Gareth Corpuz

A massive, sooty fire kindled in the pot-bellied stove at the top of the schoolroom. An enormous, dilapidated blackboard stood straight and tall, commanding attention, next to the stove. Shrouded in a layer of fine, powdery, white chalk, the board was covered with nathanna Gaeilge, Arithmetic and poems, English and Gaeilge, for the children to copy and recite. A single stub of chalk rested forlornly on its rim.

         Miniature, rough slates perched awkwardly on each child’s bench having been wiped clean from the previous lesson. Coverless, battered copies rested primly in piles on the master’s desk, like soldiers awaiting orders and ready to launch an attack. A plethora of Grey goose quills of differing lengths nestled in ink-wells at the top of each child’s bench. Blotting paper for the older pupils was as precious as the ink the master made himself from a store of powered ink he kept locked away. A long, flexible, sally rod lounged precariously on a cruel, iron hook, gazing menacingly at the children below, like an evil- troublesome predator waiting to pounce on the next calloused palm. An orderly roll-book lay open on the teacher’s desk. This time of the year attendance was low because most of the older boys were needed to work on the farms or in the fields. A small, polished bell rested on a shelf above the master’s desk, waiting to be chimed/ peeled. The pupils’ favourite sound of the day was the clang of an even bigger brass bell that the master kept on his desk.

         A lone, scrawny rat scurried frantically across the Arctic-cold, dusty timber floor, weary from a futile scavenge through the sodden and murky, moulding turf-pile that leaned against the back of the old school house wall. A myriad of intricately- woven spider webs festooned the high, sooty window frames, like pieces of delicate lace on an expensive handkerchief. Draughty, mildewed panes allowed only slivers of bright daylight to penetrate through into an otherwise smoky and darkened room. High, thick, white-washed stone walls encased the crowded schoolroom, sooty and dark from the countless smoky turf fires that raged and smouldered on many a freezing cold Irish morning.

A large wicker basket, brimful with turf, crouched wearily beside the master’s desk. An old dented, tin bucket lay forgotten at the back of the class. It would not be needed until the end of the day when one of the older boys would fill it with water from the barrel of rainwater outside the door and use it to ‘flush’ the ‘dry’ toilets outside. An antique clock hung above the schoolroom door, its weighty pendulum swaying back and forth. A statue of Our Lady stood on a high window sill, Her head bent in prayer. A series of well-worn, mud-splattered stone steps, often forgotten, led to the entrance of the schoolhouse, where the majestic old door creaked and groaned with every push and pull. The master’s chair, high-backed and cushioned with a seat of horse-hair lounged squarely near the fire, most definitely the best seat in the room!



Grace Hutchinson

An enormous, sooty turf fire blazed in the pot-bellied stove at the top of the schoolroom. A gigantic, oak-framed blackboard rested on an equally impressive easel next to the stove. It was covered with poems, History, Arithmetic and nathanna Gaeilge the children were expected to copy and recite.

Tiny, rough, ash-grey slates rested solidly on each of the younger children’s benches, with sticks of white chalk by their sides. Coverless, dog-eared copies squatted squarely on the master’s desk, like soldiers standing to attention waiting for their next order or request. A myriad of Grey goose quills sat in inkwells at various desks around the schoolroom. An ancient, birch cane hung restlessly from a cruel, rusty metal hook high above the master’s desk, glaring slyly like a vicious predator lurking in the shadows waiting to pounce on its unsuspecting prey.

         As if out of nowhere, a scrawny, ash-grey rat appeared and scurried frantically across the Arctic-cold, dusty timber floor, on its way back from a fruitless scavenge through the outside toilets. Food was scarce… and even the tiniest of scraps or crumbs were difficult to find, even for a rat!

         The window sills towered high above the ground, preventing the children from looking out. A plethora of expertly-woven, frost-trimmed spider webs festooned the draughty window frames, like pieces of exotic lace on an expensive vintage wedding gown. On warmer days, radiant beams of bright sunshine made their way through the smoky, mildewed panes, lighting up an otherwise darkened room, much to the delight of the attentive pupils. White- washed stone walls, darkened by the soot and smoke from numerous smouldering turf fires, surrounded the schoolroom.

         A hand woven straw basket of turf crouched beside the blazing hearth. A patch on the timber floor in front of the fire had worn away. This was a spot in front of the fire where the master loved to stand!

