Welcome to the ‘St. Charles School’

Nursery

Your child is growing up fast and ready for a little more independence, our Nusery school will be a perfect introduction.

Junior School

Our approach to learning and teaching is through child centered play and education. We have a fully equipped junior School.

Senior School

Besides class room teaching our staff engage with your children for a wide range of activities including physical activities and arts and crafts

Why St. Charles School

St. Charles school was established on 1st April 2005, in a village called Samaspur Khalsa, by the sisters of St. Charles Borromeo, Northern Province.  It is an unaided minority institution open to children of all communities with a special responsibility of holistic formation of a child.  The main aim of the school is to empower the women through girl’s education, where the women’s education was only 15%. We aim at inculcation of values in each student and Education is for social transformation. All the activities both curricular and co- curricular are arranged to realize the set goal. The school strives to provide a quality education within a safe and caring setting and considers every student as a unique gift of God and has a positive approach to their welfare.

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Teaching and learning

A variety of teaching approaches, which were generally well matched to students’ learning needs, was employed.  These included questioning, oral work, role-play, teacher demonstrations and student tasks.  Teachers are to be commended on the broad range of teaching resources that were appropriately utilised, including the whiteboard, textbooks, Television and video, tape recorders and other visual stimuli.  Focus on the development of language, specific to the individual subjects, was a characteristic of many lessons.  It is noteworthy that the whiteboard and blackboard were used to integrate student oral suggestions with written work and to highlight salient points.  Visual stimulus materials were successfully used in some instances to enhance student understanding.  Effective use of video, interspersed with comments from the teacher and questioning of students was also observed in some lessons.  In one instance, it was used very effectively to develop student understanding of a difficult topic.  These excellent resources should be exploited, where appropriate, to further augment student learning.

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Co-curricular and extra-curricular provision

There is an excellent range of extra-curricular and co-curricular activities on offer to students.  Sport features centrally, but not exclusively, in the school’s extra-curricular programme.  Sporting participation and achievement are central to the Abbey traditions.  Participation on the playing pitch also reflects many of the elements of the school ethos including good relationships, effective discipline and the holistic development of students.  All students are encouraged to participate in sport at a level to suit their skills and interests.  It is noteworthy in the school newsletter and yearbook that the emphasis is on participation, commitment and celebration rather than solely on the achievement of victory.

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Quality of Support for Students

The school has developed an excellent structure, organisation and expertise in providing appropriately for students in need of learning support and for those with assessed special needs.  There is a clear and effective learning-support team in the school.  This team is supported by school management and is led very effectively by the learning-support co-ordinator.  Members of this team have been facilitated by the board of management to complete a post-graduate diploma in learning support.  The skills and methodologies arising from this course have informed the teaching strategies and organisation of this support for students.  This team meets regularly to discuss and review strategies and the progress of individual students.  The team also has developed links with the Centre for Talented Youth in Ireland, showing an awareness of the special needs of able students.

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Planning and Preparation

The development of curricular policies has been prioritised as the next area to be addressed as part of the process of school development planning.  Co-ordination and communication is conducted informally among the teachers in the main, thus establishing and maintaining collaboration.  In addition, the science department is commended on the many formal meetings held prior to and during the renovation of the Junior Science laboratory.  Well-stocked laboratories provide evidence of successful planning for resources.  While there is no science co-ordinator, a system is in place for the management of resources in the laboratories with one teacher acting as the purchasing manager.  The laboratory access rosters provide further evidence of collegiality and collaboration.

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Our Results Speak for themsleves!

There is clear evidence of effective planning for Guidance in the school.  It is recommended that the school engage in a review of the Guidance plan to identify current school needs.  Within this process, the roles and responsibilities of all staff in relation to Guidance should be defined and clarified.

PASS RATE
HAPPY CHILDREN
HAPPY PARENTS
Voted OUTSTANDING by our local education authority

What The Parents Say

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