice. The work of all post holders is commended.

The staff of Oatlands College show their commitment in many ways. For example, a large proportion of staff are involved in extra-curricular activities and staff attend the college Open Day which is held on a Sunday in March. Students presented as being well turned out in terms of uniform and as being mannerly and respectful. An atmosphere of calmness and organisation was evident over the course of the evaluation and this is a tribute to the staff of the college who manage students effectively.

There is a well structured ladder of referral for discipline in the college and there is a stepped approach to sanctions from verbal warnings through to suspensions. The 'whole school approach' to dealing with major discipline issues involving deans, tutors, the school counsellor and parents is applauded. However, in order to ensure consistency of approach by all teachers, consideration should be given to a more clearly defined structure in terms of suitable in-class sanctions for teachers to initiate if there are minor breaches of discipline. Some current sanctions may need tobe reviewed such as the penalty sheets. In addition, consideration should be given to introducing some form of reward system into the Code of Discipline. Therefore, it is recommended that the Code of Discipline be reviewed to this effect. A new and commendable innovation this year has been the hosting of two whole school assemblies to acknowledge student achievements in various spheres of college life.

Over the course of the evaluation there was some evidence that students were permitted to be out of class more frequently than is necessary. For example, the Students Council presently meets during, class time and other students were involved in collecting rolls during the first lesson period. It is recommended that occasions for students to be out of class for such activities be strictly limited in order to maximise teaching and learning time.

annual golf classic in the K Club organised by past pupils, and a soccer marathon organised by students. The Strategic Development Committee is a highly organised and professional group of people who meet regularly, have clear action plans within timeframes to raise funds and have achieved a lot to date.

The grant by the Trustees to the college for the acquisition of a Sacred Space will be augmented by college fundraising. This Sacred Space will enhance the physical and the spiritual development of the college and there are plans to make it available to the wider college community.

While the college, and particularly the SDC, is planning large scale projects, small scale improvements have recently been introduced to improve the situation of the students in the college. For example, the introduction of better lockers has had a big impact on the students and other small scale projects have also improved the appearance and amenities in the college. The college is presently engaged in enhancing its internal environment and giving students a greater sense of ownership of and pride in their college by displaying photographs of students and events on corridors. In addition, some classrooms were examples of good practice in the amount of posters and samples of students' work on display. This is particularly feasible as classrooms are teacher based. Classroom signage and indeed signage to the main college entrance could be improved.

Two special duties post holders have responsibility for overseeing the cleanliness and tidiness of the college building with good success. The corridors are well maintained and there was evidence that litter and graffiti were not a problem. Another innovation in recent times is the Healthy Eating campaign where a committee of parents, teachers and students introduced a healthier options menu for students at lunch time.

While the new plans for the college include the building of a library the present library has fallen somewhat into disuse and is not used on a regular basis as a resource for students. Consideration should be given to the planned acquisition of new books in various subject areas which would be a valuable teaching and learning resource.

There are certain areas of the college which are health and safety hazards and a health and safety audit was soon to be carried out at the time of the evaluation. While some of the recommendations made in a previous Science inspection report have been carried out, the dangers inherent in inappropriate chemical storage still remain and need to be rectified. There is also a need to tidy up and clear the laboratories of any old unnecessary equipment currently lying on the shelves or benches. Already the summer works scheme by the DBS has facilitated the replacement of windows in the college and the college has recently been approved for funding for upgrading the Science laboratories. In this context it is strongly recommended that the Health and Safety policy be revisited as a matter of urgency.

The college has recently been networked and a new server and upgrading of licenses and software are being installed. There is one computer room which contains twenty computers and another Technology room with an additional eight computers. It was reported that teachers of certain subjects use the Information and Communication Technology (ICT) room on a regular basis but the fact that there are just twenty computers in the room when most classes contain over twenty students is a constraint that needs to be addressed. There is an Acceptable User Policy for ICT and the college is now reportedly engaged in developing an ICT plan which outlines a phased approach to the acquisition of new computers and the replacement of old ones. This is good practice especially as the college aims to integrate ICT into teaching and learning. Good practice

Communication with parents is good. Deans and tutors contact home on a needs basis and parents are always welcome into the college. The student journal is used as one communication mechanism between the college and home although evidence suggests that the journal is not frequently signed or monitored by parents and teachers. It is therefore recommended that students' journals be monitored on a more regular basis by parents and tutors or deans. Parents are fully involved in the life of Oatlands College as seen in the many opportunities they have to attend college events including: information evenings, social evenings, Masses, parent-teacher meetings and committee meetings. The college newsletter and regular letters from the principal informing parents of events in the college are also features of college life.

