Castleknock Community College - School Report 2021-2022

In serving the needs of our

community we, the pupils,
parents, and staff, in all our
endeavours aspire towards
excellence in a caring and
supportive environment. By
growing and developing
through co-operation this
will enable all to realise their
full potential.

School Report 2021-2022

Castleknock Community
College

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Castleknock Community College - School Report 2021-2022

Foreword to Annual Report by Principal Page 2

Section 1: Mission & Educational Aims Page 4

- Mission Statement & Educational Aims

Section 2: Context Factor: Internal & External Pages 5 -20

- Whole School Inspection (MLL – October 2013)
- Follow Through Inspection (March 2017)
- Curriculum Development Team 2020-21
- School Self Evaluation
- School Leadership Project
- Literacy & Numeracy
- New Junior Cycle Programme (Progress Report)
- I.T. Developments at the College
- Community Partnership – West Pharma
Section 3: Curriculum Provision Pages 20 - 31
- Review of Curriculum 2020-21
- Professional Development Opportunities at the College 2018-19
- Learning Support & ESL Department Report
- The Transition Year Programme
- The Leaving Certificate Applied Programme.
- The Leaving Certificate Vocational Programme
Section 4: Care & Management of Students Pages 32 - 41
- Guidance Plan
- Social & Personal Health Education
- The Student Leadership Programme
- Chaplaincy Report
- Guidance & Counselling Department
- One Good School
- Student Voice & Inclusion
- Extracurricular Report

Section 5: School Management Pages 43 - 46

- Board of Management Report
- Leadership Team Report
- Dignity in the Workplace
Section 6: Parents Association Page 47 - 50
- Communications
- Review of College Policies
- Other PA Activities
Section 8: Adult Education Pages 51 - 53
- Review of academic year 2019/20
- Planning & Recommendations for 2020-21

Notes Page Page 54

_______________________________________________________
Overview of Policy Development Pages 54 - 55
Legislative & Regulatory Checklist Pages 56- 61

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Castleknock Community College - School Report 2021-2022

_______________________________________________________
Principal’s Foreword to the 16th Annual Report
August 2022
A Chara,

The 16th Annual Report reflects the College’s on-going commitment to Learning & Teaching
and to the Well Being of all those who work together in our College. Moreover, the Report
acknowledges that some of the planned work over the last academic years was suspended
due to Covid 19.

The College is deeply committed to developing a professional community of teachers and

over the last eight years has engaged with the educationalist Professor Barrie Bennett
through the Instructional Leadership Programme in promoting best practice in relation to
Assessment for Learning Strategies and thereby advancing the College’s Learning &
Teaching Policy. These teachers have supported the Learning & Teaching Team which has
been central in embedding AfL strategies in the classroom. Based on the feedback received
from the inspectorate as a result of the Follow Through Inspection (March 2017) and the
Spanish (October 2018) & Music (November2019) subject inspections the team continues to
provide guidance on best practice in Formative Assessment and Feedback. This year we will
publish our updated Learning & Teaching Policy which reflects the good practice and
initiatives that have been introduced into the College over the last number of years.
Moreover, a new curriculum team will be established to lead the next stage of the Learning
& Teaching Policy.

The College continues to invest significantly in its IT Infrastructure and feedback from staff
indicates that developments over the last number of years have enhanced the quality of
teaching and learning. Over the last four years the College has developed its Learning
Platform and subject departments are encouraged to use this facility to promote and share
their learning materials. The roll out of the National Digital Strategy has brought much
needed funding to the College’s IT Programme. As part of this initiative the IT Team was
required to create a Digital Plan for the College. Following an audit of the staff the IT Team
identified formative assessment as the area that it will support over the course of the next
academic year. From March 2020 the Digital Plan was accelerated due to Covid 19 and the
introduction of online learning and during this period the College migrated over to the
Microsoft Teams Platform. The Platform now supports the Learning & Teaching
programme at the College and is used widely to communicate with students, parents, and
staff.

The College Guidance Plan was completed by a team of teachers in 2016. This plan
captured the work and purpose of the various care networks that exist in the College and
how they contribute to providing the appropriate supports for our students. In June 2019
the plan received its first evaluation, and three areas were identified. (i) The College’s
commitment to embedding the new Well Being Programme into the new Junior Cycle for
First Years. (ii) The Guidance Department use of other interest/aptitude tests for Transition

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Castleknock Community College - School Report 2021-2022

Year Students. (iii) A Review of the senior cycle RSE Programme to meet the demands and
challenges facing our senior students. The revised Guidance Plan was ratified by the Board of
Management in April 2021. This year the Guidance Plan was updated to reflect the changes
and updates that have been introduced by the Learning Support Department in recent years.
In the coming year there is a commitment to update the section on “Inclusion and
Diversity” in order to capture the recent initiatives and programmes that have been
established at the College.

Over the course of the last academic year The Board of Management conducted its annual
review of a number of policies & guidelines. The Board reviewed and updated the Colleg e’s
Attendance & Punctuality Policy, The Learning & Language Support Policy, and The
Substance Abuse Policy alongside its annual review of the College’s Child Protection
Procedures and Counter Bullying Policy. The Board also received presentations on the
revised Learning & Language Support Policy, The Leaving Certificate Applied Programme,
the role of the Art Department at the College and & the role of the Parents Association. The
Board has also identified a number of policies to review in the next academic year including
The Critical Incident Policy, The RSE & SPHE Programmes and the AUP, CCTV &
Data Protection Policies.

This report also captures the enormous commitment made by Parents to the life of the
College. The College is deeply indebted to their on-going support. The parents have
continued to work on developing and reviewing College Polices while supporting the
Learning Support and Guidance Departments in very practical ways. Moreover, the
Association continues to offer other services including its work with the senior cycle mock
interviews, the second-hand uniform sale and workshops and talks. The Annual Plant Sale
made a welcome return to the College and was once again well supported by the College
community.

Section 7 of this report highlights the very vibrant Adult Education Programme that exists in
the College. The Director of Adult Education has continued to expand and enhance the range
of classes currently on offer as part of the College’s Adult & Community Education
programme. The commitment to the new programme by the newly appointed Director of
Adult Education is reflected in the significant expansion of the courses and enrolment
figures.

The Appendix at the end of this report provides an update on the review work carried out
on school policies and a newly designed Legislative & Regulatory Checklist.

I wish to express my sincere gratitude to all staff members who have contributed in so many
ways to the College’s success over the last academic year.

John Cronin
Principal
August 2022

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~ Section 1: Mission & Educational Aims ~

________________________________________________________

~ Mission Statement ~
In serving the needs of our community we, the pupils, parents, and staff, in all our
endeavours aspire towards excellence in a caring and supportive environment. By growing
and developing through co-operation this will enable all to realise their full potential.

________________________________________________________

~ Educational Aims ~
• To enable and encourage the full growth and development of each student
intellectually, creatively, physically, morally, and socially.
• To create a caring, safe, and supportive environment in which each student will have
the opportunity to fully develop his/her aptitudes and talents.
• To promote gender equity, self-awareness, and responsible attitudes on personal
relationships, while encouraging dignity and respect in all our endeavours.
• To foster consultation and the involvement of parents in the development of school
policies, and its social and recreational activities.
• To engender feelings of self-esteem and the creation of sensitive, caring and politically
aware members of society.
• To create opportunities for parents and other adults to further their academic or
social education by the provision of a community education programme.
• To aspire towards excellence in all areas of work and involvement, thus promoting an
image and a reputation for our college, which will command the respect and the pride
of the community.
• To be true to our motto “Mol an Óige and Tiocfaidh Si” and thus instil a feeling of
self-esteem within all students.
• To provide a pastoral care programme that is central to the life of the college.
• To provide for the cultural and aesthetic needs of the community through the arts.

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________________________________________________________

Section 2 - Leading Learning & Teaching

________________________________________________________

WSE Management, Leadership & Learning (MLL) October 2013.

The College received a Whole School Evaluation (MLL) in October 2013 and the key findings
and recommendations for further development were identified as follows:

• The school’s draft policy on teaching and learning should be finalised and become the
basis for whole-staff reflection on their professional practice
• A systematic and carefully monitored embedding of the principles and practice of
assessment for learning is recommended.
________________________________________________________

Follow Through Inspection (MLL) March 2017.

A review of WSE Inspection was carried out by the Inspectorate in March 2017. The
subsequent report presented an update on the 2013 recommendations.

Recommendation 1: The school’s draft policy on teaching and learning should be finalised
and become the basis for whole-staff reflection on their professional practice.

Progress Achieved: Very good progress has been made on the school’s policy on teaching
and learning. It has now been finalised and ratified by the Board of Management, in
consultation with staff, parents and students. The document forms the basis for a whole-
school approach to teaching and learning and is consistently reviewed and updated.

Recommendation 2: A systematic and carefully monitored embedding of the principles and

practice of assessment for learning is recommended.

Progress Achieved: Good progress has been made on the embedding of the principles and
practice of assessment for learning (AfL). Some good strategies were noted in the lessons
observed such as meaningful pair and group work, however this strategy would benefit from
some additional structure, such as timing, and the assignment of roles for students.
Questioning of students was very good and good formative feedback was provided orally in
lessons. Some high-quality written feedback is provided in some copybooks but there is
scope to develop this further.

Summary of Findings
1. Very good or good progress has been made on the two recommendations from the
WSE-MLL.
2. There is scope to further develop formative feedback in students’ copybooks.

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Recommendations:
1. Teachers should continue to develop AfL strategies in lessons with a clear
understanding of the rationale for their selection and implementation, including the
provision of written formative feedback.
2. While the College will continue to honour its commitment to the New Junior Cycle
Programme it will also remain focussed on promoting and developing further
workshops and initiatives in relation to formative feedback. The Digital Strategy
Policy will also support this commitment with an increased emphasis on how IT can
support formative feedback in the classroom.

College’s Response to Recommendations

The Curriculum Development Team has annually updated the College’s Learning &
Teaching Policy which is designed to be a blueprint to support all current and future
practices of assessment for learning.

The College’s Learning & Teaching Policy acts as the main driver for change and
development. In recent years this policy has enabled the implementation of a variety of
learning strategies into the classroom: Sharing Learning Outcomes, Success Criteria,
Concept Attainment, Instructional Intelligence, and Graphic Organisers & Practical
Applications.

________________________________________________________

Curriculum Development Team 2021 -2022

Central to the success of the College’s Learning & Teaching Policy is the work of The
Curriculum Development Team which provides advice and support to the teaching staff and
management on effective methodologies and strategies that promote active teaching and
learning, group work, critical thinking, and collaboration within the learning community of
the College.

Based on staff professional knowledge and understanding as well as an awareness of current

research-based evidence into high-quality learning and teaching, The Curriculum
Development Team has identified key principles which shape its pursuit of consistency in
learning and teaching in the classroom based on Instructional Leadership, Blooms
Taxonomy, The Magenta Principles, and The Step-Up Programme. These are:

• Active Methodologies and Strategies based on Instructional Leadership and the

Magenta Principles
• Effective Questioning and Oracy
• Modelling
• Scaffolding

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Castleknock Community College - School Report 2021-2022

• Success Criteria
• Assessment (Formative & Summative) and Effective Feedback.

Over the last academic year, The Curriculum Development Team has worked on the redesign
of The College’s “Teaching & Learning Policy”. The Policy has been transformed into a
resource back that now enables teachers to reference templates and best practice to enhance
their teaching. This policy is also a framework for teachers and parents associated with our
College and captures the variety of practices, planning and supports involved in providing
the best learning and teaching opportunities to ensure the learning experience of our young
people is effective and well supported.

