Essay: St. Dominic’s college Ballyfermot

St. Dominic’s college Ballyfermot first opened its doors in 1956 and has celebrated a long period of providing education in Ballyfermot. Opened by the Dominican sisters of Cabra, it has been a pillar of education in both a primary and secondary setting. St. Dominic’s College Ballyfermot is an all-girls secondary school located in Ballyfermot a suburb outside Dublin City Centre. Founded by the Dominican Sisters Cabra, the school has a Catholic education tradition which it upholds to this day. Although not owned by the Sisters the school is still under religious leadership as it is a part of Le Cheile trust. St. Dominic’s college is a DEIS school. St. Dominic’s college does not let this label stop them. The school to the best of their ability tries to provide each student the best opportunity that they can, both academically and personally. The school sticks to its foundations and core mission which, they take pride in. Core mission that is still visible today. During the course of this essay, it will discuss the background of the school focusing on changes in the curriculum and how legislation changes affected the school. This essay will also focus on the experiences from the school.
Foundations
St. Dominic’s college was founded in 1953 by Mother Reginald Lyons. Mother Lyons who was the Dominican prioress General at the time saw a niche to set up a primary school in Ballyfermot (Larkin, 2007). During the early 1950s, De Salle Brothers were the main educationist in the area (Larkin, 2007).  De Salle Brothers were only providing education to young boys in Ballyfermot. Dominican sisters who originally came from Cabra moved to the new suburb after answering a request from Archbishop McQuaid to provide education to the young woman of the area (Larkin, 2007). Dominican sisters whose aim was to promote justice and equality through education, opening a school for girls was an opportunity to provide good quality education (Larkin, 2007).
De La Salle Brothers loaned the sisters classroom space from their school Scoil Iosagain (Larkin, 2007).  A small corridor of classrooms was given to the order to set up their school (Larkin, 2007). On March 8th, 1953, six sisters arrived in the area and enrolled over three hundred pupils in their first intake (Larkin, 2007).  After its initial opening, the demand for places grew, parents had to apply for places to guarantee a spot in the school. Children had to be at least six, had not received their first Holy Communion and had not attended any other school (Larkin, 2007). Mother Ignatius Gorman was chosen as the first principal for the Dominican school. With only five Sisters teaching classroom sizes had reached sixty per classroom. The school was rumoured to be the largest girls school in Europe at the time (Kealy, 2018). At its peak, there were over 4,000 pupils in attendance (Kealy, 2018). As noted by Sister Marie Kealy they were an enclosed order, lay teachers were brought in to bring children to the local parish for First Holy Communion or Confirmations (Kealy, 2018). Due to the success in primary school level, the Dominican sisters saw the need to open a secondary school.  With the growing demand for education in the area, the need for an all-girls secondary school grew (Kealy, 2018). Within five years The Dominican secondary school opened its doors in September 1957 (Kealy, 2018). Fees for the school ranged from twelve to fourteen pounds a year. With very few students, the subject range was limited to pupils. Christian Doctrine, Irish, English and, Mathematics were only a small selection of the subjects offered (Kealy, 2018).
Unlike the demand with the Primary schools, thirty-three students enrolled under Sr.Benin McKeown, Sr. Aimon Murphy, and Ms Anita Lynch (Kealy, 2018). As the school was located on the Convent grounds, the top floors were converted for classroom space. Numbers slowly increased with more subjects were added and lay teachers were employed for the first time. As suggested on the school’s website, the Dominican sisters tried to promote an active school with the establishment of a school choir (Kealy, 2018). Catholic girl guides, art and, commerce were added to Saturday morning classes (Kealy, 2018). With the introduction of the Free education scheme in 1968, the school saw a high influx of students. With successes in new junior and senior certificate exams, students numbers began to increase (Kealy, 2018). After the first successful leaving certificate class graduated in 1989, the senior cycle strengthen and has retained a strong number continuing to this level. As more students were reaching senior level, a need for more classroom space was needed (Kealy, 2018). A new building was constructed alongside a new science labs, home economics kitchen, classroom space, and refurbishment of Convent.  The school was given a new light and provided much-needed space. Refurbishment of the school led to the loss of the constant religious presence in the school. Celebrating forty years of opening, also marked the last Dominican sister to act as principal of school before the first lay principal Ms. Ger. Hackett took over in 1997 (Larkin, 2007).  As the school progresses through different periods from its beginning in 1953, it has truly involved and changed. Both internal and external forces have affected how St. Dominic’s changed and evolved. Reflecting policy changes is clear evidence, how factors influenced a number of factors within the school community.