Good links have been created between the college and the local community. For example, college facilities are used by local clubs and societies, the college has access to local facilities and various college sports teams receive sponsorship from local businesses. Local businesses also provide some work experience for Transition Year and Leaving Certificate Vocational Programme (LCVP) students. As the main feeder primary school is on the same campus as the secondary school good links have been established and it is hoped that these links will be continued and strengthened over the coming years.

1.4       Management of resources

Oatlands College has a teacher allocation of 26.08. This includes an ex-quota position for the principal, a 0.59 ex-quota position for guidance and a 0.5 ex-quota position for learning support. The college also receives an allocation of one teacher for non-national students and a 1.05 allocation for special needs. There is a good balance achieved in terms of utilisation of teaching staff across the college. It was reported that in the past there was no system for giving all teachers the opportunity of teaching higher and ordinary level classes and junior and senior cycle programmes. However, it is planned to rotate the teaching of higher and ordinary level class groups between teachers with ultimate discretion being at the hands of the principal which is to be encouraged so that no one teacher becomes associated with teaching a certain level or programme.

The 0.5 allocation for learning support is used as part of the overall allocation in the college and it is reported that it is used to create smaller classes as opposed to serving the needs of students who may need extra support in literacy and numeracy. It is recommended that management examine the number of students who may need extra support and provide extra targeted short term support by a designated learning support teacher, qualified if possible, to serve these students' needs. The college is presently sensitive to the problems associated with the fact that students with special educational needs (SEN) are withdrawn for support on a one to one basis and that some of these students do not wish to be seen to be withdrawn from mainstream lessons. It is further recommended that models of support for students with special educational needs and learning support needs be examined by the college staff such as team teaching, small group withdrawal or the creation of a small learning-support class in some subject areas. There is no specific learning-support or resource room in the college. If resources permit, management should consider designating a specific room for such support.

As the college's international students are generally exempt from Irish and have a working knowledge of English the college has introduced an innovative and commendable practice of using the additional allocation for non-national students to timetable an extra subject alongside Irish for these students to study and ultimately sit an examination. Therefore, such students do not sit a reduced number of subjects in their state examination and receive extra support in English through learning this other subject. Those Irish students who have official exemptions from studying Irish also benefit from these extra subjects. However, any students who have language or learning difficulties would be better served by specific learning support intervention.

There is a wide range of teaching experience with many recent appointments and many long established teachers working in the college. New teachers are given a full day's induction by the principal and deputy principal prior to the beginning of the school year where the college's ethos and its various policies and procedures are outlined. This is commendable practice as is the practice of providing induction for all higher diploma students. New staff reported on the high level of support they received from more established colleagues. It was reported that a formal induction manual is currently being drawn up which can be also used for induction of new staff who may join the college during the course of the school year. This is to be applauded. Teachers are facilitated to go on in-service as appropriate. Teachers in most of the subject areas inspected have engaged in continuous professional development. Where teachers haven't been able to avail of organised in-service they should make themselves aware of any continuous professional development open to them and how they might best avail of it.

The college has one full time caretaker and two secretaries; one full time and one half time, who are central to the life of the college, are invited to all staff meetings and kept well informed of activities in the college.

The college is fortunate to be located in a spacious area with access to playing fields which are well utilised by the college and other clubs. Great efforts have recently been made by all partners in the college community to fundraise in order to improve the facilities for students in the college. Some of the buildings are in need of repair, particularly the prefabricated area and the college has applied to the Department of Education and Science (DES) for funding for an extensive rebuilding and refurbishment programme. To this end the Strategic Development Committee (SDC), launched by the PPU and comprising past pupils, board members and teaching staff, has been established which commissioned plans for a re-development of the infrastructure of the college. The plans have been submitted to the Department of Education and Science (DES) and the SDC has already raised money in an effort to supplement any funds provided by the DES. Ongoing fundraising events for the building programme include a Buy a Brick campaign, an

is seen in the fact that all first years have one class of typing skills, second and third years do half year modules in Computer Studies while Transition Year students do the ECDL as part of their Computer Studies programme.

