Report of a Primary Inspection - Gaelscoil Uí Dhochartaigh agus Naíscoil an tSratha Báin
DE Ref No 204-6638
November 2025
1. Introduction
A. Background information
Gaelscoil Uí Dhochartaigh was established in 1997 by a small group of Irish language enthusiasts who shared an interest in education, culture and community. In 2024 Gaelscoil UÍ Dhochartaigh and Naíscoil an tSratha Báin moved into a new purpose-built facility on Strahan’s Road in Strabane.
There are currently 169 children attending the school, 35% of whom have free school meal entitlement and 27% have been identified as having special educational needs (SEN). There are a small number of newcomers attending the school.
The nursery operates as a single, full-time class, while the primary school comprises seven classes, two of which are composite classes, and one specialist provision class which opened in September 2025 to support children with social communication needs.
Through Extended Schools* funding and the support of the charity St Vincent de Paul, the school offers a free breakfast club to all of the children. There is a wide variety of after school clubs which are well attended, and an Irish-medium youth club led by school staff is also held on one evening each week. The school has long been recognised as a PATHS* Model School and is recognised and accredited by Investors in People*.
B. Views of pupils, parents and staff
The Education and Training Inspectorate (ETI) issued online confidential questionnaires to the children in year 7, all parents and staff in advance of the inspection.
The responses to the questionnaires are referenced, where relevant, within the main body of the report. A high-level summary of the questionnaire responses, including any concerns raised, was shared with the principal and representatives of the board of governors.
C. The process of inspection
The ETI worked alongside Gaelscoil Uí Dhochartaigh to consider how well the school:
- has identified and articulates its vision;
- prioritises actions to achieve the vision;
- overcomes the main challenges it faces;
- monitors and reviews progression to define, celebrate and embed success; and
- grows and develops an inclusive community of learning.
2. Main report
A. Setting the vision
The school’s vision ‘Ag fás, ag forbairt agus ag foghlaim le chéile’ (Growing, developing and learning together) is deeply rooted in long-held community values of inclusivity, community and respect and is clearly understood by all stakeholders. The leadership and governance cultivate a strong sense of purpose, shaped by the school’s origins and the influence of individuals whose early efforts to promote Irish in the area laid important foundations. This legacy continues to inspire the school community and is reflected in the pride with which the school carries its name.
The recently reviewed whole school vision for high quality Irish medium education reaffirms the founding principles of the school and continues to shape strategic planning, leadership decisions, and daily practice. Leadership is inclusive and purposeful, guided firmly by the school’s vision. The staff have created a culture where collaboration thrives, expectations are high and continuous improvement is the norm. The staff at all levels share a commitment to achieving the vision. The governors are highly engaged with the work of the school and provide robust oversight of strategic direction. Questionnaire responses confirm that the vision is widely aspired to and understood and, in discussions with inspectors, the children conveyed a strong sense of ownership of the vision and pride in their school.
Strategic planning is informed by rigorous self-evaluation and widespread consultation. The school development plan (SDP) outlines clearly defined priorities and areas for development which include: the raising of attainment; the implementation of a Language Framework, An Creat Teanga*; the development of outdoor learning; and the further development of specialist provision.
B. Implementing and improving to achieve the vision
A dynamic, attractive and culturally rich learning environment has been created thoughtfully across all spaces in the naíscoil and Gaelscoil. It reflects inclusivity, individuality and identity, helping the children to feel valued and celebrated. Relationships at all levels are positive and supportive and all staff are committed to providing high quality learning experiences for the children, across the curriculum and beyond.
The school’s commitment to Irish-medium education is evident in the consistent use of effective immersion strategies, which are having a clear and positive impact on the children’s receptive language and oral fluency. Irish is used confidently and naturally by the children across a range of contexts, both formal and informal. This reflects not only the consistency of language exposure but also the quality of modelling by staff and the integration of Irish into daily routines. This is further evidenced by the children’s positive attitudes, their increasing fluency as they progress through the school and the pride they exhibit, all of which point to a sustainable and impactful immersion model.
The curricular co-ordinators are well-established in their roles; they work well collegially, supporting and learning from each other and role modelling for others. A growth mindset underpins much of the work of the school, and there is an openness to exploring new approaches and embracing change. There is comprehensive, differentiated and meaningfully connected planning in place, across all areas of the pre-school and primary curricula, which guides very well the teaching and supports progression in the children’s learning, skills and linguistic development. The teachers record focused and insightful observations and evaluations of the children’s learning and progress, and use this information to inform future planning, responding well to the children’s needs and interests.
