School Policies

The aim of this Acceptable Use Policy is to ensure that pupils will benefit from learning opportunities offered by the school’s Internet resources in a safe and effective manner. Internet use and access is considered a school resource and privilege. Therefore, if the school AUP is not adhered to this privilege will be withdrawn and appropriate sanctions – as outlined in the AUP – will be imposed.

Social, Personal, Health Education Policy (SPHE):

n    Introductory Statement and Rationale

(a)   Introductory Statement

SPHE is a lifelong process and as such begins before the child comes to school.  In this school we will provide a foundation that will inform the child’s actions and decisions and provide a basis for further development.  In this context parents are acknowledged as the primary educators of their children and the school will work in a supportive role.  Although it is a new curricular area we, in Belgrove Junior Girls’ School, have been teaching many elements of SPHE for many years.  This SPHE plan was drafted by the Principal and teaching staff of Belgrove Junior Girls’ School and was ratified by the Board of Management on………………….

(b)   Rationale

The purpose of this policy is to provide practical guidance for teachers, parents, school board members and other interested persons on the provision of effective SPHE teaching in our school.  It also fulfils our obligations under the Education Act 1998.

n    Vision and Aims

(a)   Vision

Belgrove Junior Girls’ School is a junior all-girls school with a pleasant learning environment.  The children interact with each other in a very easy manner, reflective we feel of the good relationship interaction which exists between the teachers.  This enhances the whole education process as learning is easier in a secure and relaxed atmosphere.  Because our children are so young they are treated with patience, kindness and care.  Visitors to the school frequently comment on the lovely warm, homely atmosphere which prevails.  In line with our school ethos, Social, Personal and Health Education will provide opportunities for the individual child to develop a framework of values, attitudes, understanding and skills that will inform her decisions and actions now and in the future – enabling her to respect and relate to herself and others and become an active and responsible citizen in society.  Children with special needs are an important part of our vision.

 (b)   Aims

While seeking to meet the pupils’ needs, we will follow the aims and objectives of the SPHE Curriculum Statement, pages 9-10.  We endorse the aims of the Primary School Curriculum for SPHE:

• To promote the personal development and well being of the child.
• To foster in the child a sense of care and respect for herself and others and an appreciation of the dignity of every human being.
• To promote the health of the child and provide a foundation for healthy living in all its aspects.
• To enable the child to make informed decisions and choices about the social, personal and health dimensions of life both now and in the future.
• To develop in the child a sense of social responsibility, a commitment to active and participative citizenship and an appreciation of the democratic way of life.
• To enable the child to respect human and cultural diversity and to appreciate and understand the interdependent nature of the world.

n    Curriculum Planning

1. Strands and Strand Units

2. Contexts for SPHE

SPHE will be taught through a combination of contexts.

§         Positive school climate and atmosphere.

§         Discrete time.

§         Integration with other subject areas.

(See SPHE Curriculum p. 11, Teacher Guidelines: SPHE p. 5, pp. 31 – 32, 36 – 41)

Positive school climate and atmosphere

The values and principles upheld by the school community of Belgrove Junior Girls’ School are put into practice through a partnership of parents, teachers, pupils, school staff and the broader community.  Each member of the school community is expected to treat each other with respect.  Each child is encouraged to reach her full potential through the positive school climate and parents are seen as very much central in the development of each child.  This is reflected in the “open door” policy of the school, where parents can talk to teachers about issues relating to their child, during the morning arrival period, at school collection time or by appointment.  Also, communication is achieved through parent/teacher meetings and end of year reports.  The use of “friendship groups” during yard time is useful in particular in Junior Infants as a means of inclusion of all children at play and is continued on a regular basis over the child’s time in Belgrove Junior Girls’ School.

New teachers and support staff are informed of these practices through access to a “Welcome” folder which directs them to the SPHE policy document in the office.  Families enrolling their children in the school are also advised in the school-welcoming booklet of the availability of the policy documents.

(See also Teacher Guidelines SPHE, pp. 22 – 28)

Strategies for creating a positive school climate

§         Effective communication within the school is encouraged by open dialogue, active listening, children telling ‘daily news’ to class, circle-time work. 

§         Individual needs of children include respect for others, listening to and talking with parents if a child has particular needs. 

§         A health-promoting physical environment – encouraging healthy lunches, use of hall, astro-pitch, nature walks, ‘Health Awareness Week’.

§         Developing democratic processes – children are included in developing class rules, identifying why school rules are necessary, learning to deal with problems.

§         Enhancing self-esteem – see content of SPHE lessons.  Also, the inclusion of all children in our Christmas plays, carol concerts, Seachtain na Gaeilge, enhances their sense of self-esteem.  Children are made to feel welcome, secure and important as they are greeted by the teacher each morning.

§         Respect for diversity – members of school community promote awareness and importance of respectful language and attitudes.  Many resources help us in fostering respect for differences, such as books in our SPHE resource library e.g. ‘My Friend is Blind’, ‘Celebrations Around the World’, etc.  Children are not always placed in the same work-groups nor are the same children picked as ‘leader’ in order to encourage all children to develop their full potential.  Books used in school are also, in as far as possible, bias-free and gender equitable.

Discrete Time

In general, teachers in Belgrove Junior Girls’ School timetable one half-hour per week for discrete SPHE lessons.  However where necessary, SPHE may be taught in a larger block of time, e.g. during ‘Health Awareness Week’ or the teacher may also use the discretionary half-hour per week period for a discrete SPHE lesson.

We have divided the 10 strand units of the SPHE curriculum into two bands, alternating Band 1 with Band 2, so that over a two-year period, each class will cover the full 10 strands.  Band 1 is covered in a year ending with an odd number (2007/9/11 and so on) and Band 2 in a year ending with an even number (2008/10/12 etc).

(See Curriculum Planning Table – Strands & Strand Units, Page 3)

Integration

Much of the content objectives of SPHE can be addressed through integration with other subjects.  See attachment (Whole School, Integrated Approach/Positive School Climate, Atmosphere).

This integration is meaningful only if it reinforces the ideas taught during the SPHE lesson, for example, role-playing (drama), what children would say to an adult, if the child gets lost.  It can be shown to be successful if, for example, the children come up with ideas during the complementary lessons that reinforce the work done in the SPHE lesson.  However, the integrity of the individual lesson must also be maintained, in that the objectives of the other lesson must also be achieved, for example, the teaching of effective ways to communicate.

With the knowledge that integration with other subjects can be helpful in achieving the objectives of the SPHE curriculum, the teacher needs to be flexible in timetabling.  This enables each teacher to take (a) a thematic approach where a theme is explored from a number of different perspectives or (b) where an SPHE issue is the main focus of the exploration, and skills or information from another subject are used to enhance the learning.