The college is effectively marketed in many ways including: visits to feeder primary schools; the college website; the professionally produced and attractive college newsletter and the Open day. Plans are also underway to update the college prospectus. There is evidence that the open day has been successful in attracting students from outside the college's catchment area. A website committee is currently in place to update the college website. In addition, the PPU has a very informative website.

2.   quality of school planning

There is a school plan in Oatlands College which was reportedly developed originally in 1998 although there is evidence that it has been updated since then. The plan is very informative about many areas of college life, outlining key priorities and the values that underpin the college. The plan also contains vital school policies including: Admissions; Discipline, incorporating Bullying and Punctuality; a Safety Statement; Relationships and Sexuality Education. The school plan also identifies areas for development; many of which are now being tackled such as Substance Use and Subject Planning.

School development planning is a collaborative exercise in Oatlands College with all partners being involved in the process. Effective examples of good planning can be seen in the many committees that are in existence in the college at present to progress certain policies and aspects of college life.

A number of policies were presented to staff at the last school development planning day including the Substance Use policy and the Child Protection policy. Parents and students are consulted around these policies as appropriate. Subject planning has commenced on a formal basis in the college. There is now an organiser of subject planning post of responsibility which is a well defined post.

There is a strong sense that the management of the college is aware of the direction it needs to take in terms of school development planning. There have been tangible outcomes from the process to date and the current plans to focus on teaching and learning and to continue the drive towards policy development are commended. There are plans to display the school plan on the website. As there have been many recent changes in the college including the retirement of staff and the recruitment of new staff it is recommended that the school body revisit the school plan with a view to reviewing, updating and developing it as necessary in order for the whole staff to take ownership of the revised plan. In addition all policies should be dated. There are a number of existing policies and procedures in the college that are not written down and it is recommended that these be formalised as soon as is feasible.

3.   quality of curriculum provision

3.1       Curriculum planning and organisation

The school provides a broad and balanced range of subjects and programmes to its students. Efforts have been made to ensure that the timetable and curricular provision are fair to all. First year students are placed in mixed ability classes and given the opportunity to do all subjects in order for them to make an informed choice in second year, which is good practice. Students are then banded in second year based on their performance in common examinations set at the end of first year so that the students with the highest attainment are placed in the top two classes while a third and smaller class contains students who work at a slower pace but who reportedly still have the opportunity to do higher level subjects. In fifth and sixth year the subject choices that students make determines the class grouping they are in. Concurrent timetabling is facilitated on the timetable for core subjects to assist students changing levels. Transition Year students are placed in mixed ability class groupings.

In the recent past the college experienced the loss of a number of students at the end of Transition Year or fifth year. As part of their strategy to contain this, the college facilitates the provision of Applied Maths and Art after school at the request of students so that these students can have a wider range of subject choice without having to go elsewhere to access it. In an effort to broaden the curriculum a double class was introduced onto the timetable in recent years for second and third year students which provides modules of Art, Computer Studies and Speech and Drama. First year students also study Speech and Drama. Music Appreciation has recently been introduced in the Transition Year timetable. These are good examples of how the college addresses the needs of its students. Efforts are made to address any Parents' Council's concerns about curriculum provision if feasible and reasonable.

Mathematics, French, Science, Physics and Home Economics were the subjects evaluated as part of the WSE. Science is a core subject at junior cycle, French is optional from second year and Home Economics is available to all Transition Year students and is an optional subject in fifth and sixth year. The time allocation for all subjects evaluated was in line with national norms and there is good whole school provision for each subject.