Policies
Free education scheme 1967 was one of the first state intervention to bring equality into the education sector. Building on the investment of education during the early sixties, the scheme brought more opportunities to students who could not afford to enter into a fee-paying schools. Noted by Coolahan the free education scheme tried to encourage student participation in schools (Coolahan, 1981). By providing more opportunities and raising the leaving age meant more students retaining in education (Coolahan, 1981). The scheme had a hope of gaining more numbers of children attending post-primary education. As previously mentioned from its establishment St. Dominic’s was a fee-paying school. With the ethos of the Dominican sisters to provide justice and equality, Fee paying acted as a barrier to carrying it out. With a statistics of a third of students dropping out of school after they finish primary education it was a welcomed scheme.
Ballyfermot during the late 1960’s was a working class area of Dublin. As noted by Mary E. Daly, it was an area of women with too many children and moneylenders (Daly, 2016). Judging by her description, families would not have been able to afford to pay twelve to fourteen pounds fee per each child to attend secondary education (Daly, 2016). Children would have been sent out to work to earn a wage to help provide for the family. Free education scheme in an area like Ballyfermot would have been much needed as families simply did not have the money to further educate their children (Daly, 2016). Economic inequalities in education were fully visible at the time. As previously mentioned only thirty three children enrolled when the school first opened. Donogh O’Malley scheme brought more equality to secondary education (O’Dubhlaing, 1997). With increased funding, it led to a better quality of education with keeping numbers in school and reaching a higher level. Dominican sisters were happy with the scheme, as numbers began to grow slowly over time. Based on enrolment figures from the department of education, the impact of the scheme is clearly evident (Department of Education and Skills, 2018). School year of 1965/1966 enrolment was only eighty nine students (Department of Education and Skills, 2018).  In three short years the school year of 1969/1970 numbers were at three hundred and eighty seven students (Department of Education and Skills, 2018). With an influx of three hundred students, impacts of the free education scheme is evident. Alongside enlarged enrolment  numbers, more opportunities to further education were presented to students in disadvantaged areas.
A number of changes within the curriculum was introduced into post-primary schools after the free education scheme was rolled out. The curriculum was adapting to an industrial economy (Coolahan, 1981).  St. Dominic’s from 1976 to 1986 was focused on the plans for opening a specific senior college in Ballyfermot (Kealy, 2018). With the consultation from local convents, female students who wished to complete their leaving certificate had no choice but to enter into senior college (Kealy, 2018).  Lay staff felt that it would jeopardize the future of the school as it would only cater junior cycle students. This change in the school system put pressure on the lay staff whose jobs would be on the line (Kealy, 2018). Parents did not respond to this change as it felt their daughters were not given the same opportunities as boys in the areas. The senior college went ahead and operated until 1989 (Kealy, 2018). Closing of the senior college allowed for St. Dominic’s again to build on their numbers. It also allowed them to focus on senior cycle and adapt to the needs of its senior cycle students. With the introduction of LCA and LCVP into St. Dominic’s college to caters the needs of the senior students to different ways of how they learn.
The best policy changes that are evident in St. Dominic’s is the legislation changes in the curriculum. In regards to the changes to junior cycle and physical education in senior cycle. Proposed changes to the Junior certificate exams was one of the biggest changes since its change from the inter-certificate in 1989. The complete overall of the exams completely changes how education was provided to junior cycle students. It is a confused transition for all students even when the new junior cert was introduced. As the Dominican sisters again were in favour of the changes (Irish press, 1979). Changes to the curriculum in both 1978 and 2015 were both met with public controversy in both periods. As mentioned above a similarly patterned occurred with the changes in senior cycle in 1989. Changes in Senior cycle is still evident today with the introduction of physical education as a leaving certificate subject. As mentioned in an evaluation report from the department, it was suggested to include the subject (Department of Education and skills, 2017). Highlighted with the news recently, the critic about the Leaving certificate applied students have a reduced timetable (Department of Education and skills, 2017).  Noted in the inspection report, to stop this practice which the school followed. Recent review of senior cycle, St. Dominics are focusing on adapting the curriculum to the students and providing more opportunities to its students.
