School self-evaluation (SSE) is a collaborative, inclusive, and reflective process of internal school review. An evidence-based approach, it involves gathering information from a range of sources, and then making judgements. All of this with a view to bring about improvements in students’ learning.
The SSE process provides a way for schools to systematically plan for, implement and monitor changes and improvements in aspects of practice that they have identified as priorities. It is a six-step process as can be seen in the image below. For more details on SSE please click here.
2024/2025 School Self-Evaluation Report
Over the past year, our school has engaged in a multi-faceted School Self-Evaluation (SSE) process focusing on key areas within TEACHING AND LEARNING and WELLBEING.
In relation to TEACHING AND LEARNING we focused on the following areas:
Area 1: Feedback and Reflection
How information was gathered:
- Review of previous inspection reports.
- Analysis of sample student copies across all year groups.
- Inclusion as a discussion item on Year Head and staff meeting agendas.
Strengths:
- Evidence indicates that students receive substantial amounts of feedback through a variety of methods; including oral feedback, written comments in copies and on assessments and via Google Classroom.
- Examples of excellent feedback practices were shared among staff at a whole-staff meeting.
Areas for Improvement:
- Feedback practices appear inconsistent across departments and can appear ad hoc.
- The recording of feedback in multiple formats (copies, online platforms, etc.) creates challenges for students in relation to tracking and accessing the feedback over time.
Focus for 2025/26:
- All subject departments will pilot a standardised feedback template, to be affixed in each student’s copy. This will serve as a tool for both recording and tracking feedback received.
Area 2: Academic Tracking as a Tool for Raising Attainment
How information was gathered:
- Analysis of student performance data from 1st, 2nd, 3rd and 5th Year using VSware and Athena Tracker.
- Students achieving over 70% in all Junior Cycle subjects and over 500 points in 5th Year were identified as achieving exceptionally well academically.
- Student surveys based on attitudes and behaviours in relation to study were analysed.
Strengths:
- A strong cohort of academically high-achieving students is present across all year groups.
- Study skills were explicitly delivered to 2nd Year students by the Teaching and Learning committee.
- Study app access (Exam Revision) was provided to 3rd and 6th Years.
- Reward systems for academic excellence were introduced (e.g., motivational postcards, senior coffee mornings).
- A process for the earlier sharing of exam timetables and revision lists was implemented.
Areas for Improvement:
- Further strategies for motivating and recognising high academic achievement and improvement need to be developed.
- Study skills should be integrated into subject-specific teaching rather than delivered as standalone sessions.
- The proportion of Junior Cycle students achieving Merit or higher grades in formal assessments should be increased.
Focus for 2025/26
- Continuation and development of the rewards systems for high academic achievement.
- Expansion of the subject specific study skills approach from 2nd year to the entire junior school.
- Ensure exam timetables and revision lists are shared at least four weeks prior to assessments.
- Provide access to the Exam Revision app for all students in 2nd, 3rd, 5th, and 6th Year.
Area 3: Academic Mentoring
How information was gathered:
- Data analysis of 2nd Year students in the 80th–100th percentile.
- Student surveys at the conclusion of the mentoring programme.
- Reflections from the 2023/2024 Forbairt Programme.
- Parent feedback via email and parent-teacher meetings.
- Feedback from academic mentors.
Strengths:
- High levels of engagement and positive feedback from students, parents and staff.
- Students reported increased motivation and improved reflective practices.
- Improvement in assessment results among the target group at the most recent assessment point (Feb 25).
- Barriers to academic achievement have been identified and acknowledged.
Areas for Improvement:
- Students reported insufficient time with mentors; use of the time allocation was suboptimal and needs to be reviewed.
- The current selection criteria for mentees may require refinement.
- Mentoring session processes and documentation could be improved.
- Greater parental involvement is needed to address barriers to academic success.
Focus for 2025/26
- Continue the academic mentoring programme with a clearer structure and schedule.
- Increase parental engagement through more frequent updates
Area 4: Transition Year Review
How information was gathered:
- Attendance at the national TY CPD programme by senior leaders and the TY Coordinator.
- Audit of the existing TY Programme.
- TY student surveys regarding their experience of the current programme.
Strengths:
- The TY programme is broad and well-received by students.
- Many components of the redeveloped TY curriculum are already in place in Coláiste Chiaráin.
Areas for Improvement:
- Subject content needs to be explicitly mapped to key competencies.
- Reflection opportunities need to be more structured and frequent.
- All subject teachers should be actively involved in supporting student EPortfolios.
Focus for 2025/26
- Complete the ongoing TY audit and communicate key priorities to staff.
- Adapt and align the TY programme to fully meet the expectations of the redeveloped national TY curriculum.
- Prioritise reflection as a key component of TY and an area that needs to feature in all TY subject plans.
In relation to the area of WELLBEING our focus was on:
Area 1: Implementation of the Bí Cinéalta (Anti-Bullying) Programme
How information was gathered:
- Surveys completed by students, staff and parents.
- Focus group discussions with students from each year group.
- Oide-led Bí Cinéalta information sessions for lead staff.
- Whole Staff CPD - half-day session.
Strengths:
- Very low levels of bullying were reported by students.
- Parents and staff expressed satisfaction with the school’s approach to bullying prevention.
- A majority of students reported that they have a trusted adult in the school they can turn to if needed.
Areas for Improvement:
- A notable cohort of students indicated discomfort with reporting incidents of bullying involving other students.
- The sample size used in data collection should be expanded to ensure greater reliability.
Focus for 2025/26:
- Rollout of a new email reporting system for bullying incidents, to be launched in September 2025.
- Continued integration of the Bí Cinéalta programme into all aspects of school culture and daily life.
- Design and installation of a Bí Cinéalta-themed school mural to reinforce visibility and impact of the programme.
Area 2: Enhancement of Tutor Time Through the Development of a 1st Year Student Booklet
How information was gathered:
- Consultations between tutor team members, middle management and senior leadership.
- Research by the Student Support Team to identify suitable resources.
Strengths:
- Tutor time is already firmly embedded in the 1st Year timetable.
- Positive engagement from staff in shaping the content and structure of tutor time
Areas for Improvement:
- Existing tutor resources require streamlining to ensure consistency and effectiveness.
- A more unified and structured approach to the delivery of tutor time content is needed across all tutor groups.
Focus for 2025/26:
- Completion of an audit of the current tutor booklet, including feedback from both staff and students.
- Updated tutor time resources to be introduced and evaluated throughout the coming academic year to support a more consistent delivery across tutor groups.