3.2       Arrangements for students' choice of subjects and programmes

Students and parents are well informed of subject and programme choices. An incoming first year information evening is held in the college. Likewise there is an information meeting for third year parents about Transition Year and a separate information meeting for parents on fifth year subject choices. First year students must choose two out of a possible four subjects: French, German, Business and Technology, at the end of first year. The fact that they have all experienced all these subjects goes a long way in ensuring that their choices are informed. The college makes every effort to accommodate the students' choices and has applied clearly defined criteria in allocation of subjects which are transparently conveyed to parents. At senior cycle subject options are organised arising from initial open choices and the majority of students get the subjects that they choose.

The college offers Transition Year (T.Y.) and the Leaving Certificate Vocational Programme (LCVP) as well as the established Leaving Certificate programme. Transition Year is currently optional for students although the majority of students opt for the programme. The Transition Year programme is commended for being well-organised, structured and progressive. Good

practice is seen in the fact that there is constant review and evaluation of the Transition Year programme by the core Transition Year team. Parents, teachers and students are surveyed about the year and the results of these surveys are used to inform changes for the coming year. For example, a study skills programme is being introduced at the end of Transition Year this year to help students to enhance their study skills.

The Transition Year programme is very informative and includes Transition Year subject plans. It is intended to adapt these subject plans in accordance with the Transition Year guidelines published by DBS which is to be encouraged. The Transition Year programme is commended for its breadth and the range of activities available to students to help them grow and develop in accordance with the true aims of the programme. Many of the classes are organised on a modular basis to maximise the learning opportunities for students. The Community Care programme is just one example of this. Students are awarded a number of certificates at the end of the programme which are indicative of the range of activities they engage in during the year. In addition, students are continuously assessed based on work they are doing in each subject area and they are expected to present a portfolio of work on which they are assessed overall.

Students must apply to do Transition Year in third year. However, the arrangements for students doing the LCVP are more ad hoc and students opt for LCVP generally in fifth year. The link modules for LCVP are timetabled opposite higher level Mathematics. This has created some problems with the timetabling of ordinary level Mathematics this year. In addition, it was reported that students may be able to drift in and out of the LCVP. It is therefore recommended that students who may wish to opt for LCVP make their choice prior to entry into fifth year so that it is known how many classes need to be formed and so that the profile of LCVP is raised in the school.

LCVP students are supported in organising a successful careers conference from which all fifth year students benefit. This is to be commended as an example of students taking increased responsibility for their own learning. LCVP is used by many students as a help to gaining access to third level and students are reported to find their portfolios useful in accessing courses.

The strong religious ethos in the college is demonstrated in the fact that Religious Education is a compulsory examination subject for all students in junior cycle and in the fact that all students, with the exception of Transition Year, have three periods of Religious Education each week. All junior cycle classes now have Social, Personal and Health Education (SPHE) timetabled and teachers follow a clearly outlined programme with their students. SPHE is a subject that is valued by the college as seen in the commendable policy that newly qualified teachers will not teach it unless trained to do so.

3.3       Co-curricular and extra-curricular provision

The exceptionally wide range of extra and co-curricular activities provided by Oatlands College is highly commended as is the commitment of so many teachers in facilitating these activities. The college has a reputation for excellence in sporting achievement and amongst the sports on offer in the college are: Gaelic football and hurling, soccer, athletics, golf, basketball, and tag rugby. There is a wide range of non-sporting extra auricular activities also on offer for example: public speaking through the medium of Irish and English, debating, music lessons, choir, chess, and war hammer and multi media clubs. In the past there was always a tradition of a musical in Oatlands College and this year that tradition has been revived. The students from the college in conjunction with a local girls' school are preparing for "Jesus Christ Superstar." These events go a long way to promoting a good college spirit as well as a broad educational experience.

There is good involvement in co-curricular activities in all of the subjects inspected. Students have participated in the Young Scientist Exhibition, in Mathematic Olympiads and quizzes organised by the different subject associations. Subject related visits and field trips have also been organised by the different subject departments. The contribution of teachers to co-curricular activities is commended as it provides students with the experience and enjoyment of a subject in a variety of environments.