A wide range of both qualitative and quantitative assessment data is used effectively by the school to monitor each child’s progress in learning and to determine interventions. Within the classes, where assessment for learning strategies are most impactful, the teachers and classroom assistants have a shared understanding of the intended learning, use skilful questions to extend the children’s learning and thinking, and provide effective verbal and written feedback that enables the children to manage and improve their work. Embedding assessment for learning strategies more consistently across each class will support the school’s ongoing priority to raise further the children’s attainment.
The health and well-being of all is prioritised and actively promoted through the caring relationships at all levels, the inclusive pastoral systems, and the attention given to following healthy and active lifestyles. In their responses to the confidential questionnaires, the staff and parents commented positively on the supportive and nurturing relationships across the school. The children are benefitting greatly from the range of programmes, initiatives and strategies in use to help them to understand and manage their own emotions; and develop resilience, empathy and self‑awareness. The children told inspectors that they feel safe and valued in school and they talked about the breakfast club, healthy breaks and the healthy and tasty school dinners. They also spoke of their enjoyment of the wide range of opportunities they have to participate in sport and music, through physical education (PE), choir, swimming, after-school clubs and competitions.
C. Building equity
The school leadership team and the staff are committed to understanding and addressing the unique challenges that the children face. They strive to ensure that every child is known, appreciated and understood, and that they receive the help they need to achieve. From an early stage the holistic development of each child is monitored closely using a range of assessment tools, alongside feedback from parents and external agencies and the professional judgement of the school staff. By implementing detailed bespoke provision mapping and engaging in collaborative monitoring, the staff ensure that the support provided is tailored to meet each child’s individual needs.
This approach has a positive impact on the children’s learning and development and allows for targeted and responsive interventions. For example, the use of assessment toolkits in the nursery helps to identify the speech and language needs of each child at an early stage, enabling timely support that enhances communication skills and lays a strong foundation for future learning.
The school’s evolving use of Personal Learning Plans (PLPs) for children with SEN reflects a thoughtful and inclusive approach to individual education planning. The process now places appropriate emphasis on capturing pupil and parent voice and is supported by professional learning and collaborative practice. The staff have identified appropriately the need to refine aspects of target setting as they continue to strengthen this process.
The professional learning opportunities for the staff have a significant positive impact on their ability to address social, emotional, and behavioural needs in line with the SDP priorities. For example, the partnership with the primary behaviour support team supports a solution-focused, compassionate approach that allows the staff to respond effectively to the children who are struggling to manage their behaviours. This collaborative approach, backed by evidence-based strategies, has improved the school’s ability to meet individual needs, fostering a supportive learning environment where children are nurtured, understood and valued for their own uniqueness.
The staff provide a structured, supportive learning environment that enhances the children’s ability to learn. They actively use a range of strategies including calm plans, sensory circuits, visual schedules, and “now and next” boards to help the children engage more fully with the learning. The impact of these interventions is clear: the children with social, behavioural and emotional well-being (SBEW) needs are better able to manage big emotions and can participate more fully in the classroom. The progress made by the children is carefully monitored by all key staff through structured observation and reflections. This continuous assessment enables the staff to adjust the strategies and approaches used and provide ongoing support to meet the evolving needs of the children. In monitoring the progress made by the children the staff have seen positive changes in the children’s ability to manage their own emotions, as evidenced by improved behaviour and greater participation in class.
The opening of the specialist provision class in September 2025 further exemplifies the school’s commitment to equity and inclusion. Supported by strong leadership, governance, and professional learning, the new class offers responsive, small-group support.
D. Defining, celebrating and embedding success
Through its strong culture of nurture, the staff ensures the children feel cared for and ready to learn, enabling the children to thrive in both their academic progress and personal development. The children consistently show confidence, courtesy, enthusiasm and warmth, reflecting a secure sense of identity and belonging. Their interactions reveal not only ease within the learning environment but also a genuine pride in their school and the Irish language, which permeates daily routines and conversations.
The children are making very good progress from their individual starting points, with most achieving or exceeding expected literacy and numeracy outcomes. They are developing well their mental maths strategies, and there is a good start to writing in the Foundation Stage. Across the school, the children engage thoughtfully with the writing process and are able to apply taught strategies effectively. A sharper focus on outcomes and presentation, alongside reduced reliance on worksheets would further enhance their creativity and independence. In some areas, there is the potential to gradually reduce the level of scaffolding being provided for the children, enabling the children to take greater ownership of their learning. This would create more opportunities for the children to develop their critical thinking, apply their knowledge and skills with increasing independence and support them in reflecting on their own progress.
