School Information Form – Post-Primary Schools

Part one of this form should be completed for all evaluations.

Part two of this form should be completed upon notification of a Subject Inspection/Programme Evaluation.
Part three of this form should be completed upon notification of a Special Educational Needs (SEN) evaluation.
Parts three and four of this form should be completed upon notification of a WSE/WSE-MLL
Part five of this form should be completed by DEIS schools upon notification of a DEIS evaluation

Part 1: General information about your school

School name Roll number
Postal address Email
Telephone no. Website address
Principal Email
Chairperson
Email
of BOM
CEO of ETB
Email
if relevant
School patron/trustee Email
Chairperson of parents’
assoc. if affiliated to Email
NPCPP
Chairperson of Student
Email
Council
Total Enrolments (exclude PLC students where relevant)
Boys Girls Total
Total Staff
Total number of teachers
Total number of special-needs assistants
Curricular provision and timetabling
Programmes
offered in the JC JCSP Optional TY Compulsory TY LC LCVP LCA PLC Other
school ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
How are JC students 1 2
Streamed Banded Mixed ability Set3 Other
assigned to classes?
☐ ☐ ☐ ☐ ☐
If other, please explain:      

Part 2. Subject Inspection and Programme Evaluation Information:

Subject/Programme to be inspected      
Name of Subject/Programme Co-      
ordinator
Subject Dept. / Core Team      
(if applicable)      
     
     

1
All students are placed in streamed classes according to their ability for all subjects.
2
The top group of say fifty students are placed together in maybe two classes, the middle group of another fifty students are placed in
a middle band and another group of maybe forty students are placed in a lower band of two classes. Within each band, classes are
mixed ability.
3
Students are streamed for particular subjects so that it is possible to do, for example, higher level English and ordinary level
Mathematics.
 Please outline the key duties of the      
Subject/Programme co-ordinator

Teacher’s name: Subjects currently Is the teacher Recent professional development

teaching appropriately qualified as
per circular 31/2011
      Yes ☐ No ☐      
      Yes ☐ No ☐      
      Yes ☐ No ☐      
Insert rows as       Yes ☐ No ☐      
required
Total number
Additional Information: No.any
Please add of class
additionalAverage classthatHow
information you many students
who deem in this subject/programme
relevant.
      in year group groups for size for Receive EAL Are exempt Receive SEN
subject/prog. subject/prog. support? from Irish? support?

JC year 1                                    

JC year2                                    
JC year3                                    
TY                                    
LC year 1                                    
LC year 2                                    
LCA (Yr. 1)                                    
LCA (Yr. 2)                                    
PLC                                    
Resources and facilities
What resources, including specialist rooms, are      
available for the use of teachers and students in the
teaching and learning of this subject/programme?
Planning and Assessment
Within the context of the SSE process, how is      
collaborative planning used to support student
learning?
What assessment practices do you use to help      
students improve?
What processes are in place to analyse assessment      
outcomes, including state examinations in this
subject/programme?
Students with Additional Educational Needs (SEN, EAL etc)
What provision is made for students with additional      
educational needs in this subject/programme?
Work experience information/placement
Please outline the current work      
experience/placement/extra-curricular programmes
in operation as part of the subject/programme

Please complete the following table for LCA evaluations or in the case of a subject inspection identify where the
subject is a component of the LCA curriculum:
Voc. Specialism 1 Voc. Specialism 2 Elective Module 1 Elective module 2 Other
LCA 1
LCA 2
For subjects in which students are taught in level-specific classes please indicate the name of the teacher taking each
group this year:
Junior Cycle Concurrently
1 Ash 1 Beech 1 Cedar
Year 1 Timetabled?
Level Common Higher Mixed

Teacher P. Brown M. Black C. White Yes ☒ No ☐

No. of students 30 26 28
Junior Cycle
                                   
Year 1
Level Choose an item. Choose an item. Choose an item. Choose an item. Choose an item. Choose an item.
Yes ☐ No ☐
Teacher                                    
No. of students                                    
Junior Cycle
                                   
