We are a values-driven school

BCS is a sustainable and democratic school that promotes equality and equity by:

  • empowering learners through the development of critical thinking skills and collaboration, thereby fostering a deep understanding of the rights and responsibilities of citizenship.
  • empowering learners to engage in dialogue and debate, to consider all viewpoints, embrace differences and participate in decision-making processes.
  • being grounded in positive relationships, restorative in nature.
  • preparing learners to be socially, environmentally, ethically and digitally responsible global citizens.
  • promoting an equality-based and inclusive Admissions Policy and enacting educational practices that are guided by the principles of inclusion and wellbeing.


BCS is a holistic school, which:

  • affirms that both traditional and digital literacy and numeracy transcend all areas of learning, leading to teaching, learning, assessment and reporting which is socially and personally relevant and environmentally and ethically sound.
  • promotes and values the arts.
  • actively provides for physical and mental wellbeing.
  • encourages students to take responsibility for their own learning, on a lifelong continuum, in preparation for a continually changing employment landscape.
  • enlightens, challenges and widens students’ perspectives of the world around them, encouraging reflection and engagement with local and global issues.
  • balances knowledge, understanding, skills and values throughout its curriculum and related teaching, learning, assessment and reporting model.
  • encapsulates the learning experiences a learner can have, encompassing all the cognitive, affective and aesthetic learning domains.


BCS is a student-centred school, in which:

  • formative assessment is the norm in the classroom and summative assessment is used cautiously to confirm learning, and as a diagnostic tool when appropriate.
  • there is a balance between higher and lower order questioning and where we seek evidence of critical thinking and metacognitive analysis from the learner.
  • student voice, student participation and student leadership are promoted and facilitated.
  • learners are enabled to take control of and become active agents in their own education.
  • learner choice and engagement are reflected through the facilitation of pathways into further education, apprenticeships, internships and 3rd Level

We are an integrated and reflective school


BCS is a highly coherent school which:

  • champions collaboration as the cornerstone to providing a coherent learning experience
  • is characterised by integrated curricula and supports across levels, which result in smooth transitions for students.
  • a choice of general, vocational or applied pathways are offered at senior cycle, actively supporting all educational opportunities.
  • fosters regular internal dialogue and dialogue between the various stakeholders involved in education provision, with the aim of agreeing a shared vision for what education should empower learners to achieve.


BCS is a school in which professional responsibility:

  • is the hallmark of highly qualified teachers and leaders, cognisant that professional, respectful dialogue and deliberation are key traits of reflective practitioners, and that teachers and leaders are themselves lifelong learners.
  • drives us all to build capacity and carry out leadership roles in an innovative environment.
  • is nurtured through national and internal CPD, which emphasises deep engagement, risk-taking, focussed theoretical discussion and the construction of knowledge, thereby empowering teachers to build professional networks with one another, develop Communities of Practice and increase teacher autonomy.
  • is respectful and supportive of a blend of different pedagogical approaches.


BCS is a responsive school which:

  • adapts to the needs of leaders, teachers and learners based on highly effective national and international practice.
  • manages, leads and mediates change to respond to the evolving needs of the school and changes in education.
  • utilises the inspection process to affirm good practice and guide where necessary.
  • facilitates curricula being adapted to suit a local need.
  • engages in regular dialogue with all educational partners and support services, adapting provision as necessary to maximise learner experiences and outcomes.

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