3. Approaches and Methodologies

(See Teacher Guidelines: SPHE pp. 54 – 99)

Active learning is a key principle of the overall curriculum and is the principal learning and teaching approach recommended for SPHE.  The more the child is directly engaged in the learning process, cognitively, physically, emotionally and creatively, the more he or she is enabled to internalise what is learned.

The following learning strategies are promoted in the school:

Drama Activities

§         Role-play in real life situations.

§         Miming real life situations.

Co-operative Games

§         Non-verbal communication games (p. 67 Teacher Guidelines).

§         PE games (mats to cross river).

§         Smallest to biggest in-line.

§         Beanbags on heads – fall – friend replace (p.66 Teacher Guidelines).

§         Structured play activities.

Picture/Photos

§         Pictures/photos from magazines explored to discuss a topic (p. 70 – 71 Teacher Guidelines) e.g. disability.

§         Gather pictures on a topic (p. 74 Teacher Guidelines).

§         Add speech bubbles to a picture (p. 76 Teacher Guidelines).

§         Classify pictures into particular categories (p. 77 Teacher Guidelines).

Discussion

§         Circle time (p. 83 Teacher Guidelines).

§         Explore feelings and give personal opinion.

§         Analysing questioning and reflecting and negotiating.

Written

§         Worksheets.

§         Explore senses with children and how to use them to relate to the world (p. 95 Teacher Guidelines).

ICT

§         Internet

§         Dorling Kindersley – human body.

§         Word processing programmes – edit process (own), work singly, pairs or group.

Looking at Children’s Work

§         Teacher observation.

§         Teacher designed tasks and tests.

§         Portfolios and projects.

Talk and Discussion

§         Circle time.

§         Analyse and study feelings, give personal opinions.

§         Study pictures, situations, discuss dramas.

§         Recall/retell.

§         Role-play individual/group.

§         Story listening and story narration, story writing.

§         Poetry listening, poetry narration, poetry writing.

Collaborative Learning

§         Co-operative games.

§         Group work, pair work.

Problem Solving

§         Discussion talk, group, pair, class work.

Use of Environment

§         Litter awareness.

§         Road safety.

§         Water safety.

§         School outings.

§         Awareness of the world around us.

Skills through Content

§         Care of environment.

§         Respect for others.

§         Acceptable social behaviour and etiquette.

§         Use of manners.

4. Assessment

The purpose of assessment in SPHE as in other areas of the curriculum is to assist in planning and supporting the future learning of the child and it provides an overall picture of the child’s progress and is useful for informing parents, teachers and other professionals of the progress of the child through the school. 

It gives the child a sense of security because it ensures that each child knows how well she is performing and that when difficulties arise they will be dealt with.

The agreed whole-school approach to assessment in our infant school is that of informal teacher assessment with a view to identifying how the learning experience involved and the programmes selected by the teacher and school could be improved for the child.

A common language and approach to observing, describing and reporting on a child’s progress is adopted by the school.  Assessment in this curricular area cannot be seen in isolation, as it will be directly related to assessment in other subjects.

As to what should be assessed, there are particular difficulties associated with SPHE, since the real impact of learning in this subject will take place after the child has left the school.  Its success also depends on the emotional, intellectual and social maturity of the child.  In the infant school child the rates of progress can vary considerably.  Nevertheless, assessment should reflect the progress of the child with the planned programme in the school.  It should take note of the objectives of the three strands and relate to that which can be realistically and appropriately assessed in school.

We continually assess the general approach adapted to SPHE curriculum in our school – in the context of the overall school atmosphere and climate making it age and interest appropriate – deploying effective resources, methodologies and approaches.

How to  Assess – Tools

§         Teacher observation.

§         Teacher designed tasks.

§         Portfolios – projects.

§         Teacher Observation i.e. while children are engaged in various activities observing how a child:

- responds to questions/participates in discussion/interacts with learning materials

- interacts with other children

            - co-operates in groups or works independently

            - displays particular aptitudes and interests

            - behavioural traits an also be noted i.e. shyness, leadership, level of self-confidence

            - observation may focus on the way in which children are learning and their level of                      participation in the task.

§         Perseverance: Should a teacher, from observation, have noted a particular need, she can decide to concentrate on a specific aspect of the programme for a particular period i.e. bullying, sharing.

Teacher Designed Tasks

Taking into account the young age of the pupils in our school, teacher-designed tasks will enable the teacher to ascertain the knowledge that has been acquired i.e. upon completion of the strand unit ‘Myself and My Family’ children could draw pictures or write about ‘The Family’, or be assigned the task of finding out about their family tree by sharing this topic at home.  Integrated themes and topics are a very useful tool as are projects with the younger age groups in our school.  They can form a gallery for illustrating how much a child has learned and help foster self-esteem and self-worth. 

Portfolios

-         books/sheets relating to visits to places

-         simple mapping tasks

-         seasonal changes etc – all age-appropriate

-         class newspaper in First Classes.

Parents will be kept informed regarding children’s abilities, strengths and overall progress in SPHE by sending home samples of worksheets may be sent home regularly to allow parents view them and discuss topics with their children.  Also the creation of teacher-designed tasks will involve the participation of parents in working with their child in exploring and understanding the local environment.

5. Children with Different Needs

Special Needs and Sensitivities

The curriculum will be adapted to suit various needs, interests and concerns.  Parents will be consulted when planning class lessons dealing with sensitive issues.  They may opt to teach these lessons to their own children and inform the school if they wish their daughter to opt out of any particular lesson.

Special furniture and aids are put in place to ensure maximum participation.  The class/learning support/resource teachers liaise with and complement the work done by the teacher by consolidating topics in a smaller group situation when and where necessary. 

The key challenge for teachers is to provide learning experiences which challenge the pace of learning of the exceptionally able students.  By including learning experiences that are more demanding, allowing for differences in capacity and in the range of intelligence, these students can receive the level of stimulation necessary to enable them to develop their natural strengths.

When specific sensitive issues arise they are dealt with by the class teacher where appropriate and referred to professional support groups if necessary e.g. Rainbows.

ICT - Extra hardware and software will be made available for use by children with learning difficulties or special needs, where the need arises.

6. Equality of Participation and Access

Diversity within our school community is valued.  Facilities and amenities are considered in relation to suiting the very young child (i.e. stairs) and those with wheelchair needs by providing ramps and other necessary alterations in the school environment.

