This article is from page 15 of the 2011-03-01 edition of The Clare People. OCR mistakes are to be expected so download the original SWF or the rendered page 15 JPG
PLANNING and preparation is “systematic and effective” at a second-level school in Shannon, while assessment practices are of a high standard.
A report in relation to St Caimin’s Community School in Shannon noted that the school has good lines of communication with students.
The report presents the findings of an evaluation of the quality of learning and teaching. It has been just published by the Department of Education and Skills, after an inspection was carried out at the school in November.
“The overall quality of learning and teaching in the lessons observed was good,” noted the report.
“With the support of senior management, a dedicated and effective team of teachers works closely with colleagues to promote inclusive practices among all teachers in all lessons,” stated the report.
It remarked that students identified with special educational needs benefit considerably from their time in St Caimin’s, while “a continuum of supports and interventions is implemented wisely and reviewed regu- larly”.
A number of recommendations are contained in the report. It is suggested that more detailed tracking of the total allocation of resources and their impact upon students be introduced.
It states that the extension of “individualised planning for students with low incidence needs merits consideration”.
“Greater use of team-teaching merits consideration as does the exploration of opportunities for staff to share practices that promote inclusive learning,” stated the report.
It noted that good time-tabling practices are evident in the school, which promotes access to and the development of an inclusive curriculum.
“The school adopts a holistic approach to meeting the needs of each individual in the school. Personalised learning in the collective setting of the classroom is central to the school’s engagement with students and this practice is manifested in the school’s movement, away from an over reliance on individual withdrawal, towards more in-class supports such as team-teaching. This shift in focus is in keeping with Department policy and guidelines,” stated the report.