A special duties post holder has responsibility for organising sports and games and has a clearly defined role. Duties include monitoring the impact of participation in sporting activities on class contact time. In order to avoid students missing class too much for sports there are policies such as the scheduling of only one game on a particular day. Students are confined to playing on teams in their own age group. Teachers when absent for games are expected to always prepare work for their students and they will not attend matches if they have an examination class on that day. These are commendable policies given that there is always a need to maintain a balance between involvement in extra-curricular activities and teaching and learning. It is recommended that these policies be formalised and ratified.

It is clear that the talents of teachers are utilised in the college. Many teachers of sport are qualified coaches and there is a high level of expertise in the areas of public speaking, drama and music. In addition, student-teacher events in golf, basketball and other sports add to the good relationships between students and teachers in the college.

4.   quality of learning and teaching in subjects
4.1       Planning and Preparation

Oatlands College is actively engaged in School Development Planning with the emphasis in the current academic year on subject planning. This is commendable. Teachers have already been facilitated to formally meet in their subject departments to plan collaboratively for their subject and thus share best practice, and teachers often meet informally on a needs basis. Long-term plans and schemes of work were made available by all the subject departments inspected. It is recommended in the further development of subject department plans that agreed learning outcomes for each year group, suitable methodologies, available resources, health and safety issues, other issues relevant to the individual subjects as well as assessment methods be included. There is also a need for all subject departments to monitor and review their plans on an ongoing basis. It is recommended that teachers base their planning on the requirements of the syllabus as opposed to the textbooks or examinations.

There is a co-ordinator of subject planning in the college and most subjects have a subject co­ordinator. In some subject areas good practice was evidenced with agendas for meetings agreed, documented minutes of meetings, and minutes of meetings being forwarded to management. It is recommended that this practice be adopted in all subject areas. There was some evidence of cross-curricular planning which is commended.

There is variation in relation to the allocation of resources to subject areas. Some departments are more proactive than others in requesting resources so that some subjects are well resourced in terms of equipment and learning aids while greater access to resources for other subjects would

enhance teaching and learning. In the context of subject planning it is recommended that departments plan for the acquisition of appropriate resources.

There was evidence of good individual preparation and planning for all the lessons observed. Materials needed for the lessons such as overhead transparencies, worksheets and handouts were prepared in advance in some lessons where there was not an over reliance on the textbook.

4.2       Teaching and learning

A broad range of lessons was observed in all the subject areas inspected. Lessons were generally well structured and appropriately paced.

Methodologies observed ranged from the traditional whole class teaching approach where students were passive participants in the lessons to some instances of more student centred learning. Students were more actively engaged in the learning process when good use was made of such methodologies as pair or group work, brainstorming, discussion, role plays, quiz activities and practical work and it is therefore recommended that these methodologies be adopted as a means of actively engaging all students in their own learning. This is particularly important in order to enhance the quality of teaching and learning in all subject areas, so that no one approach or style of teaching comes to dominate lessons and so that students' different learning styles and abilities are catered for.

There were some instances where individual students' needs were catered for by the provision and use of different resources during the lesson or by teachers giving individual attention when circulating the classroom as appropriate. However, greater use of differentiated teaching is recommended in most subject areas as a means of supporting all students and all ability groups in their learning. The fact that management is planning in-service on mixed ability teaching should help in this regard. A more organised approach to engagement in practical work is also recommended in order to engage whole class groups on a systematic basis.

Question and answer sessions were used effectively in most lessons as a means of engaging students, checking understanding and consolidating learning. However, there is a need in many of the subject areas inspected to promote higher order thinking skills by ensuring a greater balance between higher and lower order questioning. Students should be encouraged to explain and justify their methods and answers and to take increased responsibility for their own learning.

There was evidence of student learning, of a positive rapport between teachers and students and a climate of mutual respect. Teachers were affirming of their students and sensitive to the correction of their errors. Classroom management was very good in all lessons observed.

Where used, the board or overhead projector was effectively employed to highlight key concepts, to introduce and summarise lessons, to extend the students' range of vocabulary and to facilitate comprehension by supporting the oral with the visual. Greater use of ICT as a teaching tool is suggested in most subject areas.

4.3       Assessment and achievement

Student progress and achievement in Oatlands College is assessed in a variety of ways, including questioning in class, homework, monthly or 'end of topic' class tests and formal examinations.