Class lessons will be adapted to suit children with literacy problems and special language needs.  The provision of a TEFL teacher and timetabling will be set in place also for those children for whom English is not the first language.  Sensitivity and every effort will be made on the part of the teaching body to provide assistance to families of those children in understanding what relates to their child’s educational needs.  Provision will be made for those experiencing disadvantage, disabilities and language problems through services such as the School Books Scheme, provision of class furniture/ramps and the availability of an English Language Teacher.

n    Organisational Planning

7. Policies and Programmes that support SPHE

7.1 Policies and Programmes

§         SPHE encompasses and includes all school policies/programmes – Substance Use, RSE, Stay Safe, Child Protection, Enrolment, Code of Behaviour, Anti-Bullying, Health and Safety Statement, Healthy Eating and Care of the Environment fully and comprehensively.

7.2 Substance Use Policy

§         The issues that need to be addressed in SPHE in line with the school’s Substance Use Policy are outlined in the content objectives from SPHE Curriculum Statement and Teaching Resource, Myself, Safety and Protection, pp. 19 and 30, Personal Safety 1,3 and Safety Issues.

§         The school lists the content objectives covering substance use that will be addressed in discrete time – see strand – Myself, strand unit, Safety and Protection, pp. 19 and 30, Personal Safety/Safety Issues.

§         The Substance Use Policy adheres to recommendations in the school’s Health and Safety Policy.

7.3 Relationships & Sexuality Education (RSE)

See separate RSE Policy

§         The RSE Policy is addressed in the context of SPHE.

§         The school lists the content objectives that will be addressed in discrete time for the sensitive areas of the RSE elements of SPHE.

§         The content objectives reflect the ethos of the school which is encompassed in the stated aims of our SPHE Policy.

§         All parents are advised that they are welcome to view RSE policy and teaching materials at the school.

§         Parents must inform the school, in writing, that they wish to withdraw their child from specific lessons.  The pupils will then be accommodated with an alternative timetable.

Dealing with Questions

§         When a child seeks information that is not in line with curriculum content, or if the teacher feels the questions are not age appropriate, teachers will:

-         not give such information

-         refer to parents.

§         Ground rules include:

-         giving everyone an opportunity to speak

-         no interrupting

-         respect for one another and the adult in charge

-         confidentiality.

§         As parents are the primary educators they will answer any questions not in line with curriculum content.

Confidentiality

See Child Protection Policy in relation to concerns/disclosures that arise during, or as a result of, SPHE teaching.

Parental Concerns

Any concerns parents might have about any aspect of the RSE programme will be dealt with by appointment with the class teacher/Principal and through the school’s open door policy.

Teachers’ Concerns

If teachers are concerned about any aspect of the school’s programme for the RSE elements of SPHE, they should discuss this with the Principal.

7.4 Stay Safe Programme

(Refer to SPHE curriculum documents, Stay Safe Programme, Child Protection Guidelines and Procedures, 2001, DES).  The teachers have the right to opt out from teaching possible sensitive issues.  Provision will be made for these issues to be taught by a colleague or another qualified person.

§         The Stay Safe Programme integrates into all strands and most strand units of the SPHE curriculum.

§         The Stay Safe Programme lists the content objectives that will be addressed in discrete time for the sensitive areas.

§         The content objectives reflect the ethos of the school which is encompassed in the stated aims of our SPHE Policy.

§         Parents must inform the school, in writing, that they wish to withdraw their child from specific lessons.  The pupils will be accommodated in an alternative classroom under supervision of another class teacher.

Dealing with Questions

§         When a child seeks information that is not in line with curriculum content, or if the teacher feels the questions are not age appropriate, teachers will:

-         not give such information

-         refer to parents.

§         Ground rules include:

-         giving everyone an opportunity to speak

-         no interrupting

-         respect for one another and the adult in charge

-         confidentiality.

§         As parents are the primary educators they will answer any questions not in line with curriculum content.

Confidentiality

See Child Protection Policy.

Parental Concerns

Any concerns parents might have about any aspect of the RSE (Stay Safe) programme will be dealt with by appointment with the class teacher/Principal and through the school’s open door policy. 

7.5 Child Protection

This school follows the Department of Education and Science Child Protection Guidelines and Procedures that are based on Children First, National Guidelines for the Protection and Welfare of Children.  (Ref: Child Protection Guidelines and Procedures, 2001, DES).

§         Mary Kenny, Principal, is the designated liaison person (DLP).

§         New staff will be informed in the welcome folder of all policies in school – These may be kept on the website and will be available in the Principal’s office.

§         All new staff will receive a copy of the Child Protection Policy.

§         Parents of incoming Junior Infants will be informed of all policies in the school and that they are available in the Principal’s office.

8. Homework

(Refer to School’s Homework Policy)

§         SPHE homework reflects the active learning approach in the curriculum through appropriate worksheets and activities being sent home to be discussed with parents.

9. Resources

Among our resources for SPHE are the following:-

§         Walk Tall Programme

§         Stay Safe Programme

§         PE Hall

§         Music Room

§         Art areas

§         Computer Room

§         Library

§         Children’s Workbooks, Worksheets

§         Posters

§         SPHE Resource and Reference Books (in Library) e.g. “My Friend Has Allergies” and “Good Manners – Excuse Me”

§         Teachers

§         Videos

§         Recorded Television Programmes

§         Websites

§         CD ROMs

§         People in the local community e.g. Priest, Garda, Fire fighter, Doctor, Vet, etc.

§         Whole School Themes e.g. Health and Fitness Week.

Extra resources are listed on the PCSP website in addition to the publications listed in Appendix I to teachers/schools.

9.1 Equipment/Materials

§         Teachers have their own copies of various SPHE resources e.g. Walk Tall, RSE.  Teachers have timetabled use of rooms e.g. music room, PE hall, library, and computers. 

§         Monthly planning/shared resources ensure a consistent approach to the use of extra materials throughout the school. 

§         Resources are selected according to ages of pupils.  Age appropriate (Ref 103. Teacher Guidelines)

§         There is a code of practice to ensure safe internal usage of ICT.  Appropriate hardware and software is constantly being updated.  Teachers familiarise themselves with materials and websites before introducing them to the children.  There is ongoing monitoring of recommended sites.

§         There is a Child Protection Policy already in place.  It ensures that resources are age appropriate, specific to topic as recommended by PCSP, in keeping with ethos of the school and in accordance with our policies.

§         The system of replacing and renewing resources is brought to the attention of the Principal informally.  At staff meetings there is an opportunity to discuss purchasing of resources and equipment.