        The three steep steps that led to the schoolhouse were strewn with tufts of grass, mud and muck from children scraping their boots and their shoes, before entering the schoolroom. Many of the children had trudged through muddy fields and murky lanes to reach the schoolhouse. A pile of battered old schoolbooks resided under each child’s desk. A very old, antique brass sat at the corner of the master’s desk, like a knight ready to do battle. A long, slate-grey covered roll book lay open in the middle of the desk for when the master returned from fetching a book in his lodgings in the rooms above the two schoolrooms.

         Each child’s pail perched on a shelf at the back of the freezing school room. A huge, mud-brown framed clock hung above the schoolroom door, its pendulum swaying relentlessly from side to side, in tandem with the busy ‘hum’ of the children at work.


Gavin Lang

A gigantic, sooty turf fire blazed brightly in an old cast iron fireplace at the top of the schoolroom. Two huge wooden blackboards leaned proudly against their sturdy easels, taking commanding positions at the front of the class. Clean, gleaming slates rested neatly on each child’s bench, accompanied by small sticks of dusty, white chalk. Uncovered copies sat in a neat pile on the edge of the master’s desk, waiting to be corrected. A clay pot of Grey goose quills perched primly on a corner of the high window-sill beside a tiny, almost-empty glass bottle of ink. The larger reserves of powdered ink were kept locked away in the master’s cabinet, out of sight.

         Rows of varnished, wooden benches gleamed as slivers of bright sunlight filtered through the dark cloths draped across the dusty panes.   A long, narrow cane balanced precariously across a row of hooks at the top of the schoolroom, glaring intently, intimidating every pupil in sight. Expertly-woven, delicate cobwebs filled every nook, crack and crevice in sight as industrious spiders careered and spun merrily, morning, noon and night!

         An ancient, brass, hand-held bell waited silently for the start of the school day when two of the older boys would shuffle in to tend to the onerous task of cleaning out the fine, dusty ashes and lighting the fires in both schoolrooms for the day. An impressive, wooden clock ticked loudly, as its weighted, tarnished pendulum swung from side to side, counting down the last few minutes before classes began. To the left of the sturdy schoolroom door lay a row of curved metal hooks where the children hung their tattered, and frequently muddy, caps, shawls, coats and pails, at the start of the day.

The master took his position at the top of the schoolroom, in front of the fire, and with his finest nipped quill, turned a new page in the roll book and proceeded to tick those present. A fresh, wafer thin sheet of blotting paper rested to his right hand side. The roll book had the digits 6 9 7 in thick black print across the cover. A new day in the schoolroom had dawned! The small attendance board would be filled in and the lessons for the day would begin.

The broad floorboards, swept and polished from the day before, gleamed flawlessly before the children arrived. From the outside, the two-storey, white-washed building looked very impressive and modern with its neatly tiled roof. This was a building that was going to test the tide of the times. Master Friel stood at the entrance, reminding the children to scrape the mud and muck off their shoes before entering the ‘new’ school building.

Michael McKenna, one of the older pupils, bustled past. He was late and, judging by the stern look on the master’s face, he would have to work swiftly. Michael had had to help milk the cows before leaving for school and this had delayed him. Gingerly, he scooped up the ashes in the fire places in both schoolrooms and proceeded to light a fire in each. Fortunately for him, on this occasion, the sun shone brightly and the schoolrooms were already warm and bright.

As he finished sweeping round the hearth in the girls’ schoolroom, Mary Healy, another pupil, entered with a tin pail of fresh water from the pump in the village. This water would used to make cups of tea for Mistress Friel’s during the day. Larger buckets of water, taken from a barrel of rainwater outside the schoolhouse door, would be used to ‘flush’ the ‘dry’ toilets.  


Guided Reading


Fountas and Pinnell 1996

The ultimate goal of Guided Reading is to help children learn how to use independent reading strategies effectively.” 

We now have guided reading running all year in every class from Senior Infants to 4th. 

  • A teacher works with 4-8 students in each group
  • Leveled/banded readers and multiple copies of these readers are used
  • Children are grouped according to similarities in reading and development and instructional reading levels 
  • Teacher introduces/consolidates strategies and concepts to support independent reading
  • Every child reads and is supported by teacher
  • At the same time another teacher works with small groups  to support writing while other groups work independently on teacher designed tasks.
  • Guided Reading sessions last for 40 minutes in 1st and take place 3/4 times a week, although not every group reads with the teacher each day.