The children are developing well their digital skills across the curriculum, showing great engagement and building essential competencies for the future. The wider curriculum is used effectively to promote achievement in areas of learning, such as The Arts, PE, the World around Us, and Personal Development and Mutual Understanding, with children experiencing success through drama, music and sport. These achievements are celebrated in assemblies, performances and displays, reinforcing the children’s self-worth and motivation. Achievements are recognised across all areas of the curriculum and weekly assemblies provide regular opportunities to affirm effort, improvement, and contribution through reward systems such as Coirn (Cups), Boinn (Medals), Duais an Phríomhoide (Principal’s Prize), and Píotsa leis an Phríomhoide (Pizza with the Principal). These are complemented by visual displays and recognition from all staff, as well as through newsletters, social media and the school website, ensuring that every child feels seen and valued.
Attendance and engagement are strong in the school. The high attendance rate of 97% is indicative of the children’s motivation and engagement, high levels of parental support and a positive school climate. The recent move to a purpose-built facility has reinvigorated the school community, providing a physical environment that embodies ambition, optimism and growth. It has enhanced the school’s capacity to deliver high-quality, inclusive learning experiences and celebrate success in ways that deepen engagement and support the continued realisation of the school’s vision.
E. Growing a community of learning
The new school and naíscoil buildings stand as a testament to the vision and determination of its founding community and to what can be achieved when people work together, a physical embodiment of the collaborative spirit that underpins the school’s vision and ensures children flourish in a secure, inviting learning environment.
The school has created the right conditions for an inclusive community of learning, rooted in a clear and shared vision that places children, families, and the wider Strabane community at its heart. Leadership and governance are characterised by compassion, high expectations, and a deep commitment to inclusion and continuous improvement. The school’s improvement processes are dynamic and responsive to the evolving needs of both the children and the staff. There is an established culture of continuous improvement and a willingness to embrace change and innovation, reflecting the school’s vision to grow, develop and learn together as a thriving learning community. The ethos and relationships for learning within the school are strong, and staff work collaboratively to support one another in their day-to-day practice.
The school’s commitment to professional learning is evident through the impact on classroom practice, particularly in the support for children with special educational needs and the development of the ICT curriculum. Whole-school professional learning is prioritised to ensure consistency of approach, benefiting all learners. In their questionnaire responses, the staff identify strong teamwork, effective communication, and a shared commitment to improvement as key strengths.
The school council is well established and plays an active role in school development. The children, in their role as school councillors, work alongside the principal and staff to enhance the learning environment, both indoors and outdoors, for example, through selecting furniture, designing displays, and developing the outdoor sports provision. The school has plans are in place to further develop pupil leadership through defined roles and the reintroduction of digital leaders.
Family and community engagement are central to the school’s ethos. Parents are regarded as valued partners in their child’s education and, in their questionnaire responses, parents speak highly of the school’s communication, pastoral care and inclusive culture. Events such as assemblies, curriculum meetings and family breakfasts foster a strong sense of community. The school’s parent association, Cairde na Gaelscoile (Friends of the Gaelscoil), plays an active role in organising events and fundraising, further strengthening community ties.
The school’s extensive network of partnerships significantly enriches the children’s learning experiences. Collaborations with local sports clubs, including Strabane Sigersons, Strabane Shamrocks, Tyrone Gaelic Athletic Association and the Ulster Council (Ulster GAA*), promote physical well-being and cultural identity. Engagements with RISE NI*, the Education Authority (EA) services, and the Koram Centre* support children’s social, emotional, and behavioural development. Music tuition is provided through EA Music Service and independent tutors, while STEM (Science, technology, engineering and mathematics) and ICT skills are enhanced through workshops with Sentinus* and the Nerve Centre*. The school works with local businesses, charities, and care homes including fundraising, visits, and shared events. These experiences help the children develop empathy, learn responsibility and build meaningful connections across generations.
The school’s Irish-medium identity is celebrated and promoted through rich cultural experiences, including partnerships with Conradh na Gaeilge*, Gaelphobal*, Cumann na bhFiann* and Gaelcholáiste Dhoire. The parents are encouraged to engage with the language through classes taught by governors and staff. The children benefit greatly, both socially and educationally, from a wealth of meaningful opportunities to participate in a wide range of Irish language and cultural events, including Peil na Gaeltachta*, Gael Linn*, and an tOireachtas* 2025. The school also embraces cultural diversity, with children encouraged to sing in Polish and Spanish at assemblies and attend workshops on Ulster Scots, promoting respect for different traditions.
F. Child protection
At the time of the inspection, the evidence provided by the school demonstrates that the arrangements for child protection align to the current statutory guidance.
3. Next steps
The school’s journey, from its community-founded beginnings to its current position as a thriving Irish-medium learning environment, is a testament to the power of shared vision and values, strategic leadership and community. The commitment to ‘Ag fás, ag forbairt agus ag foghlaim le chéile’ is evident in every aspect of school life, from inclusive teaching and exemplary pastoral care to the celebration of Irish language, identity, and heritage. The school’s strengths in stakeholder engagement, inclusion and immersive language strategies offer valuable practice for wider dissemination. As set out in the school’s current development plan, the next steps for Gaelscoil Uí Dhochartaigh and Naíscoil an tSratha Báin include the need to take forward the following area for action: to embed assessment for learning strategies consistently across the school.
