The Board of Management and science teachers of Loreto College, Mullingar, one of two local schools who had inspection reports posted on the Department of Education website recently, expressed their disappointment that the delayed building project has resulted in the failure to provide two new laboratories at the school.
The evaluation, which followed the subject inspection of science and biology on January 31 and February 1 this year, noted that a professional approach is taken to the teaching of science and biology in the school. In addition, the subjects are well supported within the school, with very good provision of resources. The evaluation noted that a wide range of science subjects is offered to students, in a variety of programmes.
It also found that opportunities for professional development have been encouraged by management and availed of by teachers, while detailed and effective planning is being carried out to enhance the teaching of science and biology. Other observations were that “there is good rapport between teachers and students. A positive atmosphere was observed in all the classes visited. Teachers have high expectations of students. Students were motivated and eager to engage in learning processes”.
It was also noted that lessons observed were planned to ensure continuity and progression, and with careful advance preparation of the necessary resource material. The evaluation remarked that a range of carefully considered teaching methodologies were used to good effect. This stimulated interest, and helped to motivate students. Meanwhile, a high priority was given to the active management of safety issues during student practical work.
A subject inspection of mathematics took place at Colaiste Mhuire, Mullingar, on April 23 last.The main strengths identified in the evaluation were that the time allocated to mathematics at both junior cycle and senior cycle is very good, while the provision of mixed ability classes in first year, and the banding of classes in second and third years is very effective, as this facilitates the vertical moving of students.
The evaluation found that management is proactive in devising interventions to support students experiencing difficulties in mathematics, and the procedures for supporting those with special education needs and learning support are very good. In addition, management is proactive in facilitating teachers' attendance at relevant Continuing Personal Development (CPD ) courses.
Meanwhile, departmental and individual planning is well advanced, and teachers collaborate in the delivery and assessment of the curriculum. It was also noted that teaching and learning of a very high quality was observed, while homework, assessment, and reporting procedures are in place and are being implemented