Our collaboration as a learning and teaching community alongside peer and self-evaluation
provide opportunities for staff to share good practice and develop professional skills to
continually improve their teaching practice. The College’s Learning & Teaching Policy
provides for frequent professional dialogue and learner feedback to ensure we are meeting
the needs of all young people within Castleknock Community College.

The next challenge for the College is how we continue to enhance the learning experience of
our students against the backdrop of Covid 19. Our staff survey at the end of the academic
year saw an emphasis on the need to further develop the skills of student self-evaluation and
peer evaluation. Moreover, as schemes of work are reviewed the new emphasis will be on
Units of Learning for each subject. There will be opportunities in the coming academic year
for subject departments to focus more on these two areas with an increase in the number of
Croke Park hours being committed to Subject Planning.

For the 2022-2023 academic year the team will focus on developing strategies that will
support support the skills required to develop Units of Learnings and further develop the
range of strategies required to embed student self-evaluation and peer-assessment. These
targets have been set following a survey of staff and students in relation

________________________________________________________

School Self-Evaluation Survey & Planning for the next stage

Despite continued disruptions to learning and teaching over the course of the last two
academic years, Assessment for Learning remained at the centre of our planning and the
following was achieved:

• Continued to focus on using Formative Feedback in student reports and student

work across all year groups
• Sharing of practice and useful resources continued via MS Teams and SharePoint
• Staff, students, and parents were surveyed in 2021 and the results have been used to
identify areas to focus on for academic year 2022-23.

Staff Survey Results - 2021

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• 61.9% of Students continued to have opportunities to engage in self-assessment in

lessons this year.
• 17.4% students were often supported in self-assessment and reflection via the use of
scaffolding questions, reflection templates.
• 25% of students often and 40-% occasionally have the opportunity to engage in peer
assessment in your lessons?
• >43% of staff surveyed said that students had the skills to engage in peer and self-
assessment, while 14% said that students require further support.

The results of this survey, together with consultation with staff, will frame the direction of
our School Self Evaluation Process for 2022-23.

Staff Evaluation Summary

Question 1: Formative Assessment – Peer & Self-Assessment

Often

Occassionally

Rarely

Never

0% 10% 20% 30% 40% 50% 60% 70% 80%

Do students have the opportunity to engage in peer assessment in your lessons?

Are students supported in self-assessment and reflection via the use of scaffolding questions, reflection templates,
etc….
Do students continue to have opportunity to engage in self-assessment in your lessons?

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Question 2: Do students have the skills to engage in peer & self-assessment, or is this
something that you think requires further exploration and support

Yes
43% 43%
No
Requires Furhter Support

14%

Question 3 With which Year Groups are you most likely to use Formative Assessment
Strategies?

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All Year Groups

Sixth Year & LCA2

Fifth Year & LCA1

Transition Year

Third Year

Second Year

First Year

0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%

Frequently Sometimes Rarely Never

Question 4. Are there areas of Formative Assessment that you would like further
training in?

• Refresh strategies commonly used and introduce 2new initiatives for embedding.
• Differentiation
Question 5 Are there any curriculum areas the College needs to prioritise in the
Academic Year 2021-22

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Other *

Value of CBAs

Core Principles of the Junior Certificate

Groupwork

Active Classrom Activities

0 2 4 6 8 10 12 14 16

*If you ticked 'Other', please list the other areas of curriculum development that you would
like to see prioritised in September:

Highlighting areas of Wellbeing for Junior Cycle teachers in all subject areas not just PE,
SPHE, CSPE etc.

________________________________________________________

I.T. Developments at the College

In 2019 the Digital Learning Team, having gathered and evaluated evidence from an IT Audit
and surveys devised a Digital Learning Plan which to focus on the following domains from
the Digital Learning Framework:

Dimensions and Domains from the Digital Learning Framework

As a result of our team audit, teacher, student, parent surveys and to complement our
participation in the DDLETB CBA TEL initiative, we have highlighted the following two
domains to focus on:

• Domain 3: Teachers’ Individual Practice

• Domain 4: Teachers’ Collective/Collaborative Practice

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Standard Statement
3.2 The teacher selects and uses Effective Practice: Teachers use a range of
planning, preparation, and digital technologies to support assessment
assessment practices that progress of learning and assessment for learning
students’ learning Highly Effective Practice: Teachers design
and use a variety of digital technologies for
assessment of learning and assessment for
learning and regularly evaluate their
validity and reliability.
4.4 Teachers contribute to building Effective Practice: Teachers collaborate in
whole- staff capacity by sharing their determining how digital technologies can
expertise be used effectively for teaching, learning
and assessment
Highly Effective Practice: Teachers lead
and support colleagues within the school to
develop a shared vision of how digital
technologies can enhance learning
opportunities for all students.

DOMAIN: (From Digital Learning Framework)

STANDARD(S):
1.2 The teacher selects and uses planning, preparation and assessment practices
that progress students’ learning.
4.4 Teachers contribute to building whole- staff capacity by sharing their expertise.

STATEMENT(S):
3.2 The teacher selects and uses planning, preparation, and assessment practices
that progress students’ learning.
Effective Practice: Teachers use a range of digital technologies to support
assessment of learning and assessment for learning.
Highly Effective Practice: Teachers design and use a variety of digital technologies for
assessment of learning and assessment for learning and regularly evaluate their validity
and reliability.

4.4 Teachers contribute to building whole- staff capacity by sharing their expertise
Effective Practice: Teachers collaborate in determining how digital technologies can be
used effectively for teaching, learning and assessment
Highly Effective Practice: Teachers lead and support colleagues within the school to
develop a shared vision of how digital technologies can enhance learning opportunities
for all students.

TARGETS: (What do we want to achieve?)

Increased use of the O365 system, particularly the email function

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Greater use of digital technologies in the completion of CBAs in the pilot classes.
Enhanced awareness of the various technologies that can be used to support Teaching
and Learning by all staff through various in-house training sessions.

The team set the targets below to work on over the two years of the plan:

Target Progress

Increased Use of the OS365 system, The closure of schools on 12th March 2020 resulted
particularly the email function in the acceleration of this target. Office 365 is now
the only platform being used in the College. During
the 2020 and 2021 school closures lessons moved to
MS Teams. Teams have been created for each class
and is used teaching, assessment, and
collaboration. Teams is used for assemblies and
information meetings for parents.

Greater use of digital technologies Use of digital technology featured in CBA

in the completion of CBAs. completion this year.
17 of 21 teachers who responded to this year’s
survey on digital technology identified CBA
completion as an area where Digital Technology
would play a role in teaching in the future. This
would indicate that this is a target that will remain
part of future digital planning.

Enhanced awareness of the various • Time was allocated at the start of the
technologies that can be used to academic year 2019 – 20 to training in MS
support Teaching and Learning by teams. This training was facilitated by
all staff through various in-house volunteers from the teaching staff
training sessions. • Eight members of the teaching staff
volunteered to become Digital Leaders who
would be available to train and advise staff
on use of digital technology for teaching
and learning.
• Four members of teaching staff who
responded to the 2021 survey indicated they
would be willing to give demonstrations on
Digital Technology to the staff.

Digital Leaders
Role of the Team

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It was agreed that the team should focus on:

· Teaching and Learning · Supporting some staff with the basics of Teams
· Supporting some staff with utilising what they already know to the fullest · Encouraging
staff to learn from each other
· Promote use of Teams at staff meetings
· Sharing tips and expertise with staff.
· Communication with staff on matters IT
· Promoting Digital Literacy in the College
· Bridging the gap between secondary school and college

Members of the team volunteered to be available to staff in person of via email to support
colleagues with utilising Teams for assessment, tracking and giving feedback to students &
iPads. The team contributed to an information newsletter which was sent to all staff at the
end of the first week of school closure.

Digital Technology Surveys 2019 & 2021

All teaching staff were given the opportunity to respond to a survey on use of technology in
the College during 2019 and at the end of the academic year 2021. In 2019, 29 teachers
responded to the survey and in 2021 responses amounted to 21. The 2021 survey was given to
staff with a view to exploring if any changes in attitudes to and behaviour around digital
technology had occurred over the past two years. Students and Parents were also given the
opportunity to respond to a survey on this topic. The results of these surveys will be
available in September.

Survey of Teachers

The differences in behaviour and attitudes are outlined below: The figures in each table
indicate the numbers of responses.

How Frequently do you use digital technology in your classroom?

Frequency 2019 2021

Every Lesson NA 9
Daily 20 9
Once a week NA 3
Once a fortnight 1 0
Once a month 6 NA

Do you agree that Digital Techologies ar an essential took in providing our students
with 21st Centurary Skills?

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2019 2021
Yes 25 22
No 2 0
Unsure 2

Please tick next to the platforms you are familiar with/have used

Platform 2019 Platform 2021

Office 365 Forms 14 Office 365 18
Office 365 29 MS Forms 11
word/excel/powerpoint
Office 365 Onenote/Class 9 Word 19
notebook
Padlet 5 Excel 7
Showbie 2 Onenote 4
Kahoot 13 OneDrive 8
Edmodo 10 MS Teams 20
Schoology 0 Powerpoint 21
iMovie 2 Mentimetre 3
Keynote 2 Kahoot 15
Garage Band 0 Padlet 2
Duolingo 5 Other 2
Google Expedtions 0
Explain Everything 2
Everyone Can Create 0
Mentimetre 8
Other 2

Where do you see Digital Technologies Playing a role in your teaching in future?

2019 2021
Assessment 20 17
Research 23 15
Revision 18 20
Group 13 17
Work/collaborative tasks
Creation of E-portfolios 13 9
CBA Completion 22 17
Communication 20 18
Other 0 2

Would you be in favour of your students having managed educational devices for
classroom use? (i.e they cannot download anythig or play games etc) and you had the
ability to controm their divices from yours?

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Castleknock Community College - School Report 2021-2022

2019 2021
Yes 18 17
No 3 0
Maybe 8 4

Please indicate your views concerning the below statements

Please indicate your views on the statements below:

2019 Responses

Please indicate your views on the Strongly Disagree Neutral Agree Strongly
statements below: Disagree Agree

Using digital technologies gives 3.4%% 17.2% 69% 10.3%

ownership to students
Using digital technologies makes 18.8% 41.4% 34.5% 10.3%
differentiation easier
Using digital technologies actively 3.4 % 6.9% 17.2% 51.7% 20.7%
engages students
Using digital technologies supports 3.4% 10.3% 69% 17.3%
innovation
Using digital technologies supports 6.9% 13.8% 24.1% 44.8% 10.3%
inclusion
Using digital technologies supports 3.4% 17.2% 62.1% 17.2%
the inquiry process
Using digital technologies enables 3.4% 17.2% 55.2% 24.1%
students to engage more in project-
based learning activities
Using digital technologies facilitates 6.9% 24.1v 55.7% 17.2%
instant formative feedback
Using digital technologies assists in 10.3% 0 51.7% 10.3%
planning collaboratively

2021 Reponses

Please indicate your views on the Strongly Disagree Neutral Agree Strongly
statements below: Disagree Agree

Using digital technologies gives 14.3% 47% 38.1%

ownership to students
Using digital technologies makes 36.4% 50% 13.6%
differentiation easier
Using digital technologies actively 4.5% 13.65% 50% 31.8%
engages students
Using digital technologies supports 4.5% 59.1% 36.4%
innovation
Using digital technologies supports 31.8% 22.7% 27.3% 18.2%
inclusion
Using digital technologies supports 9.1% 4.5% 54.5% 31.8%
the inquiry process
Using digital technologies enables 4.5% 9.1% 40.9% 45.5%

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Castleknock Community College - School Report 2021-2022

students to engage more in project-

based learning activities
Using digital technologies facilitates 4.5% 22.7% 27.3% 45.5%
instant formative feedback
Using digital technologies assists in 31.8% 22.7% 45.5%
planning collaboratively

Teachers were asked to respond to the following in 2021: The questions were chosen by the
Digital Learning Team to inform their planning for 2021 -2022.