The video shows  a similar model of guided reading.

School Improvement Plan


A school self evaluation of teaching and learning in Saint Brigid’s National School took place in the period of September 2012 – June 2013. During this time teaching and learning in the area of literacy was evaluated. The following report is a summary of the findings and a plan for our school improvements in the area of literacy.

Sources of Evidence:
The following sources of evidence were used to compile the findings of this report

• Analysis of assessment data and information-both qualitative and quantitative (Standardised Tests, teacher generated tests)
• Staff observations and views
• Pupil questionnaire 3rd – 6th
• Examination of students’ work-copies and classroom displays
• Review of school documents and reports i.e. Curriculum Statement for English, individual long-term class level English plans, teachers’ fortnightly plans and monthly progress reports.
• Analysis of the recently issued WSE Report (June 2012)
• Learning Support Team observations
• Parental Questionnaire

Summary of Findings

a) Our school has strengths in the following areas:

• Attainments in both reading and spelling, as exemplified in the DRT and DST (Spring 2012), considerably exceed national norms and reflect the quality of teaching and learning in Saint Brigid’s.
• A safe, stimulating learning environment is provided for students
• A range of assessment methods -both qualitative and quantitative- are used effectively to assess the students’ progress
• Teachers plan collaboratively and regularly at class level meetings and plans are informed by and link clearly to the whole-school curriculum plan-both long and short-term
• Teachers focus effectively on developing the students’ key skills in English
• Team teaching and in class support are regularly used to reinforce and assist the development of literacy skills.
• There is a collaborative approach between class teachers and the learning support /resource teacher and the recording and analysis of literacy assessment data is effectively used as a cornerstone in the planning process for both whole-class and individual programmes of instruction
• There is an agreed whole school approach to the teaching of handwriting in the school
• Reading in St. Brigid’s is promoted positively and is well cultivated through a variety of reading activities and initiatives (peer tutoring/ paired reading) through out the school year. Children have an opportunity to visit the school library weekly.
• The pupil questionnaires with reference to viewpoints on writing demonstrate a largely positive attitude that can provide the basis for worthwhile and meaningful development in this area.

b) Our school wants to prioritise the following areas:

• The area of oral language skills needs to be addressed more formally and systematically in the context of clearly identified and agreed learning targets and objectives
• The areas of genre writing in particular narrative writing and comprehension strategies have been highlighted for attention over the course of the next three years in the context of the Literacy Strategy


In year 1 we wish to develop a whole school approach to the teaching of genre writing and oral language:

All levels will be taught recount, narrative and procedural writing. In 1st and 2nd classes we will add report writing. In addition to these four genres, persuasive writing will be taught in 3rd and 4th classes. All seven genres, including poetry and explanation will be covered in 5th and 6th classes.

When teaching narrative writing we will have a particular focus on character and settings. 5th and 6th classes will also focus on plot development.

In Junior Infants to 2nd specific lessons targeting the five components of oral language (Auditory Memory, Vocabulary & Conceptual Knowledge, Variety of Spoken Texts, Speaking & Listening skills and Language Learning Environment) will be the focus of our discrete oral language.


• A whole school literacy plan will be developed by the literacy team
• A survey of parents’ views on writing will be conducted.
• CPD for staff will be organized in writing and oral language
• Resources for genre writing and oral language will be sourced and shared
• A support teacher will initially model and then co-teach genre -writing with the class teachers from 3rd – 6th
• We will develop a culture where good writing is celebrated and children are encouraged to read their writing aloud for class, group, other teachers or parents
• Hardback copies will be used for genre writing in each class
• Writing will be displayed on walls, published in the school magazine and in a “We are Writers” book at the end of the year
• Vocabulary will be developed through word banks and these will be displayed in classrooms
• The language features and frameworks specific to each genre will be taught
• Evidence of improvements will be measured using pre and post genre samples

Oral Language:
• A support teacher will model a varied selection of oral language lessons and then co teach in classes in the junior school
• Discrete oral language lessons will be timetabled each week with a particular focus on developing language skills through the five components
• Children will be given increased opportunities to talk in pairs, groups and whole class settings



We will continue to embed genre writing at each level and also introduce free writing through out the school. We will begin to focus on teaching explicit comprehension strategies, which will deepen children’s understanding and enjoyment of reading. In oral language we will concentrate on developing children’s auditory memory skills at every level.