9.2 Guest Speakers

(See Teacher Guidelines: SPHE p. 32)

§         Topics that may require an outside contribution will be at the discretion of the teacher e.g. sexually sensitive issues which the teacher may not feel comfortable discussing.   Safety issues e.g. Garda, Fire fighter, uniformed professional.  The criteria used for selection guest speakers are:

-         professional in the field they are discussing;

-         their area of expertise is relevant to the topic they are discussing;

-         the speaker will receive the SPHE curriculum and SHPE policy;

-         speakers will discuss their lesson beforehand with the teacher/Principal.

§         The teacher will be expected to provide the speaker with a copy of the SPHE curriculum and the SPHE policy.  Teachers will discuss the speaker’s lesson before it is given to the class and ensure it is in keeping with the curriculum, SHPE policy and ethos of the school and is age appropriate.  The teacher can support/facilitate the presentation by giving introductory and follow-up lessons on the theme in question and prepare questions from the children before the visit.  The class teacher will remain with the class at all times.  Parents are informed in writing of these presentations via the school newsletter.

10. Individual Teachers’ Planning and Reporting

§         The Whole School Plan and the curriculum documents for SPHE are used as a framework from which teachers write long-term plans.  They are consulted throughout the planning process to ensure that what is being taught is in keeping with the curriculum and the School Plan.

§         All teachers receive a copy of the relevant policies.  They are given an opportunity to amend and review policies.  Teachers’ SPHE plans are based on the overview of content and division in Bands 1 and 2.

§         The Cúntas Míosúil serves as a record of the content covered within a specific timeframe.  It provides an opportunity to review and reflect on this content covered and the timescale needed to cover it thoroughly.  It also shows any gaps which can be covered the following year.

§         The previous year’s Cúntas Míosúils are available for any teacher taking over a class.

11. Staff Development

§         Staff have access to current research reference books – each teacher has a copy of ‘Walk Tall’ and ‘Stay Safe’, RSE Policy and the Child Protection Policy.  There is a selection of videos which complement the programmes available in the school library.  The Principal and post holders take responsibility for monitoring developments.

§         Teachers have the opportunity to share skills, expertise and experience at their monthly planning meetings and at staff meetings.  They also share ideas during the themed weeks (i.e. Seachtain na Gaeilge/Healthy Eating Week/Music Week/Activity & Fun Day). 

§         There are SPHE related courses available and teachers continue to avail of them.  Staff Members often attend 10-week Walk Tall courses to update themselves of any new ideas and innovations.  Teachers are notified of up and coming courses and the Board of Management is willing to fund and provide substitute cover where necessary.

§         Teachers share the skills and information acquired at these courses with their colleagues at the monthly staff meetings and monthly planning meetings.

§         Time is allocated at staff meetings to discuss SPHE issues.  The themed weeks are discussed and planned at staff meetings.

§         Teachers often avail of experts visiting the school to discuss SPHE related issues.  Teachers receive training from parents/nurses in the correct procedure for the administration of Anapens.  The National Dairy Council also consults with staff regarding allergies and nutrition.

§         There are opportunities for team-teaching during our themed weeks and teachers work together on topics.  Year groups assemblies in the hall or music room provide opportunities for the children to learn from each other and from the combined teaching methods and talents of the three ‘year group teachers’.

§         Our resource teacher works and helps develop with children with special needs specific social skills.

§         Learning Support Teachers – They provide the children with the opportunity to develop their social skills through group work, co-operative games, setting small achievable goals tailored to the needs of the individual child.  They can thus observe the social progress at close hand.

§         Special Needs Assistant – Special Needs Assistants are informed of procedures in school as necessary.

§         Caretaker – Has responsibility for the maintenance of a safe, clean and healthy school environment.

§         Secretary – Has responsibility for receiving and making phone calls on behalf of the staff and pupils, maintaining the orderly business of the school and keeping records and reports up to date.

§         TEFL Teacher – Has responsibility for helping children who do not have English as their first language to acquire proficiency in English and helping them to integrate into their new environment.

§         School Assistant – Has responsibility for taking care of the children when they have accidents in the yard and in the cloakrooms and for helping the children to feel secure and cared for at school.

12. Parental Involvement

• The school provides the parents with the opportunity to contribute to the development of the SPHE policies.  Parents have already been involved in the drawing up many policies including the Substance Abuse Policy, the Healthy Eating Policy and the RSE Policy.

• Parents/guardians are informed of the school’s programme for SPHE by supplying a list of all the policies in this area to all parents of new Junior Infants.  These policies may be viewed in the Principal’s office or possibly on the school website.  The curriculum book will also be available for viewing in the office.

• The school information booklet which the new entrants receive contains an outline of the ethos of Belgrove Junior Girls’ School.

• Parents will be aware of the content of the SPHE programme as worksheets will be sent home to them to discuss with their child.  (They will be required to sign certain worksheets from the Stay Safe programme and return completed work to the school).  The aims of the SPHE programme will also be discussed at the parent/teacher meetings.  Parents can view their children’s portfolios/work folders and textbooks at suitable times.

• The parents elected representatives to the Board of Management will be involved in the reviewing process of the SPHE programme.

13. Community Links

• The local community – members of Clontarf Garda Station – may visit the school to discuss safety issues with the children and they promote Safe Parking Week annually.

• The local Health Board carry out sight and hearing tests and issue cards for immunisation of pupils.  They also provide suitable posters and booklets to cover issues like allergies, head lice, eczema and infectious diseases and dental care.

• Fire Service – During Fire Safety Week members of the fire service may be invited in to talk to the pupils.

• Life Guards – Provide emergency assistance at local beaches and swimming pools and advise pupils regarding water safety.

• The Lollipop Lady – road safety – helps and talks to our pupils on how to cross the road safely.

• The Welfare Board investigates absenteeism.
• Other Agencies which provide resources and information for our SPHE programme:

-         Welfare Board

-         Road Safety Council

-         Dublin City Council

-         Gardaí

-         National Children’s Resource Centre, Christ Church Square

-         Dental Health Foundation

-         Education Centres

-         RSE Support Service, St Patrick’s College of Education

n    Success Criteria

The school-wide implementation of this plan will result in enhancement of the children’s relationships and their physical, mental, spiritual and emotional development and growth.  It will be established that the plan has been implemented through:

• Teachers’ monthly reports.
• Organising “friendship groups” in the playground.
• Consistent following of the procedures outlined in this plan.

The indicators that the plan has achieved its aim will be through:

• Feedback from teachers, parents, pupils and the community.
• Positive reports from inspectors from the Department of Education and Science.

n    Implementation

(a)   Roles and Responsibilities

• The Principal and teaching staff believe that SPHE is a shared responsibility between family, school, health professionals and the community.  We see ourselves supporting the home in this lifelong process and will seek at all times to develop positive relations with all these parties. 

