St. Matthew’s N.S. is a co-educational school in Sandymount, Dublin, 4 with eight single mainstream classes (Junior Infants to Sixth Class). Pupils’ learning is central to everything that we do here in St. Matthew’s N.S. and we aim to provide a happy and safe learning environment for each and every child.


The School Day

8.30am Doors open for reception of pupils and pupils are engaged in learning activities.
8.50am School Begins
10.30 – 10.45am Little Break
12.05 – 12.30pm Lunch Break (1st 2nd 5th & 6th)
12.35 – 1pm Lunch Break (Junior & Senior Infants 3rd & 4th Class)
1.10pm School finishes for Infant classes
2.10pm School finishes for 1st – 6th Classes


School History

St. Matthew’s National School has a long history. The origins of education in Irishtown date back to 1824 when Rev. Hugh McNeile preached in aid of a collection in Irishtown Church for the erection of a school house for the male and female poor of the village.Ground was granted by the late Earl of Pembroke and at a cost of £800, the school house was finally built in 1832, one year after the Education Act.

Original School

A second school was built opposite the first building and was used as a Girl’s School. This building still stands today. In April 1951, the Boy’s National School merged with the Girl’s National School, joining them in their newer building. Plans for the present building, on the present premises were set in motion in 1951, when the ‘New School’ was built on what where tennis courts in 1959. It was a two-teacher school with  a multipurpose hall and toilets. In 1969 the Department of Education decided to close a number of two teacher schools in the district in an effort to have fewer, bigger and more economical schools. In this plan, it was decided that the nearby St. Stephen’s School would close, joining with St. Matthew’s.

Girl’s National School 1904

School built in 1959

A three classroom extension was added in 1985. Another extension was added in 2001 giving the school a new classroom and resource room upstairs with a staffroom, kitchen and entrance area on the ground level.The school continued to grow and a further classroom was added in 2010 and 2011. In 2013, another large development was completed, giving the school community two additional classrooms, office spaces, a new boiler house and a beautiful entrance space.

Below is an extract from, ‘A short history of Ringsend, Irishtown & Sandymount,’ written by the senior pupils of St. Matthew’s N.S. In June 1982. At the time pupils interviewed people who attended St. Matthew’s many years ago.

Pupils of the Past talk to Pupils of the Present


Parent Teacher Association

There is an active Parent Teacher Association (PTA) in St. Matthew’s, giving valuable assistance and support to the school. The purpose of the PTA is to enable parents play their part in ensuring the best possible education for their children through the Association’s programme of activities. The aim of the PTA is to:

• Inform and consult parents about the school’s activities and plans
• Foster co-operation between parents, teachers and the Board of Management
• Provide practical assistance to the school, including fundraising.

All parents or legal guardians of children enrolled in the school are deemed to be members of the PTA. A committee is elected on an annual basis to manage the operation of the PTA on behalf of the parents. All parents/guardians are encouraged to get involved through participation on the committee and by supporting the PTA events.

Find out more about the PTA including the objective, committee, officers, officer roles and operations: Additional PA Information

Click to View the: Constitution of the Parents Association


Teaching Staff

Within St. Matthew’s N.S. we are very fortunate to have a skilled, committed and highly qualified teaching team. Class teachers plan their programmes of work for delivery during the school year. These plans contain learning aims and objectives, skills to be taught, teaching methodologies, teaching/learning resources, subject differentiation and assessment of learning and, where appropriate, use of the local environment. At the end of each month class teachers compile a monthly progress record of the work completed during the month.

Resource and Learning Support teachers plan in similar detail for individual pupils and groups of pupils under their care. They also compile comprehensive progress records for each child.

Our Current Staff:

Principal: Naomi Rousseau

Deputy Principal: Casey McConnell

Junior Infant Teacher: Miriam O’Keeffe

Senior Infant Teacher: Hannah Goulden

1st Class Teacher: Noirín Roche

1st Class Teacher: Clare O’Malley

2nd Class Teacher: Amy Dunne

3rd Class Teacher: Katie Byrne

4th Class Teacher: Gena McKay

5th Class Teacher: David McAndrew

6th Class Teacher: Rachel Fallows

Special EducationTeacher: Nicola O’Neill

Special EducationTeacher: Alice Griffin

Special EducationTeacher: Hazel Buckley-Gallagher

Special EducationTeacher: Rachael Cavanagh

Special Needs Assistant: Mary Bolton

Special Needs Assistant: Mick Byrne

Special Needs Assistant: Mary Nolan

School Secretary: Lynn Betson

Caretaker: Vic Dasal Jnr


Supporting Pupils with Additional Needs

All children are unique and we respect the individuality of each of our pupils. At times a pupil may need some extra support with their learning. There are two main forms of support:

Learning Support

This is provided by the Learning Support teacher in the classroom or by withdrawal in small groups. Depending on the individual child, this support may be required for differing lengths of time eg. one term or a full school year.
The school will decide which pupils may be offered Learning Support depending on a number of factors. Usually, the class teacher will commence the ‘staged approach’ where some in class supports or interventions are put in place. If the child in question still needs support, the Learning Support teacher will become involved.


This is a higher level of support, provided to children who have an assessed need. Usually, resource teaching is provided on an individual basis- either through in class support or withdrawal depending on the needs of the child. For a child to receive resource teaching hours, they must have an assessment report from a recognised professional, and fit the criteria set down by the Department of Education and Skills in conjunction with the NCSE (National Council for Special Education). The SENO (Special Educational Needs Organiser) who works for the NCSE will make the final decision as to whether a pupil will receive resource teaching hours.

At all times parents are involved in the decision making process regarding the levels and forms of support offered to their child by the school.