Year 2
Level Choose an item. Choose an item. Choose an item. Choose an item. Choose an item. Choose an item.
Yes ☐ No ☐
Teacher                                    
No. of students                                    
Junior Cycle
                                   
Year 3
Level Choose an item. Choose an item. Choose an item. Choose an item. Choose an item. Choose an item.
Yes ☐ No ☐
Teacher                                    
No. of students                                    
Year 5 (LC1)                                    
Level Choose an item. Choose an item. Choose an item. Choose an item. Choose an item. Choose an item.
Subject
(Accounting /
                                    Yes ☐ No ☐
Business /
Economics etc.)
Teacher
No. of students                                    
Year 6 (LC2)                                    
Level Choose an item. Choose an item. Choose an item. Choose an item. Choose an item. Choose an item.
Subject
(Accounting /
                                    Yes ☐ No ☐
Business /
Economics etc.)
Teacher
No. of students                                    

Part 3. Information on provision for students with special educational needs (SEN)

Number of students with identified Boys Girls

SEN
How many teachers provide How are Frequency of meetings
additional support to students with department Are minutes available
SEN? meeting for SEN Other arrangements (please describe)
organised?
Please list names and qualifications Name Qualifications
of SEN support team
Name of NCSE Special Educational Needs Organiser
(SENO)
Name of NEPS psychologist
Please identify how many students are enrolled within the categories identified below:
Students on stage one of Students on stage two Students on stage three of the Students requiring English-
the continuum of of the continuum of continuum of support language support (EAL)
support support

Total number of SEN hours allocated to the school

Does the school make any extra
provision for students who are
exceptionally able or gifted?
Is the NEPS Continuum of
Support used in the school
What procedures are in place in
the school to gather and
communicate information on the
specific needs of students with
SEN?
Is there a whole-school inclusion
policy?
Is there a DES sanctioned special
class/unit in the school?
Please give details of any whole-
school and/or individual
professional development
activities/events, relevant to SEN
undertaken recently?
Is there a written whole-school
policy on homework
What modes of assessment are
used to assess the progress of
students with SEN?
How does assessment of progress
inform planning to meet the
needs of students with SEN?
What are the arrangements for
reasonable accommodations in
state examinations (RACE)?
Yes ☐ No ☐ If yes , briefly describe how
Yes ☐ No ☐ If so briefly describe how it is utilised
What structures are in place to
support main-stream teachers to
plan for students with SEN in their
subject areas?
Yes ☐ No ☐ If yes, how is this policy
reviewed and evaluated?
Yes ☐ No ☐ If yes briefly describe what
students it caters for e.g.
ASD/EBD etc.
Please outline the manner in
which SEN provision is organised
in the school (e.g. withdrawal,
team-teaching)
Yes ☐ No ☐ Is there a written whole-school policy Yes ☐ No ☐
on assessment?
How are students and parents/
guardians kept informed of
progress?
What are the
arrangements for RACE in
school exams?
Part 4. WSE Information

School board of management

Name of board member Nominating authority

Insert rows as required.

Date board was appointed

Staffing - Teachers
Name Subjects taught Employment status Post of Additional duties**
responsibility*

Insert rows as required

* Please provide a brief outline of duties attached to the post of responsibility.

**Please indicate teachers who are year heads, class tutors, programme co-ordinators etc.

Please identify any important contextual factors that are relevant to your school
(For example enrolment trends, student profile, self-evaluation priorities)

Please identify significant strengths in teaching and learning in your school

What are the board’s current priorities for school development?

Please identify significant strengths in support for students in your school

(For example the wellbeing of all students, students with special educational needs, students who belong to minority
groups, students for whom English is an additional language)
Part 5. DEIS Information (only to be completed by DEIS schools upon notification of a DEIS evaluation)

Key personnel involved in devising and implementing DEIS action planning/School Self Evaluation (SSE)
Name Role

Does the school have a DEIS core team? If so, please list personnel and their roles

Parents and the community

Is there a parents’ association in the school? If so, how long has it been in operation?