The district inspector will monitor the school’s progress in addressing this area for action as part of ETI’s normal monitoring processes.
ETI will continue to work with Gaelscoil Uí Dhochartaigh, including to share examples of highly effective practice from which others may learn. The aspects of practice which should be shared more widely are set out below:
- the strategic and collaborative work of the leadership team and governors in developing a highly collegial community of learning that is the bedrock of the school’s ongoing work to realise it’s shared vision;
- the highly effective immersion strategies employed by all staff; and
- the collaborative and highly effective approaches to supporting the social, behavioural and emotional well-being needs of the children.
4. Appendices
Appendix 1: Quantitative Terms
In this report, proportions may be described as percentages, common fractions and in more general quantitative terms. Where more general terms are used, they should be interpreted as follows:
Almost/nearly all - more than 90%
Most - 75% - 90%
A majority - 50% - 74%
A significant minority - 30% - 49%
A minority - 10% - 29%
Very few/a small number - less than 10
Appendix 2: Notes
Page 1
Extended Schools*
The Department of Education's (DE) extended schools programme aims to improve levels of educational achievement for disadvantaged children and young people by providing the additional support that they might need to help them reach their full potential.
PATHS*
Promoting Alternative Thinking Strategies. The programme is designed to facilitate the development of the children’s self‑control, emotional awareness and interpersonal problem‑solving skills. The programme is delivered by teachers through lessons and activities. PATHS Model School status signifies that the school has deeply embedded social and emotional learning into its daily operations.
Investors in People*
The Investors in People standard is a business development tool designed to advance an organisation’s performance through the management and development of its people.
Page 2
An Creat Teanga*
A CCEA resource developed to support the acquisition and development of Irish across the curriculum in Irish medium primary schools and units. It outlines the language competencies children should achieve by the end of Foundation Stage, Key Stage (KS) 1 and KS 2.
Page 6
Ulster GAA*
The Ulster Gaelic Athletic Association is the administrative body for the GAA in the traditional province of Ulster.
RISE NI*
The Education Authority Regional Integrated Support for Education NI is a regional early intervention service which supports children in pre-school educational and mainstream primary school settings.
Koram Centre*
Registered charity offering professional therapeutic intervention and psychosocial support.
Sentinus*
Sentinus is a registered charity which provides a range of enrichment and enhancement activities for schools in Northern Ireland. They provide a wide range of programmes designed to support the teaching and learning of STEM subjects particularly within a real-world context.
The Nerve Centre*
A creative media arts hub which provides education, training and cultural programmes in film, music, animation and digital media. It serves as both a production facility and a learning centre, supporting schools, young people and the wider community to develop creative skills and engage with the arts.
Conradh na Gaeilge*
Conradh na Gaeilge is the democratic forum for the Irish-speaking community. Conradh na Gaeilge’s main aim is to promote the use of Irish as the standard language in Ireland.
Gaelphobal*
The term Gaelphobal is used for different types of Irish language communities across the country that are participating in the language planning process outside of the official Gaeltacht. At a local level it is the umbrella body for all Irish language bodies in Strabane.
Cumann na bhFiann*
Cumann na bhFiann is an Irish Language Youth Organisation who have been providing opportunities to young people for over 50 years to use their Irish in a fun environment. This is done through running weekly Youth Clubs all over the country, along with various regional and nationwide events.
Peil na Gaeltachta*
Peil na Gaeltachta refers to Gael Linn’s involvement with Gaelic football (Peil) within the Gaeltacht (Irish-speaking regions), organising festivals and events to promote the language and sport, linking with clubs and schools to foster Irish language use beyond the classroom through activities like football festivals and supporting initiatives like the Comórtas Peile na Gaeltachta (All-Ireland Gaeltacht Football Tournament).
Gael Linn*
A voluntary, non-profit organisation whose main aim is to foster and promote the Irish language and its heritage throughout Ireland in the areas of policy and community, as a living language and as a source of identity.
An tOireachtas*
An tOireachtas is a leading organisation that is dedicated to the provision of opportunities for the use of the Irish language and the establishment of a network for the use of Irish. Oireachtas na Gaeilge organises and supports a wide range of events and opportunities to come together through Irish throughout the year, including the main annual Irish language cultural festival, Oireachtas na Samhna, as well as the Oireachtas Literary Competitions, the Oireachtas Communication Awards, the Oireachtas Annual Lecture and many others.