• The plan will be supported, developed and implemented by the Principal and Post holders who will co-ordinate the progress of the plan, encourage and accept feedback and report to staff on findings.

• The plan will be monitored by the Principal and Post holders every three years.

(b)   Timeframe

            The plan is to be implemented in September 2006.

n    Review

(a)   Roles and Responsibilities

• The plan will be reviewed every three years by the Principal and Post holders, parents, Board of Management and DES Inspectors.
• The person responsible for co-ordinating the review will be a post holder.

(b)   Timeframe

            Timeframe for review of this plan will be April 2009 or as necessary.

n    Ratification and Communication

This plan will be ratified by the Board of Management and when ratified will be available to parents by obtaining a copy from the Principal’s office and via the school website.

Ratification

Ratified by the Board of Management of Belgrove Junior Girls’ School.

__________________________

Brendan Smith

Chairperson, Board of Management

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Whole school policy for learning support:
 

Situation: Belgrove Junior Girls’ School is an infant girls’ school with 260 pupils.  It has an administrative principal, nine class teachers, two learning support/resource teachers, one of whom is shared with the Senior Girls’ School.

Belief Statements: This school aims to help each child to achieve her individual potential.  The provision of learning support is integral to this commitment.

Aims: To optimise the teaching and learning process in order to enable pupils with learning difficulties to achieve adequate levels of proficiency in literacy and numeracy before leaving primary school.