A policy affecting St. Dominic’s was the introduction of DEIS. Delivering Equality of Opportunity in Schools programme by the Department of Education and skills was launched in 2005 with an aim to bring more opportunities into education (Department of Education and Skills, 2017). Especially addresses the educational needs of children in disadvantaged area (Department of Education and Skills, 2017).  The DEIS programme entitles schools to have more access to resources, additional staffing and a home school liaison officer. Since its introduction it has had a positive impact in St. Dominic’s (Department of Education and Skills, 2017).  Becoming a DEIS school has helped St. Dominics provide an equal education and has opened more opportunities to its students. Opportunities both academically and personally. With more academic opportunities with college partnerships it has benefited the students. Especially the school support programme and the schools completion programme which was worked well for the students(Department of Education and Skills, 2017). Building with the school completion programme, St. Dominic’s has a high retention rate to leaving certificate which they are very proud of. As mentioned by Liz Smyth a previous deputy principal over 97 percent of students complete their leaving certificate (Smyth, 2013). The DEIS scheme in St. Dominics is a clear success policy by looking at the figure alone. St. Dominics is only moving from strength to strength.
Special needs education (SEN) act was introduced in the education for persons with disabilities bill in 2002 (Department of Education, 2006). The legislation came into place in 2003 with the hopes to integrate an inclusive education for students with SEN. St. Dominic’s college was one the earliest schools inspected in 2004 (Department of Education, 2006). Focusing on the inspection from the inspection from the department, SEN in the college needed to become more transparent (Department of Education, 2006). Similarly in the 2016 after an whole school evaluation, SEN was flagged to build on inclusion with students (Department of Education and skills, 2017). With a new model of SEN brought into action in 2017, St. Dominics has responded well to recommendations brought forward. With more resources been allocated, the new model has allowed St. Dominics to include the students in the classroom. Together more support in numeracy and literacy, higher SNA allocation and with the introduction of team teaching in the school students needed well catered for. Pastoral and care team meetings in St. Dominics ensures that all students needs are focused on. With a focus on better planning for the students, new model has ensured that all needs of the students are met (Department of Education and Skills, 2017). Overall with the new legislation and model coming into place in 2017, St. Dominics has response well to bring more inclusiveness into the classroom.
Experiences
Celebrating sixty years in 2017, the experiences have varied since 1957. One experience that has stayed the same is the belief in students. Believe and achieve has been the school motto and ethos for a long time and, is a tradition that is continued year after year. Recently with college awareness week, it was clear the ethos is experienced by both teachers and students. every opportunity that they can. Teachers try to push students to become the best that they can be and achieve anything that they can.  An evident push that is working as a lot of the teaching staff are past pupils. Past pupils have had a positive experience in the school and have been welcome back with open arms when returning.
It is a clear ethos that has been followed since 1957. Dominican sisters belief in new legislation that would bring more opportunities to their students.  A positive ethos that is still followed with the Le Cheile trust ownership. Creating a positive environment for students is at the heart for students. Students ability to believe and achieve are put first. As noted the collaboration of DEIS plan, the label does not stop the school. With actions mentioned within the plan, students are put at the centre. Students have been given more opportunities highlighting sports which has slowly grown over the last five years.  Rugby essentially has begun to the dominate the school community. Building from the ground up, the team has become the highlight for many students. After attending a rugby match,  the school spirit  shown bonded staff and students together to support the players. Not known for being a rugby school, the support is seen was amazing to see. Students loved every bit of playing and were soaking up the atmosphere. Similarly with staff members they loved watching students try their best and work as a team.
Students and staff have a positive experience as the school has been an inclusive space. With the operation of a breakfast club, free lunches for first years and supervised study. St. Dominic’s strived to provide each student with the positive atmosphere both inside and outside the classroom.  With a long history of involvement in the Comenius project, college awareness and the Emmanuel concert students are left with a positive experience when leaving the school.
Conclusion
In conclusion, St. Dominic’s college has grown since its opening day in 1957. With every opportunity in legislation, sports and, programmes occurred each student is given the opportunity to grow. Dominican sisters saw a vision of opening a school to provide education to every student and it is clear that vision is still carried out.