What is its role in the school?

Give details of the use (if any) of the school building by parents or the wider community.

DEIS action planning and groups of students identified for specific support
Please give details of the specific target groups you have identified
Target group description Number of students

DEIS action planning and participation in DEIS programmes / initiatives

Tick DEIS programmes/initiatives in operation in What is the programme/initiative’s place in the school’s DEIS

your school action plan?

Home School Community Liaison Scheme

Name of co-ordinator:

School Completion Programme

Name of co-ordinator:

Junior Certificate School Programme (JCSP)

Name of co-ordinator:

JCSP – literacy strategies

JCSP – numeracy strategies

JCSP – Demonstration Library

Name of librarian:
School’s participation in other programmes / initiatives related to DEIS targets
(For example, initiatives devised by the school itself, other interventions such as NBSS)
Programme/ initiative Comment (if required)
HSCL programmes/initiatives that you
participate in:

SCP activities:

Please indicate when and where the current programmes/ initiatives specified at 2 (b) and 2 (c) above will take place during
the week of this evaluation.
(Note: this will help inspectors to plan the evaluation programme)

Programme / initiative Day Time Venue Class/group involved

Please describe how your DEIS action plan is implemented through classroom practice: for example, approaches to
teaching, learning, and assessment; lesson planning; and reporting on students’ progress.
Data and trends informing DEIS action planning in your school

Attendance
School year No. of students absent more than 20 days
Males Females Patterns of absence identified (e.g specific groups, years etc.)
2014/15
2015/16
2016/17
2017/18

Suspension /expulsion
School year No. of students suspended No. of students expelled
Males Females Total Males Females Total
2014/15
2015/16
2016/17
2017/18

Students on reduced timetables

School year No. of students on a reduced timetable
Males Females Please comment
2014/15
2015/16
2016/17
2017/18

Retention in the junior cycle

No. of students who sat the Junior Certificate No. of students who did not remain in your
School year
examination in this year school to end of junior cycle
Males Females Females Males
2014/15
2015/16
2016/17
2017/18

Transfer of students from junior cycle to senior cycle or other

No. of 3rd year students
3rd year No. of 3rd year students No. of 3rd year students for
transferring to further
cohort in transferring to TY / LC / LCA whom no information regarding
education, training, or
school year in your school transfer is available
employment
Males Females Males Females Males Females
2014/15
2015/16
2016/17
2017/18

Progression of students from senior cycle to continuing education

No. of students No. of students
School No. of students who No. of students who
progressing to PLC / progressing to Level 7 or
year sat LC sat LCA
Level 5 or 6 courses 8 courses
Males Females Males Females Males Females Males Females
2014/15
2015/16
2016/17
 2017/18

With reference to your current DEIS plan, please list key targets and associated strategies for each of the DEIS areas
(no more than two key targets for each area)
DEIS AREA Key Targets Associated strategies
Literacy 1.

2.

Numeracy 1.

2.

Student Attainment 1.

2.

Attendance 1.

2.

Retention 1.

2.

Transitions 1.

2.

Partnership with parents 1.

2.

Partnership with others 1.

2.

Continuing professional development (CPD) related to DEIS and SSE

Say if whole-staff, or name
Nature of CPD Provider Impact on students
individuals

Board of management and DEIS planning – This section should be completed by the chair of the board
What was the role of the board of management in devising and implementing previous DEIS plans?
What is the role of the board of management in devising and implementing the current DEIS plan?

What is the role of the board of management in reviewing existing DEIS action plans?

Date of ratification of current DEIS plan: Date of review:

 Please make any further comment you wish to on the school’s work in the context of DEIS

Principal       Date      

When completed, this form should be returned to:     

Email:      

Thank you for completing this form. Please note that the information collected will only be used
by the Department to inform inspection planning and reporting.