• A support teacher will co-teach a 30-minute writing session each week to consolidate the writing skills developed in year 1. (2nd – 6th)
• All children will engage in free writing to develop their independent writing skills and enhance their enjoyment of writing.
• Each level from Infants to 6th will teach a minimum of 3 writing genres as per our literacy plan.
• Samples of good writing will be celebrated and displayed through the school
• Children will be encouraged to present their writing to an audience, peers, other teachers, parents etc.
• A new literacy programme with a focus on genre writing and comprehension will be adopted from 2nd to 6th.
• Pm Writing scheme will be used in 1st and 2nd.

Comprehension Strategies: (All classes)
We will explicitly teach 2 comprehension strategies (predicting and making connections) at every level.

Guided Reading: (1st)
Guided reading will begin in 1st class. Banded readers will be bought and children will be screened and grouped. Two support teachers will assist the class teacher in delivering 4 forty minute sessions each week. Children will practice reading and comprehension strategies and also engage in writing and spelling activities.

Discrete Oral Language: (All classes)
This year we will focus on teaching Auditory Memory Skills to all levels.
A support teacher who will model, share and guide a variety of auditory memory lessons will lead team teaching in junior classes. These lessons will be linked to the topics selected at each level for Aistear


• Class level meetings set up to ascertain how teaching & learning in Maths can be improved.
• Questionnaire drafted with a view to gaining insights into the teaching & learning of Maths.
• Standardised test scores will be analysed to help identify strengths and weaknesses.
• Focus group (Multilevel) meetings to identify whole school strategies going forward.


We will continue to embed free writing in every class and we will focus on self and peer assessment in writing. We will add 3 more comprehension strategies to be taught explicitly at each level and our oral language focus will be on developing children’s skills in retelling stories. In the Infant school we will improve their vocabulary and conceptual knowledge of Aistear based topics.


• All children will engage in free writing to develop their independent writing skills and enhance their enjoyment of writing.
• A whole school plan for teaching specific genres of writing at each level will be followed.
• Samples of good writing will be celebrated and displayed through the school
• Children will be encouraged to present their writing to an audience, peers, other teachers, parents etc.
• Pm Writing scheme will be used in 1st and 2nd.
• Children will be taught how to self assess and peer assess their writing.

Comprehension Strategies: (All classes)
• We will explicitly teach a further 3 comprehension strategies (summarising and paraphrasing, creating images and inferring) at every level.

Guided Reading:
• Guided reading will continue in 1st class and extend to Senior Infants this year.
• A library of books will be set up in the Infant Building
• Support teachers will assist in delivering guided reading sessions at both levels.

Discrete Oral Language: (All classes)
• Our whole school focus this year will be on retelling of stories and on vocabulary and conceptual knowledge development.
• In the Junior school this will be linked to the topics selected at each level for Aistear


Targets will be set in the area chosen for improvement in Maths This will depend on the outcome of our SSE process in maths in year 2.

What is the Board of Management ?

Primary schools have been governed by boards of management since 1975. The Education Act 1998 puts the system on a statutory basis and sets out the responsibilities of the boards. The composition of the board of management reflects an agreement between school patrons, national associations of parents, school management organisations,teacher representatives and the Minister for Education and Science.

The board is appointed by the patron. In making appointments, the patron must comply with Ministerial directions about gender balance.

Functions of the board

The board’s main function is to manage the school on behalf of the patron and for the benefit of the students and to provide an appropriate education for each student at the school.

In carrying out its functions, the board must

  • Act in accordance with Ministerial policy
  • Uphold the ethos of the school and be accountable to the patron for this. The word ethos is not used in the Education Act 1998. It is described in the Act as the “characteristic spirit of the school as determined by the cultural, educational, moral, religious, social, linguistic and spiritual values and traditions which inform and are characteristic of the objectives and conduct of the school”.
  • Act in accordance with the law and with any deed, charter, or similar instrument relating to the school.
  • Consult with and inform the patron of decisions and proposals
  • Publish the school’s policy on admission to and participation in the school, including its policy on expulsion and suspension of students, admission and participation by students with disabilities or with other special educational needs
  • Ensure that the school’s admissions policy respects the choices of parents and the principles of equality and that it complies with Ministerial directions, having regard to the school ethos and the constitutional rights of all concerned
  • Have regard for the principles and requirements of a democratic society and promote respect for the diversity of values, beliefs, traditions, languages and ways of life in our society
  • Have regard to the efficient use of resources (particularly the grants provided by the state), the public interest in the affairs of the school and accountability to students, parents and the community
  • Use the resources provided by the state to make reasonable provision and accommodation for students with disabilities or special needs, including, if necessary, the adaptation of buildings or provision of special equipment