Did you find any useful resources that your colleagues would benefit from?

Did you find any useful resources that your

colleagues would benefit from?

No, 40%
Yes , 60%

If yes, please list educational apps/ sites/ resources/strategies that you used over the
course of the last year that you would recommend to your colleagues:

A very broad range of responses were given in this section. These responses will be used in
the first Digital Leaders Information Newsletter 2021 -22

Would you be interested in giving a brief demonstration of the above to colleagues?

Yes 4

No 9

Do you have any comments or suggestions in relation to IT at CCC?

Some responses to this question focused on frustrations with disruption to teaching and
learning caused by faults with devices in classrooms. Comments made with regard to
teaching and learning will be discussed at the first Digital Team Meeting in September and
will be used to inform planning.

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________________________________________________________

I.T Report 2021 – 2022

School Support PDST

The Digital Leaders Team engaged in the sustained support programme with PDST over the course of
the year. This involved three workshops on planning for digital literacy, ethical use of I.T and
developing a vision for digital learning in the College.

Development of a Digital Vision

After surveys and interviews with students, parents, and staff the Digital Learning Team wrote the
following vision for the use digital technology at Castleknock Community College.

Our Vision for the use of Digital Technology at Castleknock Community College

At Castleknock Community College we are committed to giving our students opportunities that will
allow them to think critically and creatively, innovate and adapt to change.

We recognise the potential of digital technologies to enhance and deepen teaching learning and
assessment and to enhance inclusion and learner participation.

We wish to equip our students to become competent and confident users of digital technologies in a
manner that will empower them to become informed and responsible citizens and to develop
transferrable skills which will prepare them for future life.

Our Vision for the use of Digital Technology will reflect the core values of our College: Courtesy,
Respect and Responsibility so that all members of the College Community will use digital technology
in an ethical and responsible manner

Digital Learning in the Classroom

We invested in iPads for the Digital Leaders Team to explore how devices could enhance teaching
and learning. All teachers who used iPads reported that iPads they would consider iPads very a very
effective resource. The consensus of the Digital Leaders is that devices in the classroom enhance
teaching and learning as part of a hybrid approach.

Formative Assessment using Digital Portfolios

The Digital Leaders enrolled with the Formative Assessment using Digital Portfolios project, which
will be facilitated by the PDST during the school year 2022 -23.

Plan for 2022 – 2023

Planning will continue to focus on the statements of effective practice from the College Digital
Strategy.

• Domain 3: Teachers’ Individual Practice

• Domain 4: Teachers’ Collective/Collaborative Practice

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Standard Statement
3.2 The teacher selects and uses planning, Effective Practice: Teachers use a range of
preparation and assessment practices that digital technologies to support assessment
progress students’ learning
of learning and assessment for learning
Highly Effective Practice: Teachers design
and use a variety of digital technologies for
assessment of learning and assessment for
learning and regularly evaluate their validity
and reliability.
4.4 Teachers contribute to building whole- Effective Practice: Teachers collaborate in
staff capacity by sharing their expertise determining how digital technologies can
be used effectively for teaching, learning
and assessment
Highly Effective Practice: Teachers lead and
support colleagues within the school to
develop a shared vision of how digital
technologies can enhance learning
opportunities for all students.

Actions for the Year

• Planning for the use of devices in the classroom – a strategy for the school year and beyond.
Planning will be informed by research on best practice and interviews with members of the
school community.
• The digital leaders will be available on the Third Thursday of every month to share practice
and support colleagues.
• Formative Assessment using Digital Portfolios: The Digital Team with attend CPD to
support his project which will be run as a pilot with Rang Newgrange.
________________________________________________________

Droichead
In the last year, we continued to work with our newly qualified teaching staff in Castleknock
Community College as part of the Droichead process, a process which welcomes the new
teachers into the profession of teaching having completed the initial teacher education phase.
Droichead includes both school-based and additional professional learning activities to meet
the needs of teachers as they begin their career.

There are three experienced professional support team members in the College, including a
member of the Senior Management Team, who work collaboratively with these new
teachers. In the academic year 2021-2022, five teachers completed the Droichead process.
There was a range of teaching classes observed in the areas of Geography, Irish, Spanish,
English and Religion. Professional conversations about learning and teaching took place,
which provided opportunities to exchange feedback on a one-to-one basis and offer guidance
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if needed. This professional journey of Newly Qualified Teachers and Professional Support
Team members is mutually beneficial. There was very positive engagement from all teachers.
They engaged professionally with the school-based induction and completed additional
professional learning activities. They showed their professional commitment to quality
learning and teaching for their students. Finally, they engaged in reflective practice which
supported their professional learning.

We look forward to working with newly qualified teachers again during this academic year.

________________________________________________________

Section 3 - Curriculum & Programme Review

________________________________________________________

Review of Curriculum 2021/22

Following a review of subject coordinators and their respective departments in May 2017 a
number of areas were identified for further development.

Priorities
• Further develop and embed peer teaching and AfL strategies.
• Ensure that the culture of common assessment continues to be developed.
• Re-evaluate the completion process for tasks, journals and projects required for the
state examinations. A summary document needs to be drafted that ensures that there
is clarity for all in relation to the process.
• Develop a common learning platform through the use of the staff intranet. This will
enable subject departments to further develop collaborative practices.

________________________________________________________

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Castleknock Community College - School Report 2021-2022

Professional Development Opportunities at the College 2021-

2022
Staff had opportunities to engage in Continuous Professional Development the following
areas during the school year.

Continuous Professional Development

Teachers were facilitated to attend in-service training in the following subjects:

• Leaving Certificate: Computer Science

• Leaving Certificate PE: Examination
• Leaving Certificate: PE Phase 2
• Leaving Certificate: Agricultural Science
• Leaving Certificate: Economics
• Senior Cycle: RSE
• Junior Cycle: Religious Education
• Junior Cycle: SPHE
• Junior Cycle: Engineering
• Junior Cycle: Technical Graphics

________________________________________________________

Learning and Language Support Department

Introduction

This report records the actions and progress of the Learning and Language Support
Department this year and an improvement plan for next year. It includes targets for the
academic year 2022-23 and the actions we will implement to achieve these targets.

Exceptional Review

The department engaged with NCSE on an Exceptional Review of SNA allocation to the
College. Following the review, SNA allocation remains at ten SNAs. Senior Management
have noted the recommendations of the NCSE to ensure that students with the highest level
of needs receive the highest level of support.

Learning and Language Support Department Policy Review

The Learning and Language Support Department Policy was amended and updated,
following a revision and review by the department in partnership with parent and student
representatives. The revised policy was ratified by the Board on Management in April.

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Castleknock Community College - School Report 2021-2022

Parent Survey

All parents of students accessing support from the Learning Support Department were
surveyed this year. The purpose of the survey was to review current practice to ascertain
what is working well and identify areas for improvement.

Assessment

CAT4 online version was introduced this year to assess incoming First Years and Third
Years. Results are uploaded to Athena for tracking purposes. The CAT 4 individual parent
report is posted to parents and students.

Assessment conducted this year:

• CAT 4: Third Years & Incoming First Years

• WYAT Word Reading and Spelling: First Year Students
• Drumcondra Online Test: Second Year Students
• Testing for RACE & DARE

Physical Education

Mr Gerve continues to work as a co-teacher in the PE lessons to support the inclusion of a

cohort of students with additional needs. He has developed a booklet, setting targets for all
First Year PE students for Junior Cycle. Students with additional needs participated in the
Couch to 5k initiative.

Co-operative Teaching

Co-operative Teaching was reintroduced this year. Mairéad O’Halloran gave a presentation
on Co-teaching was given to all staff at a meeting on 2nd November 2022. Teachers
timetabled for Co-teaching supported students with additional needs with guidance from
colleagues in the Learning Support Department.

C.Pens

First and Second Year students received training in the use of C. Pens for Summer House
Exams.

Autism Friendly School

The College has begun the process of becoming an Autism Friendly School. The project, run
by AsIAm aims to support schools in the provision of inclusive educational placements
for autistic children and young people alongside specialist provision.

Department Evaluation

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Castleknock Community College - School Report 2021-2022

This year we undertook an evaluation of policy and practice in the Learning Support
Department.

The parents survey and interviews of parents and students along with the department’s
review and evaluation identified the following areas of very effective practice.

Effective Practice

• Parents know who to contact with regard to learning support for their child
• Parents are well informed about RACE, DARE and CA0
• Students find Co-teaching very effective – especially in maths and language classes
• The Learning Support Co-ordinator and Link Teachers are helpful, approachable, and
efficient.
• Communication with parents of students with the most needs is good
• The link teacher system is effective
• Students found the transition system to secondary school good
• Students find tracking meetings helpful
• Students know who to approach if they have a question on DARE, RACE or CAO.

In the Academic Year 2022-23 we will focus on the following areas of improvement

• Formal Communication with parents

• Target Setting for Students
• Use of Athena for tracking student progress.

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The Transition Year Programme in Castleknock Community College
The Transition Year Programme in Castleknock Community College

The Transition Year Programme aims to provide students with a broad range of academic, cultural,
practical and community based educational experiences to create opportunities that allow students
to develop their interpersonal and intrapersonal skills. It also focuses on developing their
independent learning and decision-making skills. The College encourages students to participate
fully in learning strategies, which are active and experiential, leading to students developing
transferable skills such as critical thinking and creative problem-solving skills.

Each year the Transition Year Programme is reviewed to identify areas that would further enhance
the learning experiences of students participating in the programme.

Transition Year Programme – Review of Academic Year 2020 – 2021

• The number of places offered to students who wished to participate in the Transition Year
Programme stood at 140. There were 5 tutor groups in total this year. We also welcomed
three Ukrainian students and a student from Pakistan to the year group later in the year.
• Students who participated in Transition Year 2021/2022 were encouraged to complete their
Bronze Gaisce Award. A total of forty-three students were presented with their medals and
pins during the End of Year Ceremony at the end of May, with an additional six students
working towards completion of their Bronze Award over the summer.
• Approximately 80% of students secured work experience for the first week in November and
the same in February. This year, it was once again a combination of either on-site or online
work experience. Students also participated in online programmes run by universities that
they accessed themselves. Information pertaining to online programmes was posted on the
Transition Year MS Teams page and many students registered for and participated in these
programmes themselves from January to Easter. Some placements fell through at the last
minute because of Covid restrictions in certain work environments; therefore, a number of
students were released from school later in the year to complete session two of work
experience and/or the Community Outreach Week.
• The Outdoor Education Programme was back on the Transition Year timetable this year on
Monday afternoons and rotated through P.E and Religion. Students went hillwalking and
skiing, and they were rock climbing in Awesome Walls.
• Modules which were formerly 10 weeks in duration (Creative Arts, Classics, Philosophy,
Film Production and Business) became half-yearly modules to maximise student exposure to
them. The Creative Writing module also became part of this block on the timetable. Students
studied a total of two modules from the list.
• The Lifeskills Programme worked well this year, with teachers commenting on very good
levels of engagement among students in each tutor group. Students had two classes of
Lifeskills per week The five modules which made up this programme this year were:
Castleknock Community College - School Report 2021-2022

✓ Health and Safety in the Workplace

✓ Peer Mediation
✓ Resilience Education
✓ RSE (two separate modules)

