The aim of the project is to explore different ways in which to improve the sustainability of small schools, through working in clusters of schools.
Project Partners
About
The small schools action research project has been in operation since January 2022 and is intended to run to June 2024.
The project has its origins in the Primary Education Forum, which identified small schools as a particular area of focus and in need of specific policy development.
There are 6 clusters participating in this project across the country. The clusters have been asked to self-identify areas in which they wish to collaborate in order to improve sustainability and have been implementing project work in this area.
Our Values
To ensure that the important role of small schools in their communities is recognised, this project aims to trial innovative new ways of supporting such schools which are based on:
- a focus on the value of these schools to their communities
- voluntary participation on the part of the schools
- openness to developing and trialling new ways of operating
- working collaboratively to develop and trial new approaches
- transparency in terms of governance and review arrangements
Press Release: Small Schools Synopsis
Statistics
Small schools are defined for statistical purposes as schools with 4 mainstream teachers or less:
- 44% of all primary schools
- 1380 individual school buildings
- 14.8% of all students
What is Action Research
"Action research … seeks to bring together action and reflection, theory and practice, in participation with others, in pursuit of practical solutions to issues of pressing concern to people"
(Reason, P. and Bradbury, H. 2001)
To proceed unthinkingly is to be caught in the flux of things, to be ‘caught up’ in dailyness, in the sequences of tasks and routines. Of course we have to proceed that way a good deal of the time, but there should be moments when we deliberately try to draw meaning out of particular incidents and experiences. This requires a pause…” (Greene, 1984:55)
Our Small School
Research Bank
Our Project Aims
The project's goal is to shape a policy to support small schools by collaborating with educational partners to test innovative methods to maintain and enhance the operation of small schools in various clusters.
Some of these innovative approaches may involve:
- Exploring ways to share teaching and learning across different parts of the curriculum
- Encouraging closer collaboration between schools for students to participate in shared activities
- Providing opportunities for Special Educational Needs (SEN) support
- Fostering closer collaboration among school leaders to combat feelings of isolation
- Offering Boards of Management a platform to exchange knowledge and experiences, potentially leading to shared approaches
- Creating opportunities for Boards of Management to convene and discuss future governance strategies, including the possibility of joint Boards within legal boundaries
- Evaluating and sharing procurement practices and expenses
- Exploring strategies to enhance administrative functions across various clusters
Our Project Structure | Our People
Our ongoing Learnings | Findings
School Feedback
Cluster Process 2024
Shared Digital Platform
Clustered
Secretaries Training
Merging of hours
to create a post
Board of Management
Clustered Support
PDST/OIDE Feedback 2023/2024
Clustered CPD
Clustered Planning
Cluster Coordinator
Feedback 2024
Cluster Coordinator
Feedback 2023
Aladdin Administration
Clustered Yard
Supervision
Clustered Pupil
Particaption
Gort Review
Specific Purpose 2023
Wicklow Review
Specific Purpose 2023
Donegal Review
Specific Purpose 2023
Hear from the schools
Our Project Clusters
Scoileanna Iorras Aithnigh, Co. na Gaillimhe
Cluster Coordinator Seosamh Mac Donnacha (Gaeloideachas)
Is pobal Gaeltachta é Iorras Aithneach, atá suite i gConamara. Chúig bhunscoil atá i gCnuasach Scoileanna Iorras Aithnigh. Tá na scoileanna sin i gCill Chiaráin, san Aird Mhóir, i gCarna, i Muigh-Inis agus san Aird Thiar. Bhí daonra de 1,683 sa gceantar de réir Dhaonáireamh 2016 agus tá 141 dalta ag freastail ar na cúig scoil. Tá dhá iarbhunscoil ag freastail ar an gceantar, Scoil Phobail Mhic Dara, Carna agus Colásite na bPiarsach, Ros Muc. Bíonn teagmháil agus comhoibriú rialta idir na scoileanna agus na hinstitiúidí oideachais eile atá sa gceantar, ina measc Ionad Cúram Leanaí agus Naíonra Charna, an t-ionad aosoideachais i Ros Muc atá ag feidhmiú faoi choimirce Bhord Oideachais agus Oiliúna na Gaillimhe agus Ros Comáin agus ionad de chuid Acadamh na hOllscolaíochta Gaeilge i gCarna.