Staff Roles and  Responsibilities: Board of Management: §           Oversee the development, implementation and review of school policy on learning support.   §           Oversee the development, implementation and review of school policy on special needs services in general.   §           Ensure that adequate classroom accommodation and teaching resources are provided for the learning support teacher.   §           Provide a secure facility for storage of records relating to pupils in receipt of special needs and learning support services.   Principal: §           The principal teacher has overall responsibility for the school’s learning support programme and for the operation of services for children with special educational needs.   The principal teacher will:   §           Assume overall responsibility for the development and implementation of the school’s policies on learning support and special needs.   §           Work with teachers and parents in the development of the school plan on learning support and special needs.   §           Monitor the implementation of the school plan on learning support and special needs on an ongoing basis.   §           Monitor the selection of pupils for supplementary teaching ensuring that this service is focused on the pupils with very low achievement.   §           Assume direct responsibility for co-ordinating learning support and special needs services or identify a teacher to whom this role may be delegated.   §           Oversee the implementation of a whole-school assessment and screening programme to identify pupils with very low achievement and/or learning difficulties so that these pupils can be provided with the support they need.   §           Keep teachers informed about the external assessment services that are available and the procedures to be followed in initiating referrals.   §           Help teachers to increase their knowledge and skills in the area of learning support teaching by, for example, providing guidance and advice with regard to teaching methods and materials and by encouraging teachers to avail of relevant in-career development.   The role of co-ordinating learning support and special needs services will be fulfilled by the principal teacher herself:   The role of the principal teacher in supporting the work of class teachers will be to: §      consult with class teachers on how they can contribute to the implementation of the school plan on learning support in such areas as:               -  the prevention of learning difficulties;             -  the screening and identification of pupils who may need supplementary                            teaching;             -  participation in the development of an Individual Profile and Learning             Programme for each pupil who has been selected for supplementary teaching;             -  provision of appropriate long-term support to pupils for whom supplementary             teaching is no longer being provided by the learning support teacher;             -  identification of pupils who may have general or specific learning disabilities;   §           ensure that class teachers are centrally involved in planning and directing the appropriate learning activities and implementing the other recommendations in the Individual Profile and Learning Programme of each pupil in their classes who is in receipt of supplementary teaching;   §           develop an awareness among class teachers of the characteristics and effects of general and specific learning disabilities, the support services that are available for pupils with diagnosed disabilities, and the arrangements that need to be made within classrooms to meet the learning needs of these pupils;   §           facilitate communication between class teachers and parents of pupils in receipt of supplementary teaching;   §           support the professional development of class teachers by encouraging them to attend courses on matters relating to learning difficulties in English and mathematics and by creating an environment and a structure in which the learning support teacher can share knowledge and skills with other staff members.   While the learning support teacher will consult with parents and outside agencies on an ongoing basis the principal teacher can facilitate the involvement of parents in the learning support process by:   §           establishing school policies and procedures which enable parents to become involved effectively in the provision of learning support;   §           overseeing the development of links between teachers and the providers of assessments and other services.   Class Teacher: The class teacher has primary responsibility for the progress of all pupils in his/her class(es), including those selected for supplementary teaching.  The class teacher should:   §           implement teaching programmes which optimise the learning of all pupils, and, to the greatest extent possible, prevent the emergence of learning difficulties;   §           implement the school policies on screening and selecting pupils for supplementary teaching in English and in mathematics by administering and scoring appropriate screening measures (such as rating scales, curriculum profiles or standardised tests of achievement), and by discussing the outcomes with the learning support teacher in the context of each pupil’s general performance in class;   §           for each pupil who is in receipt of supplementary teaching, collaborate with the learning support teacher in the development of an Individual Profile and Learning Programme by identifying appropriate learning targets and by organising classroom activities to achieve those targets;   §           differentiate the class curriculum appropriately to meet the needs of all pupils within the class.  With regard to teaching pupils with low achievement, the following general approaches and methods are recommended:   -         group teaching; -         modifying, presentation and questioning techniques to maximise the involvement of pupils with low achievement in class activities; -         placing emphasis on oral language development across the curriculum; -         providing pupils with extra tutoring in the key basic skills in literacy and numeracy; -         setting learning targets at an appropriate level; -         providing learning activities and materials which are suitably challenging but which also ensure success and progress; -         carrying out error analyses of a pupil’s work in order to pinpoint specific areas of difficulty for particular attention in subsequent lessons; -         setting up “buddy systems” in class i.e. more able pupils working collaboratively with other pupils in peer tutoring programmes and paired reading programmes.   A very high level of consultation and co-operation between class teacher and learning support teacher is vital and central to this is the development, implementation and review of Individual Profile and Learning Programmes.   The class teacher should:   §           discuss the results of screening measures with the learning support teacher and advise on the selection of pupils for diagnostic assessment;   §           in the case of each pupil in the class for whom the learning support teacher has completed a diagnostic assessment, review the outcomes of the assessment and discuss with the learning support teacher the type of joint intervention that would best meet the pupil’s needs;   §           for each pupil who has been selected for supplementary teaching on the basis of screening procedures and initial diagnostic assessment, discuss the learning targets and instructional activities for inclusion in the pupil’s Individual Profile and Learning Programme and, where possible, attend the initial meeting between the learning support teacher and the pupil’s parents;   §           for each pupil who is receiving supplementary teaching, implement appropriate learning activities within the mainstream classroom, especially the activities which have been included in the pupil’s Individual Profile and Learning Programme and maintain suitable records of progress;   §           for each pupil who is receiving supplementary teaching, review the pupil’s progress towards the attainment of agreed learning targets and contribute accordingly to the Weekly Planning and Progress Record;   §           participate with learning support teacher in a review of the progress of each pupil at the end of an instructional term;   §           contribute to the development and implementation of the pupil’s revised Individual Profile and Learning Programme if supplementary teaching is being continued following review at the end of an instructional term.   In the case of each pupil who has been identified as experiencing learning difficulties the class teacher should: §           make parents aware of the concerns of the school about their child’s progress;   §           outline the school’s practices regarding the administration of diagnostic tests by the learning support teacher, and seek the approval of the pupil’s parents to proceed with such assessment;   §           outline the support that is available in the school to pupils who experience low achievement and/or learning difficulties;   §           indicate to the pupil’s parents that a meeting with the learning support teacher will follow the assessment;   §           after the diagnostic assessment, attend, if possible, the meeting between the pupil’s parents and the learning support teacher, and indicate how the pupil’s class programme will be modified in order to achieve the agreed learning targets in the pupil’s Individual Profile and Learning Plan.   The class teacher plays an important role in the initial identification of pupils who may have general or specific learning disabilities.  The class teacher should:   §           be alert to the possibility that some pupils may have a general learning disability, or a specific learning disability in English and/or mathematics, and bring their concerns to the attention of the teacher in the school who has responsibility for co-ordinating special needs and learning support services;   §           modify the class programmes of pupils who, following psychological assessment, have been diagnosed as having general or specific learning disabilities, by implementing appropriate teaching strategies and programmes, in consultation with relevant teachers and professionals including, where appropriate, the learning support teacher.   Learning Support Teacher: The main focus of the learning support teacher’s work will continue to be the provision of supplementary teaching to pupils, either in the pupils’ own classrooms or in a learning support room.  Serious consideration must be given to the planned implementation of shared teaching approaches, involving the class teacher and the learning support teacher, in the pupils’ regular classrooms.  The activities of the learning support teacher should include:   §           assisting in the implementation of a broad range of whole-school strategies designed to enhance early learning and to prevent learning difficulties;   §           developing an Individual Profile and Learning Programme for each pupil who is selected for supplementary teaching, in consultation with class teachers and parents;     §           maintaining a Weekly Planning and Progress Record or equivalent for each individual or group of pupils in receipt of learning support;   §           delivering intensive early intervention programmes and providing supplementary teaching in English and/or mathematics to pupils in the junior section of the school (senior infants to second class);   §           co-ordinating the implementation of whole-school procedures for the selection of pupils for supplementary teaching, in line with the selection criteria specified in the school plan and input from the pupils’ class teachers and parents;   §           contributing to the development of policy on learning support at the whole-school level, and, where relevant, at the cluster level;   §           providing advice to class teachers in such areas as individual pupil assessment and programme planning, as well as approaches to language development, reading, writing and mathematics for pupils experiencing learning difficulties;   §           contributing at the school level to decision-making regarding the purchase of learning resources, books and materials to be made available to pupils with learning difficulties in their mainstream classrooms, in the school library and in the learning support teacher’s room.  