How boards of management operate

The role and method of operation of boards of management of primary schools was agreed by the Department of Education and Science, the school managers, parents and teachers in 2003. The Constitution of Boards and Rules of Procedures (2007) set out the principles on which it is based:

  • Governance structures for schools should respond to the diversity of school types, ownership and management structures that is the central feature of the structure of Irish education at primary level.
  • Governance structures should reflect the plurality of Irish society, including the rights and needs of minority groups.
  • The composition of boards should reflect and promote participation and partnership in the running of schools among patrons/trustees/owners/governors, parents, teachers and the wider community.
  • The composition and operation of boards of management should reflect and promote public accountability to the immediate community served by the school and to the state as the predominant source of funding for schools.
  • The recognition of the responsibility of patrons/trustees/owners/governors to maintain and promote a distinctive ethos in their schools and to ensure the practical means to discharge this responsibility.
  • Board practice should facilitate and promote commitment by parents to the affairs of the school and the functioning of an effective parents’ association.
  • The Rules also frequently refer to the need to communicate with parents and staff and the school community, for example, they state that the board “shall pursue a policy of openness and have a positive approach to sharing information with the school community”.
  • The board must have a procedure for informing parents about its activities – this could include an annual report.

Who is on the board?

The composition of the board of management for schools is:

  • Two direct nominees of the patron
  • Two parents of children enrolled in the school (one mother and one father) elected by the parents
  • The principal
  • One other teacher elected by the teaching staff
  • Two extra members agreed by the representatives of the patron, teachers and parents.

There are certain criteria set out for choosing the 2 community representatives on the board of management.

  • The people appointed must have a commitment to the ethos of the school. In the case of Catholic schools, they must have an understanding of and commitment to Catholic education as outlined in the Deed of Trust for Catholic Schools.
  • They must have skills that are complementary to the board’s requirements
  • They must be interested in education but normally should not be parents of students currently attending the school or teachers currently on the staff
  • The need to maintain a gender balance must be a consideration
  • The patron appoints the chairman of the board, usually the local parish priest in the case of Catholic schools.

The Rules set out in detail how the parents’ representatives are to be chosen, including the notice to be given to all parents, how replacements are chosen, etc.

In general, members of the board may not hold any interest in the school property or get paid for serving on the board. The Education Act 1998 explicitly clarifies that being on the board does not confer any property interest on a board member. Employees, other than the teacher representatives, may not be on the board.

School Administration

Our school is a Catholic Primary School under the patronage of the Archbishop of Dublin. Since 1975 schools have been governed by Boards of Management and the Chairperson is appointed by the Patron.  The Board sits for a 4 year term after which a new board is appointed and community representatives are elected.

The school is administered by the Principal , Deputy Principal and  five Assistant Principals.

Members of the Board

  • Chairperson –  Ms Maria Lordan Dunphy
  • Fr. Damien Mc Niece
  • Ms. Susan Moriarty   Teacher’s Representative
  • Mr. Niall O’Neill   Treasurer
  • Ms. Evelyn Maher
  • Mr. Fergus Farrell
  • Ms. Elaine Masterson
  • Ms. Nicola Fay  Principal 

School Management Team

  • Ms. Nicola Fay  – Principal
  • Mrs. Noelle Mac Donagh –  Deputy
  • Mrs. Niamh Williams –  Learning Support Co-Ordinator
  • Ms. Mary O’ Connor – School Self Evaluation Co-Ordinator
  • Mr. Kevin Doyle – Sports Co- Ordinator
  • Ms. Val Kane  Literacy Co-Ordinator


Other Support Staff 20.21


In addition to our teaching staff we have sixteen other support staff that we would not be able to manage without.