Tá traidisiún láidir i measc scoileanna Iorras Aithneach a bheith ag comhoibriú lena chéile ar ghnéithe faoi leith d’obair agus d’imeachtaí na scoileanna. Cuimsíonn sé seo comhoibriú ar mhaithe le deiseanna a chur ar fáil d’fhoirne na scoileanna chun a dtaithí agus a gcuid saineolais a roinnt agus deiseanna a chur ar fáil do dhaltaí na scoileanna freastail ar ócáidí scoile agus eischuraclaim a chuireann lena gcuid oideachais agus a bhforbairt phearsanta. Ina theannta sin, tá comhoibriú leanúnach idir na scoileanna agus Scéim Phleanála Teanga Chonamara Láir chun an ceangal idir na scoileanna agus an pobal Gaeltachta a threisiú.
Ag breathnú chun cinn, is í fís an Chnuasaigh don todhchaí, féachaint ar na bealaí gur féidir obair an tionscadail a neadú i ngnáth chlár oibre na scoileanna; struchtúr feidhmiúcháin na scoileanna a fhorbairt chun gur féidir leo oibriú i gcomhpháirt chun freastail a dhéanamh ar riachtanais oideachais an cheantair; infheistíocht chuí a dhéanamh i dtacaíocht riaracháin agus cothabhála na scoileanna chun an obair comhpháirtíochta a éascú; agus infheistíocht a dhéanamh i gcóras taistil a dhéanfaidh freastail ar riachtanais na mbunscoileanna sa gCnuasach.
Some areas of focus
Structured closure of a school
Transitions - Primary/Post Primary
Beacons Community Project
Gaeilge
Our Culture
Community of Practice
Clustered Support
Board of Management Structure
Kerry Cluster
Cluster Coordinator Ursula Coffey (CPSMA)
The Kerry Gaeltacht Cluster is situated in the Skelligs Peninsula and includes three schools, with a 27km distance between Cillín Liath and The Glen. This cluster offers a distinct chance to evaluate the effectiveness of various school governance models, especially since one of the schools was transferred to Kerry ETB recently. All three schools share the common challenge of being Gaeltacht schools in a community where Irish is not the primary language. Currently, efforts are being made to explore a shared digital platform to enhance and advocate for Gaeloideachas.
Our Cluster
Some areas of focus
Role of Patronage
Community of Practice
Clustered Support
Leadership Coaching
Student Collaboration
Health and Wellbeing: Lego Therapy
Waterford Cluster
Cluster Coordinator Pat Goff (IPPN)
The four schools within the Waterford Cluster are situated close to each other, spanning a 10km radius. This proximity has facilitated the rapid development of a strong working bond among them. Currently, two of the schools collaborate on part-time ancillary services. There is a shared interest among the cluster members in considering the appointment of a full-time caretaker to serve all four schools. Moreover, the cluster aims to enhance SEN provision and support by establishing a shared SNA substitute panel, with centralized Garda vetting managed by the Diocesan office.