• All Transition Year students took First Aid and Work Application as core subjects for the
year, as well as Irish, English, Maths, MFL, P.E., Religion and Science.
• I.T. also ran on a weekly basis for the year. Students had a double period of I.T. each week
and they studied a range of modules from Block Coding and Microsoft Make Code Arcade
(where they created two retro arcade games) to Computational Thinking, Web Design,
Microbit and Canva.
• Global Cookery, Public Speaking, Music, and Science were half-yearly modules, and every
student took these modules over the course of the year.
• History, Geography and Development Education were half yearly modules. Students studied
two of the three.
• The Development Education classes produced a monthly College newspaper, and they were
awarded the Silver ‘Diplomatic’ Passport from World Wise Global Schools, continuing on
from the Bronze Award which was secured by a previous group.
• An Archaeology module was integrated into ‘A Taste of History’ in January. It ran for four
weeks and was facilitated by two archaeologists from the School of Irish Archaeology (SIA).
The module culminated in a tour of the Archaeology wing of the Natural History Museum
and a walking tour of medieval Dublin.
• Chinese was introduced to the Transition Year timetable this year. Japanese and Chinese ran
for the full academic year for students. Students studied one of the two languages.
• Graphics and Construction also ran for the full academic year. Teachers worked with
students on a modular basis, which meant that students were able to sample all of the
practical subjects concerned over the course of the year, ahead of making subject choices for
LC1.
• Maths classes were mixed ability in Transition Year this year, as students took Maths within
their tutor group cohort. The Maths programme in TY aims to help students to improve on
the skills acquired in Junior Cycle. Along with the introduction of some new topics from the
Leaving Certificate course, the intention is that Transition Year students remain focused on
developing and improving their mathematical ability for the duration of the year and, that a
new confidence in their mathematical ability is instilled in them in advance of their
progression to the Leaving Certificate programme in LC1. Transition Year students sat a
stand-alone Maths exam at the end of April, the results of which help Maths teachers to
gauge ability levels for higher/ordinary level in LC1.
• Students this year were continually encouraged to participate in the many courses run by
Third Level Institutions, hospitals, and other organisations. Many institutions continued to
run their on-site programmes online this year as a precaution and more students than usual
was able to access these programmes, as in most cases, there wasn’t a cap on places per
programme. Many Transition Years accessed these programmes to compensate for missing
out on work experience in a more traditional setting.

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Castleknock Community College - School Report 2021-2022

• Shannon River Adventures Outdoor Centre in Rooskey was the new destination for the
Transition Year trip in early April this year, as the Donegal Adventure Centre in Bundoran
closed.

There was a large uptake by Transition Year students for the following courses:
o St Patrick’s Mental Health Services ‘Walk in My Shoes’ programme
o An Garda Síochána Transition Year Programme
o GAA Coaching
o RCSI courses in Medicine (MiniMed), Midwifery, Physiotherapy and Pharmacy
o The Concern Academy Transition Year Programme
o The UNICEF Activism Programme
o Various Science/STEM courses in TCD/UCD/DCU
o Various CTYI (EUE) Programmes in DCU
o Many students also accessed online work experience placements with Deloitte, Dell,
and DNG Estate Agents.
o STEPS Ireland ‘Engineering your Future’ programme

This year (although interest was registered and students were nominated), we were not successful
in obtaining online placements on the following programme as places were capped at national level.

 Houses of the Oireachtas Transition Year Programme

However, we secured one place on the online ‘Solicitors of the Future’ Programme.

The Law Society also emailed resources for the ‘Look into Law’ Programme to schools who
registered their interest in it. We were lucky enough to have had a barrister facilitate the programme
for us over a six-week period here in the College on Wednesday afternoons. A total of twelve TYs
successfully completed the programme.

*Places for these programmes are traditionally awarded on a lottery basis at national level and places are capped, as
they generally only run for a period of one week in the academic year.

Student Feedback from Transition Year End of Year Portfolio Interviews:

This year, Transition Year students sat their portfolio interviews in mid-May. Interviews were
facilitated by colleagues on the teaching staff. Students were invited to reflect upon and evaluate
their individual experiences of their year on the Transition Year Programme. They had to respond to
four key areas in their interview which focused on a number of questions concerning highlights of
the year, how they upheld the core values, the skills they acquired/developed and any missed
opportunities they feel they would revisit, had they their time over again. They were also asked to
discuss their portfolios and work experience (online or otherwise).

Highlights of Transition Year:

• Work Experience
• Trips to Carlingford and Rooskey
• Field trips to MoLI/Seamus Heaney Exhibition/Croke Park

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• Japanese and trip to Japanese restaurant

• Outdoor Education
• Global Cookery
• The Creative Writing module
• Graphics and Construction
• Daffodil Day fundraising

Colleagues who interviewed the Transition Years commented that the students were incredibly
positive about their experiences in Transition Year. Many felt that they were more confident in
themselves and in their subject/career choices going forward. Students said that they had matured
on a number of levels and felt that the year in Transition Year helped them to develop their levels of
resilience, manage their time more efficiently and it gave them the space to work on their strengths
and weaknesses academically or otherwise.

TY Curriculum Review:

• The increase in numbers on the Transition Year Programme in the College in recent years
means that the programme is continually reviewed in conjunction with the Senior
Management Team, with changes made going forward based on what has been working well
or not so well in terms of meeting the demands of our students.
• Schemes of work for all core subjects, taster subjects and Transition Year specific electives
and modules will need to be reviewed and updated by members of the TY teaching team in
September 2022. Some new modules will be introduced to the programme – for example
Revolution and Social Change (as part of the History programme) and an updated year-long
RSE module. All TYs will take both History modules, Geography and Development
Education as part of the TYP 2022/23.

Transition Year Planning and Recommendations for 2022/23

• Since the current 3rd year group were severely impacted by Covid-related school closures, a
maximum of 168 places will be offered for the 2022 – 2023 programme. There will be six tutor
groups of 28 students.
• Carlingford and Achill (our new surf trip destination for March 2023) have been booked.
• Retreats, Judo team building workshops and the Transition Year Show have also been
booked.
• Work experience and Community Outreach dates have been pinned on the calendar.
• It is envisaged that some institutions (hospitals in particular) may continue to run their
Transition Year programmes online next year. Other institutions may run their programmes
back on campus.
• Graphics and Construction will continue as a year-long programme to optimise the amount
of time students spend in taster subjects.
• I.T. will also continue to be included in the core subject cohort on the Transition Year
timetable. Aspects of this programme such as Coding lend themselves well to the taster
subject layer for students who may be considering Computer Science as a Leaving Certificate
option subject.

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• Updated schemes of work will be submitted to the programme Co-ordinator and Transition
Year Programme Year Head by mid-September and uploaded to SharePoint.
• All schemes of work will have an emphasis on AfL, formative assessment, literacy, and
numeracy.
• Students will be encouraged to participate in the Gaisce Bronze Award Programme, in
keeping with the College tradition. Guidelines pertaining to the 2022 – 2023 Awards
Programme will be released over the coming months and the Gaisce PALS will inform the
2022 – 2023 cohort of students about the programme during Transition Year induction in
September.

________________________________________________________

Leaving Certificate Applied Report

Leaving Certificate Applied Programme 2021-2022

Recommendations 2021/2022

• Implementation of new Module Descriptors in; English and Communications, Mathematical

Applications, Introduction to I.C.T. and I.C.T. and Professional Development for staff
involved.
• Possible Trip to London (to include both year groups)
• Programme Review
• Continue to support the promotion of LCA students as ‘Mentors’ and their involvement in
other school groups, i.e., Diversity, Graduation etc.
• Continue with the provision of ‘Professional Development’ for ‘new’ members of staff to the
programme.
• Continue with staff training to become ‘Task Examiners’.

Review of Recommendations (2021/2022)

Implementation of new Module Descriptors in: English and Communications, Mathematical

Applications, Introduction to I.C.T. and I.C.T.)

• Staff involved in these subject areas attended three days of Professional Development
provided by P.D.S.T.
• The new Modules have been implemented successfully and Schemes of Work updated to
reflect these updates.

Possible Trip to London (to include both year groups)

• Unfortunately, this trip could not go ahead due to existing Covid restrictions that were in
place at the time this trip was hoped to take place.

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Castleknock Community College - School Report 2021-2022

Programme Review

• The Questionnaires for Students, Parents and Staff have been developed. These need to be
converted into survey format for ease of rollout and analysis.

Continue to support the promotion of LCA students as ‘Mentors’ and their involvement in
other school groups, i.e., Diversity, Graduation

• Students were once again actively encouraged to become members of school groups this
academic year, which they did quite successfully. L.C.A. students participated in some of the
existing student groups, such as School Council and Graduation Committee.

Continue with the provision of ‘Professional Development’ for ‘new’ members of staff to the
programme.

• Professional Development for staff both new to the Programme and those established
members continues to be a priority. Professional Development for staff involved in the New
Module Descriptors was successful, support from within the teaching group was once again
invaluable as staff shared their experiences to support the smooth running of the Programme.

Continue with staff training to become ‘Task Examiners’

• Unfortunately, due to Covid 19 restrictions, this process could not be facilitated this
academic year. However, there are staff who are willing to pursue this next year.

Achievements for 2021/2022

The excellent L.C.A. results in August 2021 provided a very positive start to the programme. The
National results showed 51% achieving the top grade - Distinction. Here at Castleknock Community
College, 92 % achieved the top grade - Distinction. All students are now attending their chosen
courses in the P.L.C. Colleges.

Once again, the year got off to a very positive start with the delivery of the student ‘Induction’
mornings for both year groups. Presentations were given by the Guidance Department and the Co-
ordinator. The trip to Go Quest facilitated ‘team building’ and was greatly enjoyed by the students in
both 5th and 6th year. The competition to win 1st place was a great incentive to work successfully as a
team!

The Annual Academic Excellence Awards Ceremony unfortunately did not take place this year due
to Covid restrictions. However, the twelve students who received the top grade of ‘Distinction' were
recognised and celebrated.

The completion of the Task Booklets went very well for both the Year 1 and Year 2 students this year.
The Interview Component of this process took place following the lifting of Covid restrictions and
the feedback from the examiners was both positive and complimentary.

The year 1 students completed a group activity which saw them staging the ‘1 st Year Soccer
Tournament'’ for their General Education Task in Session 1. The hard work and commitment put

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Castleknock Community College - School Report 2021-2022

into this process by both the teacher and students this year is to be commended. They then
completed individual ‘Career Investigations’ for their Vocational Preparation Task and an
‘Investigation into Setting up an Office at Home' for the required Vocational Education Task in
Session 2. Students presented for the interviews and will receive results next September.

The Year 2 students worked very well in Session 3 and completed both Tasks that were required this
academic year. Students were able to attend night classes to learn a new practical skill because of the
lifting of Covid restrictions. Their ability to rise to the challenges posed by this Task is to be
commended. They also successfully completed individual Tasks for their required Vocational
Education Task (Specialism is I.C.T.)

The 'Work Experience' component of the Programme proceeded as normal this year with the
students receiving very positive and affirming feedback from the employers.

The students’ return to classroom- based teaching and learning was very much appreciated, it served
to alleviate concerns and ensure that all was back on track. The students in both year groups are
working very hard to realise their potential in both the Summer and State Examinations.

It was a wonderful affirmation of how successful the L.C.A. Programme is run here in the College
when we were approached by two other schools within the DDL ETB, asking that we provide
information/ assistance in helping them to set up the L.C.A. Programme in their schools. It was a
collaborative effort involving the Deputy Principal, Coordinator, Year Head and an L.C.A. teacher,
this presentation was very well received and appreciated.

Recommendations 2022/2023

• Continued implementation of new Module Descriptors in English and Communications,

Mathematical Applications, Introduction to I.C.T. and I.C.T. and Professional Development
for staff involved.
• Possible Trip (to include both year groups)
• Programme Review to include survey of Staff, Students and Parents.
• Continue to support the promotion of LCA students as Mentors and their involvement in
other school groups i.e., Diversity & Graduation Teams.
• Continue with the provision of Professional Development for new members of staff to the
programme.
• Continue with staff training to become SEC Task Examiners.

