'Highly commendable' quality of teaching and learning at Scoil Mhuire na nAingeal, Clonmel, Co. Tipperary

Eoin Kelleher

Reporter:

Eoin Kelleher

Email:

eoin.kelleher@tipperarystar.ie

'Highly commendable' quality of teaching and learning at Scoil Mhuire na nAingeal, Clonmel, Co. Tipperary

Scoil Mhuire na nAingeal in Clonmel

A primary school in South Tipperary provides a 'highly commendable' quality of teaching and learning, according to a newly published education report 


Whole School Evaluations (WSEs)  examine all aspects of teaching and learning in a school and are carried out on all schools across the State on a regular basis.  


On November 20th  last, an inspector visited Scoil Mhuire na nAingeal, located at the Sisters Of Charity, Mary Street,  in the middle of Clonmel town. The report was published recently and states that the school is a “coeducational school at infant level and caters for girls only from first to sixth classes.”

It is under the patronage of the Roman Catholic Bishop of Waterford and Lismore and the trusteeship of the Religious Sisters of Charity. At the time of the evaluation, there were 420 pupils on roll attendance levels were generally very good. The school has an administrative principal, 16 mainstream classroom teachers and seven special education teaching posts. The main findings of the report are “The quality of school leadership and management is highly commendable. There is very good communication with the wider school community and positive, respectful relationships were observed between all of the school’s education partners. The quality of school planning and self-evaluation is very good. Action planning is used very effectively to guide school improvement. The overall quality of pupil learning in the school is very good. There is some scope to build on the positive work already undertaken in Irish to further develop pupil learning outcomes. The overall quality of teaching in this school is very good. Some scope to formalise the implementation of aspects of the Social, Personal and Health Education (SPHE) programme was noted. While high-quality support is provided for pupils with special educational needs (SEN), approaches to planning and recording of pupils’ progress require further development. The quality of support for pupils’ well-being is very well developed and pupils present as enthusiastic, positive and very well-behaved learners. There is scope to extend approaches to promoting improved attendance with a minority of pupils.”


Recommendations include: “The planning framework for pupils with SEN should be further developed with particular reference to target setting for improved outcomes and the development of a common approach to recording and documenting pupils’ progress. To add to the effective provision for Irish, it is recommended that greater attention be devoted to grammar and to the provision of a broader range of contexts for pupils to practise the language. The range of whole-school and classroom approaches to promoting improved attendance should be extended. The implementation of the Myself and the Wider World strand  of the Social, Personal and Health Education programme should be planned, recorded and monitored in a more structured manner.”

Full report at education.ie