Funds provided for these materials should not be limited to the learning support grant provided by the  Department of Education and Science;   §           performing a defined role in co-ordinating the provision of special needs and learning support services in one or more schools, if requested to do so by the principal teacher.   The learning support teacher should work closely with the principal teacher to develop and implement the school’s learning support programme.  The learning support teacher should:   §           if requested by the principal teacher, co-ordinate the overall services for children with special needs and for children in receipt of supplementary teaching and advise the principal teacher on issues that arise in relation to this work;   §           meet with the principal teacher and, where relevant, the teacher with responsibility for co-ordinating special needs and learning support services, at least once each school term, to discuss issues relating to the development and implementation of the school plan on learning support;   §           advise the principal teacher on issues that arise in the day-to-day implementation of the learning support programme in the school.   The learning support teacher should work closely with class teachers.  The learning support teacher should:   §           consult with the school staff as a group on a regular basis, but at least once a year, on such issues as: -         implementing programmes to prevent learning difficulties; -         selecting pupils for supplementary teaching; -         interpreting the outcomes of diagnostic assessment; -         planning classroom activities based on agreed learning targets as specified in the Individual Profile and Learning Programme of each pupil who is in receipt of supplementary teaching; -         monitoring and recording the progress of pupils in achieving agreed learning targets; -         supporting children experiencing learning difficulties for whom supplementary teaching cannot be provided, or has been reduced or discontinued;   consult with individual class teachers on a regular basis to address such issues as: -         implementing classroom programmes designed to enhance learning and prevent learning difficulties; -         screening pupils for learning difficulties with a view to conducting diagnostic assessments, if needed; -         identifying pupils for supplementary teaching, based on the outcomes of appropriate screening and diagnostic assessment; -         developing and implementing activities in the classroom as outlined in the Individual Profile and Learning Programme for each pupil who is in receipt of supplementary teaching; -         monitoring and reviewing the attainment of learning targets set out in the Individual Profile and Learning Programme of each pupil who is in receipt of supplementary teaching; -         monitoring the progress made by pupils in receipt of supplementary teaching, as indicated in the pupils’ Weekly Planning and Progress Records’ -         the provision of appropriate ongoing support in the classroom for pupils for whom supplementary teaching/learning support has been reduced or discontinued; -         supporting pupils with learning difficulties for whom it may not be possible to provide supplementary teaching/learning support (e.g. if parents do not agree to such formal intervention); -         identifying children who may have general or specific learning disabilities.     Effective communication with parents is critically important to the success of a learning support programme.  The learning support teacher should provide general information to parents about the learning support services that are available in the school.  The learning support teacher should also:   meet with the parents of each pupil who has been selected for diagnostic assessment(if such a meeting is requested at this point by the parents);   after the initial diagnostic assessment has been completed, meet with each pupil’s parents to discuss the outcomes of the assessment, the learning targets in the child’s Individual Profile and Learning Programme, the actions to be taken by the school to meet those targets, and the ways in which attainment of the targets can be supported at home;   communicate on an ongoing basis with the parents of each pupil who is in receipt of supplementary teaching so that progress can be positively affirmed and any difficulties in implementing the pupil’s learning programme at school or at home can either be anticipated and avoided or addressed without delay;   consult with the parents of each pupil who is in receipt of supplementary teaching at the end of the instructional term to review the pupil’s attainment of agreed learning targets, to discuss the level of supplementary teaching (if any) that will be provided in the next instructional term, and to revise the pupil’s Individual Profile and Learning Programme as necessary;   consult with parents when supplementary teaching is to be discontinued, and identify ways in which the pupil’s learning can continue to be supported at school and at home;   demonstrate techniques and strategies to parents that will enable them to help with their child’s development in such areas as oral language, reading, writing and mathematics;   where relevant, collaborate with other teachers (such as the home-school-community liaison teacher) to advise parents on ways in which they can support their children’s learning at home.   The learning support teacher plays an important role in co-ordinating the selection of pupils for supplementary teaching.  The learning support teacher should:   co-ordinate the administration by class teachers of a whole-school screening programme to identify pupils with very low achievement and/or learning difficulties in English and/or mathematics;   consult with class teachers on the identification of pupils who may need diagnostic assessment, taking into account the pupils’ scores on an appropriate standardised screening measure, agreed criteria for identifying pupils, teachers’ own views of the pupils’ difficulties and needs, and the number of pupils to whom learning support can be provided;   carry out a comprehensive diagnostic assessment of each pupil who has been identified as experiencing low achievement and/or learning difficulties and, in consultation with the class teacher and parents, identify the type and level of learning support that is needed to meet the pupil’s needs.   The provision of supplementary teaching is the main role of the learning support teacher.  The learning support teacher should:   devise and implement an early intervention programme that involves delivering intensive small-group or one-to-one tutoring in English and/or mathematics to pupils in the junior section of the school (senior infants to second class) who have been selected for supplementary teaching, in the setting that is deemed most appropriate to the pupils’ needs (i.e. the pupil’s own classroom or, as required, the learning support room);   similarly provide supplementary teaching in English and/or mathematics to groups of pupils or to individual pupils in the senior section of the school who have been selected for supplementary teaching;   maintain a record of the attendance of pupils at supplementary teaching sessions;   during supplementary teaching sessions, work intensively with pupils towards the attainment of learning targets set out in their Individual Profiles and Learning Programmes;   complete a Weekly Planning and Progress Record in respect of each individual or group of pupils in receipt of supplementary teaching.   The learning support teacher is involved in administering a range of formal and informal assessments, and in maintaining records of the outcomes of those assessments.  The learning support teacher should:   conduct an initial diagnostic assessment of each pupil who has been identified as having low achievement and/or a learning difficulty based on the results of an appropriate screening measure and record the findings of the assessment in the pupil’s Individual Profile and Learning Programme;   monitor the ongoing progress of each pupil in receipt of supplementary teaching in relation to the attainment of agreed learning targets and short-term objectives that arise from the, and record the observations in the Weekly Planning and Progress Record;   review the progress of each pupil at the end of an instructional term and record it on the pupil’s Individual Profile and Learning Programme.   Teachers providing learning support services in a cluster of schools should:   attend meetings (convened at least once a year by the principal teacher of the base school and attended by the principal teacher of the other schools in the cluster) to address issues relating to the provision of learning support services in all the schools in the cluster;   consult with the staff of each school in the cluster at least once each year to discuss the development and progress of the learning support provision in the school and to discuss, in particular, the involvement of the class teachers in the provision;   where possible, provide frequent (i.e. four or five times a week) intensive supplementary teaching to pupils experiencing low achievement in English and/or mathematics who are in the junior section of each school (senior infants to second class).  To achieve this, serious consideration should be given to providing intensive supplementary teaching for fixed periods and on a rota basis to the schools in the cluster.  For example, intensive daily intervention might be provided by the learning support teacher for an instructional term (13 to 20 weeks) to one or more schools, with other schools in the cluster receiving less intensive support during that time;   arrange travel between schools in such a way that the frequency and intensity of the learning support are at the highest level possible.   Resource Teacher: The role of a Resource Teacher A resource teacher assists schools in providing support for children with special educational needs arising from disability by:   (a)    Assessing and recording child needs and progress. (b)    Setting specific, time-related targets for each child and agreeing these with the class teacher and principal. (c)     Direct teaching of the children, either in a separate room or within the mainstream class. (d)    Team-teaching – so long as the children concerned are deriving benefit from it. (e)    Advising class teachers in regard to adapting the curriculum, teaching strategies, suitable textbooks, use of Information Technology and suitable software and a range of other related matters. (f)      Meeting and advising parents, when necessary, accompanied by the class teacher, as necessary. (g)    Short meetings with other relevant professionals, in the children’s interests e.g. psychologists, speech and language therapists, visiting teachers, special school or special class teachers.   SNA: Special Needs Assistants (SNA) are recruited specifically to assist in the care of pupils with disabilities in an educational context.  The allocation of special needs assistant support may be made on a full or part-time basis (e.g. an hour or more per day), and may be shared by named pupils for whom such support has been allocated.        The role of the Special Needs Assistant Special Needs Assistants work should be supervised either by the principal or by a class teacher.  Those duties involve tasks of a non-teaching nature such as:   Preparation and tidying up of classroom(s) in which the pupil(s) with special needs is/are being taught. Assisting children to board and alight from school buses.  Where necessary, travel as escort on school buses may be required. Special assistance as necessary for pupils with particular difficulties e.g. helping physically disabled pupils with typing or writing. Assistance with clothing, feeding, toileting and general hygiene. Assisting on out-of-school visits, walks and similar activities. Assisting the teachers in the supervision of pupils with special needs during assembly, recreational and dispersal periods. Accompanying individuals or small groups who may have to be withdrawn temporarily from the classroom. General assistance to the class teachers, under the discretion of the principal, with duties of a non-teaching nature.  (Special Needs Assistants may not act either as substitute or temporary teachers.  In no circumstances may they be left in sole charge of a class). Where SNAs have been appointed to assist a school in catering for a specific pupil, duties should be modified to support the particular needs of the pupil concerned.