________________________________________________________

Leaving Certificate Vocational Programme Report

L.C.V.P. Recommendations for 2021 – 2022

Continue with:

• Allocation of three periods in LC1.

• System of not having Exam for LC1 students in November Examinations.

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Castleknock Community College - School Report 2021-2022

(Students will work on assignments due for their Portfolios).

• Ensuring continuity of staff (Business/Maths teachers) to ensure success in results.
• In-service for staff who are new to the Programme and for those who may require a
refresher course.
• Promoting the programme within the school to maintain numbers taking the
Programme.
• Updating LCVP noticeboard with feedback from students.
• Start the process of Programme review.
Review of Recommendations 2021 – 2022

• Securing the allocation of three periods in LC1 continues to be successful as it ensures

completion of work required for portfolios.
• Continuing with the system of having no House Exam for LC1 students as students
can forge ahead with the completion of the required assignments for their Portfolios
which are due at the end of January each year.
• Ensuring the continuity of the staff delivering the Programme has helped to maintain
the good standard of results achieved each year.
• The support of In-service for staff will always be a priority within the Programme to
ensure that standards are upheld and that any changes or updates are adhered to
successfully.
• Results achieved and their comparison to National Averages continues to be a positive
for the school.
• Continuity of staffing continues to enhance delivery of the Programme.
• The running of the Mock Interviews continues to be a positive experience for the
students.
• The schedule pertaining to work, and completion dates required for the Portfolios
ensures that deadlines are met.
• The use of MS Teams ensured that online teaching and learning was successful this
academic year.
• Met with the students who have chosen L.C.V.P. for September 2022 to answer
questions they had about taking on this Programme.
• There has been an increase in numbers applying for the Programme.
• Survey was completed with the LC2 students and feedback pertaining to the
Programme was positive.
• LC2 students ran a successful movie afternoon to raise funds for Laura Lynn
Foundation.
• LC1 students organised an event for Organ Donor Awareness week.

Recommendations for 2022 – 2023

Continue with:

• Allocation of three periods in LC1.

• System of not having Exam for LC1 students in November.

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Castleknock Community College - School Report 2021-2022

• In-service for staff new to the programme and for those who may require refresher
course.
• Continuity of staff (Business/Maths teachers) to ensure success in results.
• Complete the process of Programme review.
• Engage with outside speakers and offsite visits now that restrictions have been lifted.

________________________________________________________

________________________________________________________

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Castleknock Community College - School Report 2021-2022

~ Section 4 - Care & Management of Students

________________________________________________________
Guidance Plan
The College’s Guidance Plan was reviewed and evaluated in 2015-16 to reflect the many changes and
challenges that now exist in our College in providing for and managing the emotional, mental,
spiritual, and physical needs of our students. At the heart of the Guidance Plan is a deep
commitment to each student’s well-being. The revised plan is now represented in seven distinct
strands which combined capture the range of supports that are offered to students at Castleknock
Community College.

• Strand 1 – The Guidance Department

• Strand 2 – The Learning Support Department
• Strand 3 – The SPHE & RSE Programmes
• Strand 4 – Physical Health
• Strand 5 – Inclusion & Diversity
• Strand 6 – Student Leadership
• Strand 7 – Chaplaincy
________________________________________________________
G

Social, Personal & Health Education (SPHE)

Wellbeing - Social, Personal & Health Education

The Department has been managed by a steering committee made up of Deputy Principal (Acting
Co-ordinator) and a core team of SPHE & Life skills teachers. There is a representative from each
group on the team with a responsibility to feedback to the teaching team. This model has continued
again this year. Staff has been facilitated to attend in-service training and relevant courses to assist
them in the presentation of programmes and in their support of young adults.

The work of this Department in the College strives to develop and deliver programmes that address
topics and areas of challenge that our young people are experiencing as they prepare to take up their
place as active and healthy citizens in the modern world.

Team Targets for 2021 – 2022

Continue to update the Schemes of Work.

This work continues as the First Year Scheme progressing into Second Year needs to
continue to reflect the increase in class contact time from one forty-minute class period to
two class periods.

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Castleknock Community College - School Report 2021-2022

To monitor the increase to 400 hours of Wellbeing.

It was decided here in CCC that we would continue as planned with the introduction of the
400 hours of Wellbeing for all First-Year classes as planning was at an advanced stage. This
has been implemented very successfully with both staff and students reporting that it has
been very beneficial with the settling in process. Staff have commented that it has greatly
assisted with getting to know the students more quickly.

Wellbeing Programme 2021 - 2022

The suite of Wellbeing subjects is allocated timetabled forty-minute classes per week over
the three years of Junior Cycle as follows:

Wellbeing Curriculum Provision

Junior Cycle 2020 – 2023

Subject: P.E. S.P.H.E. C.S.P.E. Wellbeing

Learning Units
First 2 Periods 2 Periods 2 Periods 1 Period
Year
Second 2 Periods 2 Periods 2 Periods 1 Period
Year
Third 2 Periods 1 Period 1 Period -
Year
Total: 132 Hours 110 Hours 110 Hours 44 Hours

The Wellbeing Learning Units will rotate and include the following modules:

• I.T. Skills / Microsoft 365 / MS Teams

• Digital Media Literacy
• “Wired for Wellbeing” Programme
• Managing My Learning & Study Skills

To encourage staff to undertake SPHE & RSE Training.

This was challenging this year due to Covid-19. However, we secured places for four staff
members to attend the two-day online training in SPHE (Introduction) and RSE (Trust).
Staff then gave a short resume of the two-day training to other members of the team. It is
hoped that other members of the team will attend during the next academic year when the
opportunity arises.

To continue closer links with the Guidance Department and the Wellbeing Team.
To evaluate and review the new module delivered by the Guidance Department -Wired for
Wellbeing.

This initiative took place in tandem with the Digital Media Literacy Programme. The first eight
weeks of term students attended the Digital Media Literacy classes to upskill in Microsoft. Initially
they learned to open a document, find their way around the keyboard, saving a document, create a

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Castleknock Community College - School Report 2021-2022

folder, retrieve a document, email etc. The students were also taught how to use MS Teams in the
event of school closure which came following the Christmas break.

Following midterm, each class was divided into two groups of fifteen and for the next eight weeks,
one group continued with Digital Media Literacy while the other group followed a programme called
“Wired for Wellbeing” with a Guidance Counsellor. The feedback is very positive with the
following comments:

• Having individual booklets was good.

• Meeting together in small groups was very beneficial as it encouraged lively discussion.
• It gave the students a safe environment to get to know each other in a smaller setting.
• Students were very happy with the rotation and felt more comfortable and relaxed to
discussion issues.
• This arrangement was equally well received by the IT teachers as they could teach skills more
effectively in the smaller setting.
• This gave the Guidance Counsellors an opportunity to explain their role and the service they
provided to students. It was commented that First Years were happier to seek the support of
the Guidance Counsellor and knew how to self-refer to the service.
• Less First Year students were referred by the Care Team as students knew how the service
works.

Recommendations for 2022-2023

• Continue to update the Schemes of Work.

• To monitor the increase to 400 hours of Wellbeing progressing into Second Year.

• To encourage staff to undertake SPHE & RSE Training.

• To continue closer links with the Guidance Department and the Wellbeing Team.
• To evaluate and review the new module delivered by the Guidance Department to Second
Year.
________________________________________________________

Student Leadership
Review of Academic Year 2021 – 2022
Student leadership is a very active programme where senior students are encouraged to take on
positive leadership roles to support the wider body. There are numerous roles students can engage
with and they are as follows:

• Class Captains & Deputy-Captains

• Class Representatives on the Student Council
• Mentors (Leaving Certificate 1)
• Prefects (Leaving Certificate 2)

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Castleknock Community College - School Report 2021-2022

Prefects and Mentors play a key role in the everyday life of the College. Within the Prefect group, a
cohort of students act as Sports Prefects and make a significant contribution to the sporting life of
the College. However due to restrictions due to Covid-19, these leadership roles were not able to
proceed in the usual manner during this academic year.

Prefects are responsible for running the Student Council and feeding back student issues and
suggestions to College management. The usual Training Workshop did not take place in the usual
way this year. Instead, the Prefects attended an online training session with Ms. Daly. The aim of
the workshop was to help the group to function well as a team online so that their work would be
efficient and effective. Prefects were assigned to each year group and acted as a facilitator. They in
turn presented an orientation workshop for the Student Council.

Targets for 2021 – 2022

• To continue to amend the Student Council Constitution to reflect the new approach to
selection of representatives. This work has been completed and final draft will be presented
to the in-coming Student Council in October 2021.

• To further the Council’s representation with the Green Schools Committee on recycling etc.
Due to Covid-19, this work could not continue this academic year.

• To explore student ideas and understanding of Wellbeing and gather student suggestions.
Some work was undertaken in this area but needs to continue into the next academic year.

*It is important to note that the Student Council conducted meetings on MS Teams and
reviewed two policies during this academic year – the Guidance & Counselling Policy and
the Counter-bullying Policy.

*The Student Council also had their yearly update and information session on the Child
Safeguarding Policy during the second term.
*The Student Council also supported and promoted the December Appeal for toiletries etc.
for people in Direct Provision.

Targets for 2021 – 2022

• To conclude the Student Council Constitution process during the handover session with the
new council representatives.
• To further the Council’s representation with the Green Schools Committee on recycling etc.
• To explore student ideas and understanding of Wellbeing and gather student suggestions.
• To engage in policy review with the Board of Management.
• To continue to fundraise/support charity appeals.

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Castleknock Community College - School Report 2021-2022

Chaplaincy Report 2021-2022

During this academic year, the Chaplaincy Team returned to in-person meetings and successfully
hosted cultural and spiritual events. The number of members has fallen during Covid. The team
presented at assemblies carried out whole school surveys. They created a plan to increase numbers in
the coming academic term.

• An outdoor Remembrance Service took place in November which was well received by the
College community.
• We facilitated various Advent and Christmas events including the now annual Random
Advent Acts of Kindness.
• In the new year Friendship Month was facilitated with the First-Year group cumulating in
the Art competition and the Friendship Days, facilitated by Anita Phelan.
• Fifth & Sixth-Year meditations were organised to enable our students to cope with life’s
everyday stresses.
• The College community were delighted to bring back our Lent masses facilitated by Fr. Dan
Joe.
• We also held our LC2 mass for exam time on site.
• The team planned and held a meaningful and spiritual LC2 Graduation.
• A variety of religious festivals were marked and observed during the school year. This
practice of acknowledging religious festivals will continue in the future. These were marked
virtually, with emails containing information and resources for students and announcements
on the intercom. It is intended to continue this in the coming year.
• The weekly meetings between the Guidance Department, the Principal and the Chaplain
continue to be a valuable source of communication on the well-being of the students.

Planning for 2022-2023

• The Chaplaincy team will continue to meet weekly in person.

• The Chaplaincy Team will continue to acknowledge religious festivals from all faiths.
• The Team plans to extend its reach throughout the student body and will continue input at
weekly assemblies.
• The Team hopes to promote the mental and physical benefits of meditation and aim to make
meditations a lived practice in the life of the College.
• Continue the practice of weekly thoughts and reflections in the Staff Newsletter.
• Plan and facilitate retreats on and off site for the various year groups. Friendship days for
First Year group will take place onsite while retreats for Transition Year and Senior Year
Groups will take offsite.
• A review of the Yellow Flag Programme is due to take place in the coming year and it is our
sincere hope to retain our status as a Yellow Flag school.
• Endeavour to create a space that is safe and welcoming to students in times of need.
• Provided time out for those students who may need it.
• Continue to be available for one-to-one care and support of students.
• Attend the Care Meetings of each year group in the College.