The college has a homework policy which is outlined in the school plan. A review of students' copies revealed evidence of homework being assigned regularly and corrected and recorded. Student folders in some subjects indicated that students received a significant number of handouts and notes to help them consolidate or revise their work.

The college assessment policy is outlined in the college prospectus. Students sit formal tests at Christmas and in the summer and reports are sent home. Certificate examination students have mock examinations in the spring. Common assessments are given to first year students in all subject areas. This is to be commended. Assessment of practical work should be incorporated into overall assessment marks as appropriate. Parent-teacher meetings take place annually for each year group. In addition, parents receive reports on students' progress on a twice yearly basis.

Oatlands College has a tradition of high academic achievement and management are aware of the need to maintain this tradition. However, there has been a reduced uptake of higher level in some subject areas in recent years at both junior and senior cycle. In an effort, to ensure that expectations are kept high and that as many students as possible are encouraged to attempt higher level it is recommended that a policy be developed around the selection of and changing of examination levels which might include consultation with parents and the guidance counsellor. It was reported that an analysis of state examination results is undertaken each year by management and teachers. This is good practice.

5.   quality of support for students

5.1       Students with special educational needs

There is an assistant principal post in the college which has as part of its duties responsibility for special educational needs (SEN). This is a worthwhile post and evidence suggests that the co­ordination of this area is carried out well in the college. It is reported that approximately fifteen students have psychological reports and that students with SEN have a broad range of needs including behavioural, learning and emotional. There is a good process for identifying students with special educational needs in the college. Incoming first year students are tested on the Drumcondra Verbal Reasoning Test prior to entry and there is good liaison with feeder primary schools in identifying the needs of students with SEN. The resource teachers in the main feeder primary school and the college co-operate well to help integrate incoming first years into the college. In addition, there is good liaison with other agencies including Special Educational Needs Organisers (SENOs), Enable Ireland and the National Educational Psychological Service (NEPS). It is reported that there is good informal communication also between the SEN team and the mainstream teachers and deans. It is suggested that formal communications between the SEN team and mainstream teachers be facilitated early in each school year to inform all staff about students with particular difficulties and suggested strategies for supporting such students in class.

Parents of students with SEN are consulted about their children's progress and about the appropriate classes for withdrawal for extra support. Efforts should be made, where at all possible, to withdraw students from classes where they will not miss out on mainstream teaching on a regular basis. It is recommended that a written policy for catering for students with special educational and learning support needs be drawn up.

Two teachers in the college have overall responsibility for delivery of a programme of special educational needs support and together with the post holder for SEN this team meets on a regular basis. While not presently holding any specific qualifications in this area it is clear that the SEN

team are experienced, proactive and committed to their work and to the students they serve. Very good, straightforward Education Plans have been drawn up for each of the students with SEN. These contain well defined learning targets for each of these students which are reportedly shared with relevant teachers.

5.2       Other supports for students: (Disadvantaged, minority and other groups)

Only a small percentage of students in the college are reported to be economically disadvantaged. The college supports these students as appropriate. Quite a large number of students in the college are international students. Many have come to Ireland to improve their English and are supported by agencies. There is a post holder who has, as part of a post, responsibility for international students which is good practice especially as some students who are in the college on a relatively short term basis are reportedly sometimes difficult to motivate.

There is evidence that international students are well integrated into the college and participate fully in college life. For example many participate on college teams and arrangements are made for many of the international students to sit a Leaving Certificate examination in their mother tongue if such examinations are provided by the State Examination Commission.

5.3       Guidance

The guidance counsellor is highly experienced, aware of and often responsible for new innovations. There is a comprehensive and well laid out guidance plan in the college. This plan outlines the involvement of the guidance counsellor and others including deans of study, tutors, and SPHE teachers so that an integrated approach to guidance and counselling is adopted.

The guidance service provides career and personal counselling and advice. Timetabled classes in careers are provided from third to sixth year and first and second year students are provided with study skills programmes. Counselling is arranged for students on a needs basis and the deans of study are reported to be proactive in referring students in this regard. In addition, the guidance counsellor organises the subject options for all students in the college. Overall the guidance and counselling service provided in the college is of a high standard.

