This article is from page 17 of the 2011-12-06 edition of The Clare People. OCR mistakes are to be expected so download the original SWF or the rendered page 17 JPG
A BROAD range of curricular experiences are provided at a primary school in East Clare, which has been praised by inspectors from the Department of Education.
A whole school evaluation report carried out at Boher National School, Ballina, Killaloe, was very complimentary of staff at the school.
There are currently 108 pupils in the school, where there are four mainstream classes and a class for pupils with autistic spectrum disorders (ASDs). The evaluation focused on the quality of teaching and learning in English, Irish, Mathematics and Social, Personal, and Health Education (SPHE).
A number of strengths were identified at the school, including the “commitment, enthusiasm and professionalism of the teachers”.
“The principal provides dedicated leadership to the school and ensures that a focus is firmly maintained on teaching, learning and the welfare of pupils. Pupils are provided with a broad range of curricular experiences in a positive and affirming atmosphere,” stated the inspectors’ report.
“The overall standards of attainment, particularly in literacy, are very good. The meaningful inclusion of pupils with special educational needs in the full life of the school is a notable feature of practice,” added the inspectors. “The pupils interact with adults and with their peers in a highly positive fashion. The school enjoys considerable support from the board of management, the parents and the community.”
According to the evaluation, classrooms are well resourced with suitable teaching aids and the buildings and grounds are well maintained. “However, at the pre-inspection meeting, the board referred to the challenges it has experienced in acquiring permanent classrooms.”
The current deployment of staff affords teachers opportunities to gain experience at different class levels and in various settings. “It is advised that this good practice be formalised and agreed at board level,” stated the inspectors.
The quality of classroom planning is regarded as “generally good”, with a clear focus on specific learning objectives described as “good practice”.
The report pointed to a number of recommendations that could be adopted by management at the school. It suggested that the school should review its assessment policy and clarify whole-school approaches in this area.
“The school should review and consolidate the individualised planning process and the school’s policy on autistic spectrum disorders. In managing the school, the board needs to review its practices in regard to decision making and, in particular, its practices around the recording of decisions made,” it added.