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Guidance & Counselling Department Report 2021-2022

• LC2s were prioritised from the start of the year, in particular this year due to only 1 Guidance
Counsellor in the Department until November.
• The Guidance Department continued to be available to students Monday & Tuesday
lunchtime.
• Referrals were received from Tutors, Year Heads & Management as well as students’ self-
referrals.
• Guidance Counsellors attended online College Information days, In-service on disordered
eating which was facilitated by DDL ETB Psychological Support Service and an information
day on self-harm.
• We resumed our weekly Care & Guidance meetings with the Principal & Chaplain.
• Counselling supervision sessions remained online throughout the year. We intend to host
these meetings in the College next year.
• The use of teams to communicate to individual students and whole year groups is an efficient
use of time and enables the service to be more readily accessible to all. It serves as our
noticeboard and all information can be disseminated clearly & promptly.
• A Guidance Counsellor & the Chaplain piloted the “Wired for Wellbeing” programme with
2nd year groups.
• Study skills was delivered to all 1st & 2nd year classes.
• A Careers Portal Careers Interest Test was undertaken by third years and CAT4 was
administered online in place of the DATs. Parents received a hard copy of feedback and
results were uploaded to VSWare.
• CAT4 was administered online with incoming First Years.
• “Rayse the Game” study skills and motivation workshop by Ray Langan was delivered via
MS Teams to 3rd & 6th years groups.
• The Transition Year Work Application Module involved a career investigation project and
CV preparation. The Guidance Department acted in a supporting role to the staff members
taking these classes.
• LC1s received an Introduction to Guidance and completed an in-class career investigation
assignment. This was reviewed and feedback was given. A record of work completed is kept
on file ahead of LC2 individual guidance meetings.
• College presentations for LC2s during Life Skills on Thursday mornings were organised via
MS Teams and was well received by students. The Guidance Team organised career specific
in-person talks and feedback from students was positive. Going forward in 2022-2023, the
Department intend on returning to in-person presentations where possible.
• Higher Options took place online, but few students attended. It is intended to be an in-
person event in September 2022 and LC2s will attend.
• Subject Options & CAO/DARE information sessions took place on MS Teams, but it is
intended that this will take place in person in 2022.

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One Good School (OGS)

Jigsaw launched a new programme for schools in Autumn 2021 called the “One Good School”
initiative. The College applied and was accepted onto the programme that began in January 2022.

The “One Good School” initiative aims to support the mental health and wellbeing of young people
by developing a shared responsibility for mental health across the whole school. The OGS journey is
an eight-step journey:

1. Form the team

2. Team training
3. School self-evaluation
4. Analyse results
5. Create an Action Plan & submit to Jigsaw
6. Implement Action Plan
7. Report to Jigsaw
8. Award and celebration
From January to May 2022, the Core Team completed Steps 1 – 5. Each year group,
parents/guardians, senior management, and staff completed surveys and results were analysed by the
team.

Based on this feedback, the core team developed the Action Plan that would address the areas where
more support is needed and devised the following plan that was submitted to Jigsaw and was
approved in May 2022.

Action Plan – Staff

Priority area(s) identified from self-assessment Activity to be completed

Learn more about Jigsaw and the One Good School initiative – Mental Health & Wellbeing – a One
practical strategies for supporting youth mental health. Good School approach
- Online Course
- Term 1
- All staff
Supporting student voice Staff training on Innovate for
Wellbeing
- Jigsaw
- Term 2
- Numbers TBC
Understanding the nature of anxiety in young people and Understanding Anxiety in the Classroom
knowing how to support students - Online course (optional)
- Term 1
Additional Staff training on the Jigsaw Peer
Education Programme
Additional Self-Care for School Staff

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Action Plan – Young People

Priority area(s) identified from self-assessment Activity to be completed

General mental health and wellbeing information Let’s Talk Sure Why Not?
- Online Course
- Term 1
- All students
Student Voice Innovate for Wellbeing
- Trained School Staff
- Term 2
Promoting the importance of looking after mental Jigsaw Peer Education Programme
health with other young people - Trained Senior Cycle students (6
maximum)
- Term 1/Term 2 - TBC
Managing Examination Term 2Stress Managing Exam Stress
- Third Year, LC2 & LCA2 students
- Term 2
Additional My Mental Health, What Helps?

Action Plan – Parents & Guardians

Priority area(s) identified from self-assessment Activity to be completed

Practical strategies for promoting and Mental Health Awareness Webinar for Parents &
supporting Guardians
young people’s mental health - All Parents & Guardians
- Term 1 & Term 2
Self-care Self-care for Parents & Guardians
- Online Course
- Term 2

The College is aiming for the One Good School Gold Award and we wish the whole school
community well in going for gold!

________________________________________________________

Student Voice and Inclusion

Since January, the Diversity Committee has hosted several meetings including a training workshop.

Students completed a school wide inclusion survey to analyze their thoughts on diversity and
inclusion and assess how inclusive they think the school is. This data is still pending a full review
with the Diversity Committee, however it has highlighted gender-based issues and sexism as areas
of concern and discussion. This survey used questions from a previous school survey on diversity
completed in 2018 and a collection of new questions added by the Diversity Committee on the topics
of LGBTQ+ and gender. An area in the school was set up to highlight and celebrate different religious
festivals to promote inclusion in the corridor. Currently 5 th and 6th year students are contributing to
this display with the Diversity Committee.

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To promote student voice the student newspaper allowed for contributions from other year groups
through the medium of a writing competition and this will be extended further going forward. As
part of the Ethos Committee, inclusion and Diversity have been promoted as a core part of the
school’s ethos, students have created a display to celebrate this and a short presentation to staff on
the importance of inclusion in our Ethos.

Plans for this coming year

• Create a focus group to identify the two key areas of capturing student voice, in the
classroom and in the school in general.
• Review results of survey with Diversity Committee
• Use findings to begin inclusion policy

________________________________________________________

Extracurricular Report 2021 – 2022

The Extra Curricular programme made a welcome return to the College after two years of Covid
restrictions. We managed to provide an extensive programme and it was brilliant to see so many
students getting involved after such a long absence for some and to see First Years, in embrace the
after-school activities with such enthusiasm.

Our goals this year were to get the programme back up and running and to get as many students as
possible involved in the sporting and cultural life of the college. Anything beyond that was a bonus.
Below is a taste of our victories this year.

G.A.A.

• Minor Girls Camogie, Dublin A Shield winner.

• LGFA U14 C League Champions.
• First Year Boys Football, Tom Quinlan Shield winners.
• First Year Boys Hurling, Larry Doyle Shield winners.
• Second Year Boys, Dublin Hurling semi- finalists.
• U16 Boys, Dublin semi-finalists in both Hurling and Football.
Basketball

• U19 Girls, Dublin B League Champions

• First Year Boys, All Ireland quarterfinalists.
Soccer

• U17 Boys, last thirty-two in Leinster Cup.

• U19 Girls, Dublin A league runners up.

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Apart from all these tremendous victories, we had hundreds of students involved in various teams
and activities, including eight basketball teams, four soccer teams, eight GAA teams, 30 Orienteering
participants and 25 Zumba enthusiasts. Dozens more in the Couch to 5km trained from March to
May for their Park Run. Our beloved Debating Club resumed this year, and a new Drama Club was
established. We also entered some Equestrian competitions.We hope to do the same again next year
but with the addition of hockey to the programme and whatever else our talented and selfless
teachers volunteer to organize.

Ladies Gaelic Football

It has been great to have all our Ladies Gaelic Football Teams back playing matches again this year
and well done to all who participated at Senior, Junior and U14 levels. It was our U14 panel who had
the most success. Despite heavy rain and desperate conditions, they played their Leinster Final on
17th May and beat Our Lady’s SS Terenure with a brilliant score line of 7-04 to 3-04. Well done to
our captain Aoife McElduff, player of the match Molly Burke and to the whole panel of players.
Congratulations to the team and their coaches, Ms. Meehan, and Mr. Barry.

Athletics Track & Field Update

West Leinster Championships 5th & 7th April

After an absence of three years the West Leinster athletic championships took place in Santry
stadium. CCC had a large athletics squad of both boys and girls competing in a large number of
events. Athletes performed very well, with a number of excellent results. A special mention to Ms
Daly and Mr. Davey who entered, organised, and supervised all the athletes.

Minor Girls Minor Boys

Mia Brett 1st place 100m & High Jump Eliron Oshiokameh 2nd place 100m

Ella Ryan 1st place Long Jump

Abigal Tolan 4th place 1100m

2nd place 4 x 100m Relay

Junior Girls U16 Boys

Eily Kildunne 1st place 1,200m walk Sam McMahon 5th place 200m
Caoimhe Delaney 3rd place Long Jump
Grace O’Grady 2nd place 1500m
Cara Mohan 4th place 1500m
Leah O’Dwyer 5th place 800m
Inter Boys

Peter Brennan 4th place Steeplechase

Senior Girls Senior Boys

Sadhbh Mohan 1500m 1st place Finn Woodger 1st place 400m & 2nd 800m
Ellen McLoughlin 3rd place 3000m Scott Fagan 1st place 1500m & 5000m

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Castleknock Community College - School Report 2021-2022

3rd place 4 x 300m Relay Traian Rebegea 2nd place 1500m & 3rd 800m
Louie Woodger 3rd place 5000m
1st place 4 x 400m Relay
Leinster Championships 19 th & 21st May

Minor Girls Junior Girls

Mia Brett 100m 4th place & 6th High Jump Grace O’Grady 9th place 1500m
7th place 4 x 100m Relay Eily Kildunne 4th place 1200m walk
Ella Ryan 5th place Long Jump Caoimhe Delaney 11th place Long Jump

Senior Girls Senior Boys

Ellen McLoughlin 6th place 3000m Scott Fagan 1st place 1500m
Finn Woodger 2nd place 800m
Traian Rebegea 6th place 800m
Louie Woodger 6th place 5000m
4th place 4th place 4 x 400m

LC2 students Scott Fagan (1500m) and Finn Woodger (800m) also successfully competed in the All-
Ireland Schools’ Track & Field Championships in Tullamore on Saturday 4th June.

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Castleknock Community College - School Report 2021-2022

Section 5 - School Management 2021-22

________________________________________________________
Board of Management – Review of 2020-21

The Board of Management continued to manage the challenges of Covid 19 over the last academic
year by hosting the majority of its Board Meetings on the MS Teams Platform. Despite the
challenges the Board of Management maintained its commitment to overseeing its duties and
ratifying a series of policies.

Another challenge facing the Board of Management related to Applications to First Year 2021 and
the number of Section 29 Appeals that were taken against the College. Under the new arrangements
any parent seeking to take a Section 29 Appeal against the College for refusing to enrol their child
due to oversubscription must, in the first instance, request a Board of Management Review of their
application. A total of 27 applications were made to the College and in all cases the decision of the
Principal of the College was upheld. Of these cases nine were advanced to Department of Education
& Skills as Section 29 Appeals and in all cases the decision of the Board of Management was upheld.

The Board of Management supported the College’s application for an exceptional review of the SNA
Allocation to the College 2021-22. The appeal to the NCSE was unsuccessful however the Board
gave enormous support to the Appeal and acknowledged the work of the Learning Support team and
the SNAs with the students in their care.

The Board reviewed and updated the following Policies & Guidelines:

• Admissions Policy for First Years 2022 & Transfer to Castleknock Community
College 2022-2023
• The Annual Review of the Child Protection Policy & Counter-Bullying Policy was
undertaken in February 2022
• Attendance & Punctuality Policy 2022
• Substance Abuse Policy
• Learning & Language Support Policy.

