An Roinn Oideachais agus Scileanna
Department of Education and Skills
Subject Inspection of Science and Chemistry
REPORT
Jesus and Mary Secondary School, Salerno
Threadneedle Road, Galway
Roll number: 63001G
Date of inspection: 11 April 2016
REPORT
ON
THE QUALITY OF LEARNING AND TEACHING IN SCIENCE AND CHEMISTRY
______________________________________________________________________________
INFORMATION ON THE INSPECTION
Dates of inspection
8 & 11 April 2016
Inspection activities undertaken
 Review of relevant documents
 Discussion with principal, deputy principal
and teachers
 Interaction with students
 Observation of teaching and learning during
seven class periods
 Examination of students’ work
 Feedback to principal, deputy principal and
teachers
MAIN FINDINGS

Teaching and learning were of a very high quality in all lessons.

Teachers selected optimal teaching methods and used them expertly.

Classroom management was of very high quality and underpinned by excellent
relationships.

Teachers’ care for their students, academically and pastorally, was of the highest quality.

There are very good quality subject plans in place and preparation for lessons was of very
high quality.
MAIN RECOMMENDATIONS

The science staff has made good progress in developing the assessment of students’
practical skills and it would be beneficial to further develop this practice.

Because of the positive sense of collegiality and team that supports the work of the
teachers, it would be worthwhile further expanding the use of peer observation.
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INTRODUCTION
Jesus and Mary Secondary School, Salerno, is an all-girls’ secondary school located in Galway
city. The school’s total enrolment is 638 students. In addition to the Junior Certificate and
Leaving Certificate programs the school also provides an optional Transition Year programme.
TEACHING AND LEARNING

In all lessons teaching and learning were of very high quality. This was achieved by the
teachers selecting optimal teaching methods and using them expertly. All lessons featured
a range of activities that engaged students actively. The use of the scientific method and
an investigative approach were notable positive features of lessons.

A variety of effective teaching methodologies was used in all lessons. Foremost among
these methodologies were questioning and student performance of experimental work.
These were used well in each lesson. Concepts were clearly explained by the teachers.
Classroom activities were focused and purposeful in aiding students’ learning.

Interaction with students showed that they held very positive attitudes to Science and to
Chemistry. When working in pairs or groups students showed very good team-working
skills. They were supportive of each other and this atmosphere was prevalent in all
lessons.

In responding to questions posed by their teachers and in discussion with the inspector
students showed very good levels of knowledge and understanding. Observation of
students when they were undertaking practical work revealed that they have very good
laboratory skills.

Literacy and numeracy were well integrated into lessons. It was evident that a wholeschool approach has been taken to these topics and that this permeates classroom
practices.

The physical environment in the classrooms and laboratories was pleasant and made for a
positive learning environment. The facilities were clean, well maintained and wholly
suitable for the teaching and learning of Science and Chemistry.

All lessons were very well managed. Clear classroom routines were in use and discipline
was exemplary.

Excellent relationships supported the positive atmosphere in all lessons. Indeed, teachers’
care for their students, academically and pastorally, was of the highest quality. This was
evident from the manner in which teachers and students interacted. The way in which
teachers treated each student as an individual and ensured during lessons that every
student received individual attention is wholly commendable.

Differentiation for students with special educational needs is well supported as one of the
science teachers is qualified in this area. In addition, the staff has introduced additional
assessment for learning strategies to support all students’ learning and this is to be
commended.

Students received supportive, affirming feedback on their learning throughout the lessons
observed. It was very supportive of learning that students were enabled to reflect on what
they had learned. This was managed in different ways in different lessons, but in all
instances it had the same successful outcome of deepening students’ learning.
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
A sample of students’ work was examined and it showed that students had completed a
good amount of work relative to the time of year and their year group. There was
evidence of teachers using formative feedback by including guiding and affirming
comments on students’ work and this is to be commended.
SUBJECT PROVISION AND WHOLE SCHOOL SUPPORT

Curriculum provision is very extensive in this school with every possible science subject
being offered at senior cycle and every student studying Science at junior cycle. The
uptake at senior cycle, for all science subjects, is very good. This is suggestive of the
positive attitudes and learning experiences enjoyed by students at junior cycle.

The time allocated to Science and Chemistry fully meets the respective syllabus
requirements.

In this school, extra-curricular and co-curricular activities are key elements of the
students’ experience of science. Involvement in Science Week, science quizzes,
educational visits, and talks by visiting speakers are just some examples of the very good
provision which is facilitated by the science staff.

There are appropriate arrangements in place to regularly assess students’ work and to
report to parents periodically. A wide range of assessment modes is used and the
feedback from assessments is focused on helping students to continue to improve their
learning.

The quality of resourcing and provisions for the sciences is very good. The very high
level of uptake at senior cycle and the fact that Science is a core subject at junior cycle
creates a high level of demand for laboratory access. This is managed expertly by the
teachers due to the excellent collaborative approach they use.

There are appropriate arrangements in place to support the teachers’ continuing
professional development. For example, the school supports the teachers in attending a
range of science-related courses and conferences.
PLANNING AND PREPARATION

Subject department plans were of very high quality. This has been achieved due to the
work of the teachers. Their work is underpinned by excellent working relationships and
highly effective structures. For example, there are regular, formal, minuted meetings with
many informal meetings. In addition, the plans are all available electronically on a shared
drive.

Because of the positive sense of collegiality and the strength of teamwork that supports
the work of the teachers it would be worthwhile further expanding the use of peer
observation.

Preparation for individual lessons was of very good quality. Very good practice was
noted where teachers reflected on lessons and used their reflections to inform future
lessons. The teachers all demonstrated high levels of subject expertise. It was clear that
the staff is dedicated and professional in its work.
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The draft findings and recommendations arising out of this evaluation were discussed with the
principal and deputy principal at the conclusion of the evaluation. The board of management was
given an opportunity to comment in writing on the findings and recommendations of the report; a
response was not received from the board.
Published May 2016
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