Some areas of focus
Distributed Leadership
Community of Practice
Clustered Support
Board of Management Structure
Clustered policy development
Digital Infrastructure
Donegal Cluster
Cluster Coordinator Finbarr Hurley (IPPN)
In the Donegal Cluster, spanning a 50km range between Killygordon and Dunfanaghy, there are four schools all with DEIS status.The primary focus of the Donegal Cluster revolves around promoting the Wellbeing of the School Community, encompassing students, staff, and principals. Through collaborative efforts, the cluster ensures that prioritising the wellbeing of all members remains at the core of their initiatives. This involves engaging in pedagogical activities for students, fostering collaboration and joint professional learning for teachers and school personnel to exchange best practices, offering principal coaching, and sharing curricular and administrative ideas, making the cluster highly dynamic. A shared drive has been established to facilitate the sharing of good practices. The cluster has nurtured a strong bond among the four schools, finding mutual support invaluable. The goal is to further enhance this support, not only among the principals but also among all school community members through joint ventures, professional development opportunities, and collaborative pedagogical events.
Some areas of focus
Distributed Leadership
Transitions - Primary/Post Primary
Community of Practice
Clustered Support
Restorative Practice
Leadership Coaching
Board of Management Structure
Clustered Planning
Role of the Principal
Wicklow Cluster
Cluster Coordinator Anne Kennelly (CPSMA)
The three schools in the Wicklow cluster haven’t worked with each other previously as they are quite spread out with approximately 40 km between Tinahely and Red Cross. Despite the barrier of distance, these schools have forged positive working relationships with mentoring becoming an important part of the project for this cluster. They are particularly interested in exploring the role of middle management in small schools and how Looking At Our Schools framework can be fully implemented in a small school context.
Our Cluster
Some areas of focus
Community of Practice
In-school Management
Distributed Leadership
Clustered Support
Student Collaboration
Uses of Charity Number
Clustered Curricular Planning
Clustered Policy Development
Gort Cluster
Cluster Coordinator Mary Curley (INTO)
The Gort Cluster comprises five schools. The schools in this cluster have been working together for many years and have established trust and positive working relationships as a result. Historically they have supported each other in policy development, coordination of CLASS hours, SEN provision, shared substitution database, shared Principal Release days. Monthly meetings for principals in these schools have proved beneficial in sustaining the work of a teaching principal. As a result of the strong network already established in this cluster, they are currently exploring the possibility of a shared administrator for the cluster thereby enabling the teaching principal to focus on leading teaching and learning in their individual schools.
Our Cluster
Some areas of exploration
Our Gort CAO
Community of Practice
In-school Management
Distributed Leadership
Clustered Support
Student Collaboration
Leadership Coaching
Clustered Curricular Planning
Clustered Policy Development
Shared Procurement
Digital Infrastructure
Listen to our Gort Cluster Coordinator
Lead the Way Podcast September 2023
Project Links | Reports of Relevance
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Project Partners Feedback
“…schools feel that they are really benefiting from this project to date. The opportunity to meet, share practice and discuss issues is proving a huge support in the sustainability of their role…”
“PDST support was invaluable in the first gathering of the 4 schools together. The day facilitated by a PDST Advisor really put the emphasis on teaching and learning for the 4 schools and allowed them to begin the process of developing their relationships going forward.”
“The PDST TIE have been of great assistance with the creation of a space for schools to share documents, policies etc. This is going to be invaluable next school year as the schools have agreed to lead curricular planning in certain areas and share this with the other schools.”
“The project has enormous potential to support the sustainability of small schools and next school year should bring interesting projects and ideas being brought to fruition.”
Our Wicklow Cluster: Clustered Meetings
School Feedback
".....It is becoming increasingly evident that clustering such support is working-the sharing of expertise, advice and the professional dialogue is exceptional. It is inspiring and motivating to meet in a cluster. It is a safe space to explore further opportunities to engage and work collaboratively as school leaders
We have worked closely as a group of school leaders for years, but, and it is a big but, until our Cluster was formed we had to meet after a working day and this was never ideal. I strongly feel that both our wellbeing and the quality of our work has improved re the Cluster structure......
We continue to collaborate, to share, to explore and to grow as leaders together.
I am feeling more motivated and inspired each time we meet and this is having a lasting positive impact on my wellbeing, my family life and my school community".....
In the press and outcomes to date
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Project Partners
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