  • Our School Secretary 

Ms. Abigail Mooney

  • Our Caretaker  

Mr. John Ivers

  • Our Housekeeper

Ms. Katie Korpius

  • Our Special Needs Assistants

  • Ms. Geraldine Healy
  • Ms. Margaret Moran
  • Ms. Ciara Noone
  • Ms. Joanne Harvey
  • Ms. Ingrid Grist
  • Ms. Monika Dabrowska
  • Ms. Catherine Kennedy
  • Ms. Anne Nolan
  • Ms. Claire Mooney
  • Ms. Aoife Gibson
  • Ms. Lorna O’ Sullivan
  • Ms. Anamarie Butean
  • Ms. Audrey Barron


Learning Support Teachers 20.21

Learning Support Teachers

We are very fortunate in our school to have a large and dedicated learning support team led by Mrs. Niamh Williams. Learning Support in our school is a mix  of in class support, such as guided reading , maths recovery and team teaching and withdrawal of children in groups or individually depending on their needs at the time. We also have a teacher who specialises in Reading Recovery.  A lot of our learning support is aimed at Senior Infants 1st  and 2nd classes as early intervention is proven to be most effective .

Senior Building Ground Floor 

  • Room L1  Ms. Annmarie Mc Govern
  • Room L2  Ms. Laura O’Malley
  • Room L3  Ms. Claire Dillon
  • The Conference Room : Ms Mary Meaney

Senior Building 2nd Floor

  • Room L4   Ms. Catherine Harte
  • Room L5   Ms. Susan Moriarty

Senior Building 3rd Floor

  • Room L6   Ms. Fiona Mahon
  • Room L7  Ms. Catherine Brennan

Link Building

  • Room L8  Ms. Sinead Gallagher
  • Room L9   Ms. Robyn O’Neill
  • Room L10  Ms. Samantha Connolly
  • The Hub  Ms. Eimear O’Callaghan

Junior Building

  • Room L11A   Mr. Tadgh Maher
  •  Room L11B  Mr. Brian Mac Cann
  • Room L12   Ms. Carol Mulligan
  • Room L13   Ms. Niamh Williams

Class Teachers 2021.22

Class Teachers

In our school we have 32 class teachers. The school is laid out into four separate buildings with 8 classrooms in each one . The Infant Building is a single storey , the Junior and Middle Buildings  are two story and the Senior Building is a three story . The Link Building is also a single story and contains the Library and Computer Room.

Infant Building

  • Room 1  Ms. Mary O’Connor  JI
  • Room 2 Ms. Michelle Regan JI
  • Room 3  Ms. Glenda Scanlon  JI
  • Room 4   Ms. Denise Walker JI
  • Room 5  Ms. Eileen Shaughnessy SI
  • Room 6  Ms. Niamh Kelly SI
  • Room 7  Mr. David Galway SI
  • Room 8  Ms. Gillian Kelly SI

Junior Building Downstairs

  • Room 9  Ms. Tara Mc Gann  2nd
  • Room 10 Ms. Melissa Stokes  1st
  • Room 11  Mr. Domhnall O’Meara 1st
  • Room 12  Ms. Aoife Corry 2nd

Junior Building Upstairs

  • Room 13  Ms. Emer Walsh
  • Room 14   Ms.Eimear Keane
  • Room 15   Mr. John O’Loughlin
  • Room 16  Ms. Megan Maher

Middle Building Downstairs 

  • Room 17   Ms. Melonie Murray 4th
  • Room 18   Mr. Kevin Sweeney  4th
  • Room 19   Mr. Kevin Doyle 3rd
  • Room 20   Ms. Laura O’Malley 3rd

Middle Building Upstairs

  • Room 21  Ms Rebecca Golden
  • Room 22  Ms. Lorraine O’Neill
  • Room 23  Ms. Catherine O’ Brien
  • Room 24  Ms. Jennifer Dooley

Senior Building  2nd Floor 

  • Room 25  Ms. Leanne Barrett  5th
  • Room 26  Mr Michael Harrison 5th
  • Room 27  Ms. Gerardine  Fay 5th
  • Room 28  Ms. Sheila Moore 5th

Senior Building  3rd Floor 

  • Room 29  Mr. Eoin Lysaght  6th
  • Room 30  Ms Cliona Ní Fhearghail 6th
  • Room 31   Mr Patrick Lowery 6th
  • Room 32  Ms. Siobhan Doyle 6th