Presentations were made to the Board by:

• Mr Liam O’Flanágain - Parents Association
• Ms Carmel O’Neill (Deputy Principal) - One Good School
• Pamela Dunne & Aoife Staunton - DDLETB & Ethos -
• Ms Michelle Brady & Ms Meryl Woolmington - Art Department
• Ms Cathy Bass - The LCA Programme
• Jennifer Doyle - One Good School Initiative

Board Members were also presented with updates/reports on the following areas:

• The School Improvement Plan (Formative Assessment & Academic Tracking)

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Castleknock Community College - School Report 2021-2022

• State Examination Results (Leaving Certificate 2021)

• The Digital Learning Framework for Post Primary Schools
• The Learning & Teaching Policy
• The Step-Up Initiative
• Autism Friendly School

The Board of Management received a financial update on the College finances at each Board Meeting.
The College is also working with the Finance Department at Head Office in relation to new financial
reporting measures. The new procedures will allow the Principal to set financial targets for each
area of spending for the year.

Board of Management - Planning & Recommendations for 2022-23

The Board is committed to planning and reviewing a number of policies in the forthcoming academic
year:
• Annual review of the Child Protection Policy and Counter Bullying policy
(January/February 2023).
• Learning & Teaching Policy
• SPHE & RSE Policies
• AUP, CCTV & Data Protection Policies
• Critical Incident Policy

The Board will invite the following Stakeholders/Subject Coordinators to make presentations to the
Board in the coming academic year:

• The Students’ Council

• The Parents’ Association
• The Business & Geography Departments
• LCVP Programme
• Update on Well Being and the roll out of “400 Hours of Well Being”

The Board will continue to be updated on the initiatives that the College is undertaking:

• The School Improvement Plan

• The One Good School Initiative
• The Digital Strategy Plan
• The College’s Learning & Teaching strategies
• Autism Friendly School Initiative.

________________________________________________________

Leadership Team Planning for 2021-2022

The main focus of the Leadership Team over the last academic year was the ongoing management of
the College’s Covid Plan to ensure that students and staff were safe and protected during the

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Castleknock Community College - School Report 2021-2022

ongoing Covid 19 pandemic. The Leadership Team is to be commended for its commitment and
diligence to the plan and for ensuring that the College was a safe space over the last academic year.

Alongside the many challenges of Covid 19 the Leadership Team was also committed to the on-going
review & enhancement of existing policies and practices as part of the School Self Evaluation
Programme:

✓ Review of Posts of Responsibility AP1s & AP2s

✓ The College’s Attendance & Punctuality Policy
✓ The correct protocols for the Child Protection Guideline
✓ The completion of the Learning & Teaching Policy
✓ The completion of the College’s Learning & Language Support Policy
✓ A review of the College’s management of bullying matters.

Review of Management Team Meetings 2021-22

Care Meetings for each Year Group continued to be held on a regular basis, allowing the team to
focus on the needs of each year group. Additional meetings were scheduled for the LC2 and Third
Year Care Teams as a consequence of Covid 19. The Care Meetings were complemented by a series
of Leadership Meetings throughout the year.

The Care Meetings were attended by their respective Year Heads and her/his Assistants as well as
members of Guidance, Learning Support & Chaplaincy teams. The meetings focused on a number of
key issues in particular:

• The Covid 19 School Plan

• Pastoral Care
• Individual students of particular concern
• Intervention & supports
• Academic Progress and Tracking Process
• Discipline
• Review & planning for key events
• Success stories

Leadership Team - Planning & Recommendations for 2022/23

The Leadership Team is committed to the on-going review & enhancement of existing policies and
practices as part of the School Self Evaluation Programme. The Three Strands of the Policy are as
follows:

• Strand 1 -2019 – 2023 Well Being (Year 3)

• Strand 2 -2018-2022 Digital Strategy (Year 3)
• Strand 3 - 2018 -2022 Assessment for Learning (Year 4)

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Castleknock Community College - School Report 2021-2022

While the Third Strand of our School Self Evaluation Process was due to conclude in 2020, due to
Covid 19 and the subsequent interruption to schools, we continued with this strand over the course
of this academic year. Despite continued disruption to learning and teaching over the course of the
last two academic years, Assessment for Learning remained at the centre of our planning and the
following was achieved:

A number of Policies will need to be reviewed in the coming year:

• Learning & Teaching Policy

• SPHE & RSE Policies
• AUP, CCTV & Data Protection Policies
• Critical Incident Policy

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Castleknock Community College - School Report 2021-2022

Section 6 Parents Association 2021-22

________________________________________________________
The Castleknock Community College Parents Association continues to be an active and vibrant
association. Throughout the school year monthly meetings are held, usually on the first Tuesday of
each month. Since Covid 19 global pandemic these meetings have been held online via Zoom
technology. These meetings are generally have been very well attended with an average of 40
attendees online per meeting. They are a forum for discussion, of matters relevant to the
advancement of the well-being of the students of the College and the fostering of good relations
between parents, teachers, students and the school management.

The College Principal attends regularly and actively participates; his commitment to the Parents
Association is recognised and is greatly appreciated. Other members of school staff and management
are always welcome to attend our meetings and will do so as appropriate. This partnership approach
is vital to the effectiveness of the Parents’ Association and has enabled the PA to contribute towards
many aspects of college life in 2021 – 2022

The face-to-face activities were severely restricted due to Covid 19 – Public Health restrictions. The
primary focus for the Parents Association since Aug 2021 was to how we could support and assist
the school during Covid 19. We managed to kick off our 1st face to face meeting in March 19 followed
by a tour of the new building extension.

Communications & Representations

The Parents Association regards effective communication as a core function in its operation a nd
considers it essential that all parents, whether or not they are active in association affairs, are at all
times fully informed of our activities.

We updated our PA database and switched to Gmail – google groups by year. This enables more
effective communications to specific years groups and in compliant with GDPR. We now have over
600 parents on the database.

Notice of monthly meeting, details of other PA events and requests for assistance with College
activities are all sent via email. The PA also operates a Twitter account @cccpa CCC Parents
Association with over 710 followers which post items and notices of general educational interest for
the parents and reinforces communications from the school.

This became a very valuable means of communicating during Covid 19 including re tweeting
messages from the school re Covid 19, HSE messages, online educational messages.

The PA was invited by College management to deliver presentation to parents of prospective

students to inform them of the activities of the PA for 1st year incoming students as part of the
information evening and also presented out to the Board of Management on an end of year report.

Review of College Policies

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The PA get’s a copy of all school policies that are under review. The PA got a signed copy of the
Child Safeguarding Statement which was shared with the parents.

The PA has set up a sub team of parent volunteers in partnership with the school to give parental
input on policies. This group was trained by Vice Principal Carmel O Neill. The Counter Bullying
Policy was one of the important policies reviewed by this sub team.

Other PA Activities
Other areas where the PA was involved included:

• Aug 21 Used uniform sale: The traditional June date of having the uniform sale did not
happen due to Covid 19 – this was moved to an online sale in Aug 2021 and was very
successful with all the Covid safety guidelines in place. A huge thanks to Marie King with
over 1 items sold with all monies going to Pieta House. This was completed again in June
2022 and very successful again

• Oct 21 Talk for Parents: In conjunction with the school the PA organised a talk for Parents
with the speaker from Rayse the Game #motivatingteenagers. This was a very informative
and insightful parenting talk with over 80 parents attending on-line. Ray also talks to the
students in the morning session.

• Nov 21 The Mock Interview Programme happened this year with the LCVP student year
group. This happened via Teams online – lots of learning and excellent feedback from the
parents and students involved. The vast majority of workplace interviews now take place on
line so this was a wonderful opportunity.

• Nov 21 Debs for Graduating Class of 2021. The annual Debs was held again post Covid 19 in
Dunboyne Castle with a very successful and enjoyable night had by all. The PA acts as a point
of contact between Debs Ireland, the Hotel and 6 th year organising committee.

• Feb 22 : Parents continue to support the Learning Support Department by providing

readers / scribes for house exams which were in person this year. This really helps the
students.

• March 22 Tour of new school building for parents which opened in Sept 2021.

• Annual Plant Sale : The PA were delighted to be able to re-establish the Annual Plant Sale
again in May 22. This is a major fundraiser for the school. The flagship event the Annual plant
sale could not take place in May 20 and May 21 due to Covid 19 restrictions and school
closures. A huge amount of planning went the event with a new nursery supplier coming on
board to support the plant sale. The event itself was held on Sat May 7 th and Sun May 8th and
was very successful with incredible community support. The overwhelming feedback from

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Castleknock Community College - School Report 2021-2022

all the community customers was that it was great to be restarted post Covid 19 and
normality restored.

• Governance Activities - The Parents Association last year ensured that it is compliant with
GDPR and took out public liability insurance to cover events such as the plant sale.

• Finance: The Treasurer gives an update on the Finances at every monthly meeting. There was
no movement in the accounts until May 2022. Delighted that the PA were able to donate
€25,000 to the school at the May 2022 meeting the proceeds from the very successful Plant
Sale.

Parents’ Association - Planning & Recommendations for 2022/23

The Parent’s Association contributes to the success of the college and that is due to the years of work
carried out by parents in building up the activities of the association. In 2021/2022 we have
managed to re- establish many of the activities which we cancelled due to Covid 19. The Plant Sale
was a major success in re-establishing this as a major community event in the D15 annual calendar.
We have had a fantastic response by parents to any request made by the parent’s association with
many new parents getting involved. This will help us in the future.

As a Parents Association we want to acknowledge the fantastic work done by the school, staff and
students in ensuring a safe school reopening and compliance to public health guidelines during
Covid 19 in a very challenging environment.

________________________________________________________

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Castleknock Community College - School Report 2021-2022

Section 7 - Adult Education

________________________________________________________

Review of the Academic Year 2021/22

Autumn 2021 saw the resumption of night classes after the pandemic. A total of 36 courses were
offered with 18 classes running in the Autumn Term with 11 on a Monday and 7 on a Tuesday night.

A total of 189 participants enrolled in the College’s Night Class programme in the Autumn Term.

A new Director of Adult Education was appointed and took over in week 9 of the Autumn term.

Spring 2022 saw 18 new courses offered to students some of which were as follows:
• Craft Beer Brewing
• First Aid
• Gardening
• Microsoft Excel
• Felt making
• Indian Cookery
• Interior Design
• Performance Analysis in Sport
• Barbering
• French
• Japanese
• #Improve your relationships
• CBT & Mindfulness
• Public Speaking

A total of 56 courses were offered with 38 classes running with 430 enrolling in the Spring Term.
This is also the biggest Spring enrolment since 2009.

This represents a combined total of 619 participants for the academic year 2021/22. The Spring term
saw an increase of 241 in the numbers enrolled in the college’s Night Class programme when
compared to Autumn 2021 which was a 227% increase.

A total of 2,365 enrolment hours were generated in the Autumn Term with 5,273 hours being
generated in the Spring Term. This resulted in a total of 7,638 enrolment hours for the academic year
2021/22.

The Department is pleased to report that the college’s Night Class programme created employment
for 14 tutors in the Autumn Term and 29 tutors in the Spring Term. Alongside this work, the
Director of Adult Education publishes a Night Class brochure for both the Autumn and Spring
Terms and organises the printing and distribution of 11,000 brochures in the local area each term.

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Castleknock Community College - School Report 2021-2022

These brochures are also made available to download from the Adult Education section of the
college’s website. The Director is also responsible for the hosting of two Enrolment Nights in the
college each term.

The Director is also responsible for updating the college’s course listings in the Adult Education
section of the Dublin & Dun Laoghaire E.T.B. website as well as its annual composite brochure.
The Director also continues to offer and administer a postal enrolment facility each term and
continues to respond to a large number of phone calls and e-mails each term and throughout the
year.