5.4       Pastoral care

Pastoral care is delivered in an integrated way in the college through the deans of study, class tutors, guidance counsellor, deputy principal and principal. Incoming first year students are inducted into the college at the beginning of the school year and the principal aims to meet all first year students individually in future years. A good relationship between staff and students was evident in the college and it was reported that staff were very understanding of particular students' difficulties.

Three of the assistant principal post holders are deans of studies. There is one dean for first and second year students, one for third and Transition Year students and one for fifth and sixth year students. The deans have a discipline as well as a pastoral role and are supported by class tutors who have a pastoral role. All classes have a class tutor and efforts are made to ensure that the tutor has teaching contact with the entire class group. The class tutors meet with the deans at the start of the college year which is good practice.

 

The introduction of a monthly detention on Saturday as a layer of discipline before suspension is an example of the commitment of the deans who are willing alongside the principal and deputy principal to supervise this detention. The deans are commended for taking a pastoral approach to certain discipline issues and for their consultation with parents. It is reported that deans of study are proactive in dealing with issues such as bullying and that subjects such as SPHE and Civic, Social and Political Education (CSPE) deal with such issues also. Presently the college's policy on bullying is incorporated into the discipline policy. It is recommended that this policy be reviewed and made more comprehensive.

The annual prize giving event is one of the highlights of the school year and has a high profile in the college and the organisation of this is commended. This event promotes the ethos of the college in that it awards attainment in many areas of college life.

There is a long established history of having a Student Council in the college. It consists of elected captains and vice captains of each class group with the exception of first years. Captains and vice captains consult with their class group about certain issues and classes are also free to bring issues to the Student Council as appropriate. The Student Council has been consulted around certain policies and is involved in organising events such as awards night. In addition, the Student Council is charged with watching out for incidents such as bullying. This is commendable. Consideration should be given to restructuring the Student Council as it is unwieldy in size and yet presently does not have first year representation. In addition, it is recommended that members of the Students' Council be identifiable in some way so that all students can approach them about certain issues as necessary. To this end, the functions of the Students' Council as outlined in the college plan could be revisited and a formal constitution drafted. In addition, the college staff should re-consider the introduction of a prefect system to further support the pastoral care system in the college.

Overall, evidence suggests that students are proud of their college and feel that they have a real voice, responding positively to the changes that have been implemented recently.

6.   summary of findings and recommendations for further development

The following are the main strengths and areas for development identified in the evaluation:

•    Oatlands College is true to its vision statement.

•    A particular feature of the college is the strong sense of community and partnership.

•    The board of management is professional in its approach and aware of its management role and duties.

•    The principal has a clear vision for the college and is an effective leader who has already brought about much positive change.

•    All posts of responsibility are clearly defined and suited to the college's needs at this time.

•    There is a strong sense that management is aware of the direction it needs to go in terms of school development planning and there have been tangible outcomes to the process. The current focus on teaching and learning is appropriate.

•    The college provides a broad and balanced range of subjects and programmes and attempts to address the curricular needs of all students. Parents and students are well informed about curricular choice.

•    The commitment shown by teachers in facilitating the comprehensive programme of extra curricular activities is laudable.

•    The co-ordination and delivery of a service to students with special educational needs and international students and the guidance and counselling service are commended.

•    Pastoral care is delivered in an integrated way and the work of deans and tutors is commended.

•    Students feel they have a real voice in the college and have responded positively to recent changes.

As a means of building on these strengths and to address areas for development, the following recommendations are made:

•    It is recommended that the school body review, update and develop the school plan. Unwritten policies and procedures should be formalised.

•    Teachers should engage their students more actively in their learning by varying their methodologies.

•    It is recommended that a policy be developed around the selection and changing of examination levels.

•    The provision of appropriate support to all students with language and learning difficulties should be reviewed.

•    Opportunities for students to be out of class should be strictly limited in order to maximise teaching and learning time.

•    It is recommended that students make their choice re. LCVP prior to entry to fifth year.

•    It is recommended that the Student Council be restructured, reconstituted and made more identifiable and that consideration be given to the introduction of a prefect system.

Post-evaluation meetings were held with the staff and the board of management at which the draft findings and recommendations of the evaluation were presented and discussed.