The Department makes extensive use of the computerised enrolment system to contact participants
by web text and e-mail to alert them of enrolment dates, upcoming courses, and other relevant
information. The Director is also responsible for the setting-up of contracts and the monitoring of
payroll for Night Class tutors each term.

The Department is pleased to report that 6,000 enrolment hours in 2021/22. This moves it into
category C.

Review of 2021-22 Recommendations

Expand & Enhance the Range of Classes on Offer:

The Department is keen to continue to promote and expand the range of courses on offer in the
College’s Night Class/Adult Education programme. Examples of some of these new classes offered in
2021/22 include: Craft Beer Brewing, First Aid, Gardening, Microsoft Excel, Felt making, Indian
Cookery, Interior Design, Performance Analysis in Sport, Barbering, French, Japanese, Improve your
relationships, CBT & Mindfulness & Public Speaking

The Work of Self-Evaluation & Engagement with Service Users:

At the end of 2021 the Department surveyed the Autumn student cohort and the local community to
gain a better understanding of what the community were seeking in relation to the Adult Education
programme, through the use of a Google Docs survey. The Department adopted this practice once
again at the start and end of the Spring 2022 term to elicit feedback from participants in the college’s
Night Class programme. A summary of the results of both these surveys is outlined in the following
section of the report.

Offering the Best Possible Service & Experience to those Enrolled in its Night Class
Programme:
There was a total to 299 responses to the Autumn Term Survey. Of those who responded, 69% had
not attended a course in Castleknock Community College in the previous 5 years. When asked what
evening they would prefer courses to run 164 chose Monday, 161 Tuesday, 133 Wednesdays & 63
Saturday mornings. When surveyed about the ideal time for their course to run 22.4% chose 6.45pm,
45.6% 7pm, 17.1% 7:15pm, 38.2% chose 7:30pm, 10.1% 7:45pm, 21.9% 8pm, 4.4% 8:15pm, 6.1% 8:30pm
& 2.6% 8:45pm. Those surveyed were also given the chance to suggest courses they would like to
take part in and also given a selection of courses they would like to do. This was a huge insight into
the new courses to target and add to the Spring term.

There was a total of 355 respondents to the Spring Term Survey. When asked what evening they
would prefer courses to run 219 chose Monday, 229 Tuesday, 152 Wednesdays, 100 Thursdays & 44
Saturday mornings. When surveyed about the ideal time for their course to run 22.5% chose 6.30pm,
20.4% 6.45pm, 64.5% 7pm, 27.5% 7:15pm, 37.3% chose 7:30pm, 11.7% 7:45pm, 20.8% 8pm, 7.1%

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Castleknock Community College - School Report 2021-2022

8:15pm, 6.8% 8:30pm & 3.7% 8:45pm. Those surveyed were also given the chance to suggest courses
they would like to take part in and given a selection of courses they would like to do. This was a
huge insight into the new courses to target and add to the Autumn 2022 term.

Planning for 2022/23

The Department will endeavour to expand and enhance the range of classes currently on offer as part
of the College’s Adult & Community Education programme.

It is envisaged to expand to 3 nights a week, Mondays, Tuesdays, and Wednesdays.

Planning has taken place since January 2022 on the Autumn 2022 term & currently the Night classes
courses on offer in Autumn 2022 will exceed 90 courses.

Two Saturday workshops are being planned to run early in the Autumn term, which will offer the
community an alternative to classes currently offered and a chance to sample a short course at a
reduced enrolment fee in comparison to a 10-weeknight class.

The brochure is currently being redesigned to match the artwork carried by the day school and these
graphics and artwork are also used on the information screens each night for classes.

The Department will continue its work of self-evaluation, through the use of electronic surveys, to
monitor and improve the service it provides to the local community and to those who engage with its
services.

The Department will hope to grow the social media following on all three platforms as this has been
a huge driver of interest outside and with the local community.

The Department is currently investigating alternative options for both printers and distribution
companies in relation to the brochure.

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Castleknock Community College - School Report 2021-2022

Notes:
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Castleknock Community College - School Report 2021-2022

Overview of Policy Development

Policy Development Policy Working Ratified by Review Date

Document in BOM
Checklist Place

1 Admissions & Participation Policy Policy September September 2022

2021 (Annual)
2 Counter-bullying Policy February February 2023
2020 (Annual)
3 Attendance & Punctuality Policy January January 2025
2022
4 Child Protection Policy February January 2023
2018 (Annual)
5 Dignity in the Workplace Policy Yes (ETBI)

6 Code of Behaviour & Code of Policy October February 2024

Discipline 2018
7 Guidance Plan Policy Yes May 2018 May 2023
(Annual)
8 Suspensions & Exclusions Policy March 2018 January 2024

9 Acceptable Usage Policy (AUP) Policy Yes June 2017 March 2023

10 SPHE/Pastoral Care Policy Yes November September 2022

2019
11 Relationships & Sexuality (RSE) / Policy Yes November September 2022
SPHE 2019
12 Religious Education Policy Yes

13 Special Needs & Learning Support Policy April 2022 April 2024

14 Uniform Policy Yes February May 2023

2017
15 Critical Incident Policy October November 2023
2019
16 Substance Use Policy Policy February January 2025
2022
17 Learning & Teaching Policy (Includes Policy May 2016 On-going
Homework & Assessment Guidelines) Reviews

18 CCTV Policy Yes September March 2023

2020
19 Data Protection Policy Yes September March 2023
2020

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Castleknock Community College - School Report 2021-2022

Guidelines Development Guidelines Working Ratified by Review Date

Checklist Document BOM
in Place
1 Staff Development Guidelines Yes

2 Tracking Students Guidelines Yes Annual Review

3 VS Ware Guidelines Yes Annual Review

4 Green Schools Guidelines Yes

5 Extracurricular Guidelines Guidelines Yes Annual Review

6 Student Enrichment Guidelines Yes

7 Student Leadership Guidelines Yes Annual Review

8 NQT / Mentoring Guidelines Yes Annual Review

9 Allocation/admission of
students to subjects. Guidelines Yes
(Higher/Ordinary/Foundation)
TY/LC/LCVP/LC Applied
10 Allocation of students to classes
(streaming/banding/mixed Guidelines Yes
ability)
11 Curriculum or Programme Guidelines February 2018 January 2023
Provision / Subject Choice (Subject to (Annual)
Allocation)
12 Health, Safety & Welfare Guidelines Yes On-going
Reviews
13 Home-School/ Primary School
Links Guidelines Yes
14 Interculturalism Guidelines Yes

15 Record Keeping Guidelines Yes

16 Curriculum Development Guidelines Yes Annual Review

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Castleknock Community College - School Report 2021-2022

Legislative & Regulatory Checklist – School Self Evaluation 2020-2021

Relevant area Relevant legislation, rule or circular Is your school If no, indicate aspects
fully meeting to be developed
the
requirements of
the relevant
legislation, rule
or circular?

Time in school Circular M29/95

- Length of school Yes No

year (minimum of
167 days for all year
groups)
- Length of school
week (minimum of
28 hours for all year Yes No
groups)

Standardisation of Circular 0009/2017

school year Yes No

Procedures for Circular 0038/2014

submission of data
returns to the DTR returns procedures information,
Department updated annually on education.ie
Yes No

Pod and PPOD

Repeating a year –
conditions to be met M2/95 Yes No

Annual returns to Tusla Section 21 Education (Welfare) Act

on attendance, 2000
Yes No
suspension, and
exclusion

Implementation of Circular 0043/2014

national agreement
regarding additional Circular 0045/2016, points 21-25 Yes No
time requirement (Haddington Road Agreement)

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Castleknock Community College - School Report 2021-2022

Relevant area Relevant legislation, rule or circular Is your school If no, indicate aspects
fully meeting to be developed
the
requirements of
the relevant
legislation, rule
or circular?

Development of school Section 21 Education Act 1998

plan Yes No

Engagement with school Circular 0040/2016

self-evaluation process Yes No

Whole-school guidance Section 21 Education Act 1998,

plan Circular 12/2017 Yes No

Guidance provision in Section 9(c), Education Act 1998,

post-primary schools Circular PPT12/05, Circular 12/2017 Yes No

Exemption from the Circular 0053/2019

study of Irish Yes No

Implementation of Circular 25/2012, Circular 42/2015,

national literacy and Interim Review and New Targets Yes No
numeracy strategy (2017, DES)

Arrangements for the Circular 0015/2017

Implementation of the
Framework for Junior
Yes No
Cycle with particular
reference to school years
2017/18 and 2018/19

In-school management Part V Education Act 1998,

structures
0003/2018 Yes No

Approved allocation of
teaching posts for Yes No
2020/21 Circular 0007/2021

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Castleknock Community College - School Report 2021-2022

Relevant area Relevant legislation, rule or circular Is your school If no, indicate aspects
fully meeting to be developed
the
requirements of
the relevant
legislation, rule
or circular?

Leadership and Circular 0003/2018 Yes No

management posts

Parents as partners in Circular M27/91 Yes No

education

Digital Strategy Circular 0011/2018 Yes No

and

Grant Scheme for ICT Digital Learning Plan Yes No

Infrastructure

Use of the Digital Learning Yes No

Framework

Implementation of Child Circular 0081/2017

Protection Procedures
2017 Please record the following Yes No
information in relation to child
protection as reported to the board

Child Protection Oversight

Report presented at each board Yes
meeting
No

Number of reports submitted by 2

the DLP to Tusla and reported
to the board

Number of cases where the DLP Nil

sought advice from Tusla and as
a result of this advice, no report
was made

Number of cases where a Nil

mandated person other than the
DLP made a report to Tusla and

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Castleknock Community College - School Report 2021-2022

Relevant area Relevant legislation, rule or circular Is your school If no, indicate aspects
fully meeting to be developed
the
requirements of
the relevant
legislation, rule
or circular?

notified the DLP

Implementation of National Vetting Bureau (Children Yes No

vetting requirements and Vulnerable Persons) Act 2012

Circular 0026/2015

Circular 0016/2017: Statutory

Requirements for Retrospective
Vetting

Child Protection Procedures 2017

Implementation of Section 28 Education Act 1998

complaints procedure as
appropriate
Yes No
Please record the following
information in relation to complaints
made by parents during this school
year

Number of formal parental Nil

complaints received

Number of formal complaints Nil

processed

Number of formal complaints Nil

not fully processed by the end of
this school year

Refusal to enrol Section 7 Education Act 2018 Yes No

Circular 0069/2020

Please record information in relation

to appeals taken in accordance with
Section 29 against the school during
this school year

Number of cases processed at 27

BOMR1 Stage

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Castleknock Community College - School Report 2021-2022

Relevant area Relevant legislation, rule or circular Is your school If no, indicate aspects
fully meeting to be developed
the
requirements of
the relevant
legislation, rule
or circular?

Number of reviews dismissed 27

Number of Section 29s 9

forwarded to Department of
Education

Number of appeals dismissed 9

Suspension of students Section 29 Education Act 1998 Yes No

Please record information in relation

to appeals taken in accordance with
Section 29 against the school during
this school year

Number of section 29 cases Nil

taken against the school

Number of cases processed at Nil

informal stage

Number of cases heard Nil

Number of appeals upheld Nil

Number of appeals dismissed Nil

Expulsion of students Section 29 Education Act 1998

Yes No
Please record information in relation

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Castleknock Community College - School Report 2021-2022

Relevant area Relevant legislation, rule or circular Is your school If no, indicate aspects
fully meeting to be developed
the
requirements of
the relevant
legislation, rule
or circular?

to appeals taken in accordance with

Section 29 against the school during
this school year

Number of section 29 cases Nil

taken against the school

Number of cases processed at Nil

informal stage

Number of cases heard Nil

Number of appeals upheld Nil

Number of appeals dismissed Nil

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