Prevention Strategies & Parental Involvement Learning difficulties can be prevented or at least alleviated by implementing appropriate whole-school programmes in English and mathematics.  Strategies for preventing learning difficulties include:   Development of agreed approaches to language development and to teaching other aspects of English and mathematics in order to ensure progression and continuity from class to class;   Provision of additional support in language development and in relevant early literacy and mathematical skills to pupils who need it;   Implementation of a whole-school parent involvement programme that focuses on developing children’s oral language skills, sharing books with children, and developing their early mathematical skills;   Implementation of paired reading programmes involving adults in the community and pupils in the school;   Ongoing structured observation and assessment of the language, literacy and numeracy skills of pupils in the infant classes to facilitate early identification of possible learning difficulties.

Early Intervention Strategies Intensive early intervention programmes in the early primary classes (i.e. senior infants to second) is an effective response to meeting the needs of children who experience low achievement and/or learning difficulties.  Programmes with the following characteristics have proved most successful in improving pupils’ achievements:   they are set within a specific timeframe, such as an instructional term of 13 to 20 weeks.  (Therefore, it is suggested that, for the purposes of organising learning support, the school year should be divided into two or three instructional terms, each between 13 and 20 weeks);   they are based on a shared expectation of success by everybody involved;   they involve small-group teaching or one-to-one teaching when small-group teaching has not been effective;   they are intensive in terms of the frequency of lessons (daily where possible) and the pace of instruction;   they include a strong focus on the development of oral language, laying the foundation for meaningful reading activities and further development of language and comprehension skills;   they emphasise the development of phonemic awareness and a range of other word identification skills;   they engage pupils in frequent supervised oral and silent reading of texts at appropriate levels of difficulty, and monitor their comprehension of these texts;   they stress the interconnected nature of listening, speaking, reading and writing;   in mathematics, they focus on language development and the development of mathematical procedures and concepts.

Assessment and Reporting The identification of children needing supplementary teaching and the implementation of the programme follows a certain process.   Preliminary screening is administered and interpreted by the class teacher.  Children who score below the chosen cut-off score will then be selected for diagnostic assessment after consultation with the class teacher, parents and learning support teacher.   The learning support teacher administers the diagnostic tests and interprets the outcomes of the assessment with the class teacher.  The most appropriate form of intervention for the pupil will then be considered.   The learning support teacher, in consultation with the class teacher and the pupil’s parents, will set up an Individual Profile and Learning Programme for the pupil.  This programme will then be implemented by the class teacher in the mainstream class, by the learning support teacher and by the parents for an instructional term with ongoing weekly plans and records.   At the end of the instructional term the pupil’s progress will be assessed and the learning programme evaluated.  The learning support teacher, in consultation with the class teacher and the parents, will decide the level of support now required by the pupil.  This will either be to discontinue supplementary teaching or continue it for a further instructional term.

Preliminary Screening The needs of pupils with low achievement should, at all times, be the particular focus of the learning support provision.  The following recommendations are made with regard to the selection of pupils for supplementary teaching/learning support:   priority should be given to pupils who are performing at or below the 10th percentile in English reading and/or mathematics;   schools may exercise limited flexibility in the deployment of the learning support teacher(s) provided that the needs of the pupils who achieve scores at or below the 10th percentile have been met;   schools should implement a policy of early intervention.  The great majority of pupils who receive supplementary teaching from the learning support teacher will be in the junior section of the school (senior infants to second class);   intensive small-group or individual supplementary teaching should be provided by the learning support teacher.  Group size has been identified as an important factor influencing the level of progress that pupils make.  While the nature and severity of pupils’ learning difficulties will ultimately influence group size.  It is likely that intensive early intervention involving pupils with low achievement in the junior section of the school (senior infants to second class) will be most successful in groups of approximately four pupils.  Where a pupil does not make satisfactory progress in a small-group setting, consideration may be given to providing individual teaching;   in the context of providing an overall effective learning support programme that would include both teaching and non-teaching duties, it is expected that the learning support teacher would be engaged in providing supplementary teaching to approximately 30 pupils with low achievement and/or learning difficulties at any given time during the school year;   since some pupils will make significant progress during a term of supplementary teaching, some turnover of pupils is to be expected at the end of each instructional term, and at the end of the school year;   the duration of supplementary teaching should not exceed two to three years for the great majority of pupils;   supplementary teaching should be made available to pupils with low achievement in mathematics.  Schools that do not provide such a service should introduce it on a phased basis over a period of two to three years as the school’s needs in English are reduced.   A first step in identifying pupils who may need learning support in English or mathematics is for the class teacher to administer one or more screening measures.  Teacher observation, checklists and rating scales will be used in all classes and standardised, norm-referenced tests shall be used from the fifth term in senior infants – MIST – and suitable standardised tests in English and mathematics for first class.   In applying a cut-off score percentiles ranks will be used to compare the achievement of pupils.   In selecting pupils for diagnostic assessment and supplementary teaching, priority will be given to those pupils who achieve scores at or below the 10th percentile.   The input of the class teacher is an important factor in the selection of pupils for diagnostic assessment.  The class teacher will be in a position to confirm whether or not the score achieved by a pupil on a screening measure is an accurate reflection of the pupil’s performance in class.  The class teacher will also be able to contribute to the Individual Profile and Learning Programme by providing information on the pupil’s strengths and weaknesses and identifying in-class learning activities to achieve learning targets.   Once a pupil has come to the attention of the school because of low achievement and/or learning difficulties, it will be possible for the class teacher, in the context of ongoing contact with the pupil’s parents, to make them aware of the situation and to:   ascertain the parents’ views about the child’s performance at school;   outline school practices regarding the administration of diagnostic tests by the learning support teacher;   outline the support that is available to pupils in the school whose achievement is low and/or who experience learning difficulties;   seek the parents’ approval to proceed with the diagnostic assessment, which may lead to supplementary teaching;   indicate that a meeting between the parents and the learning support teacher will take place following the diagnostic assessment and prior to the commencement of supplementary teaching.   If, following diagnostic assessment, it is agreed that the pupil should receive supplementary teaching, the parents can contribute to the development and implementation of their child’s Individual Profile and Learning Programme by discussing the learning targets for their child and by identifying activities that can be implemented at home to support the work of the school in achieving the agreed targets.

Diagnostic Assessment When a pupil has been selected for diagnostic assessment, following screening procedures and consultation with the class teacher and parents, the learning support teacher will proceed with the administration of these tests.   The objectives of the diagnostic assessment conducted by the learning support teacher are to:   identify those aspects of English and/or mathematics in which the pupil has either particular strengths or learning difficulties;   identify the pupil’s learning needs;   generate information essential for the completion of the Individual Profile and Learning Programme;   identify, in consultation with the pupil’s class teacher, the appropriate level and duration of learning support that should be provided and the form that such support should take;   identify and record medium-term learning targets that can be attained during the initial instructional term (13-20 weeks).   The particular set of diagnostic tests to be administered will depend on the pupil’s stage of development.  The following elements are often found in diagnostic assessments designed for pupils at the early reading or emergent literacy stage (senior infants to second class):   print awareness (knowledge of functions of print and awareness of environmental print);   print conventions;   phonemic awareness and ability to identify rhyming words;   letter identification (upper and lower-case);   knowledge of letter sounds;   word recognition (knowledge of sight words);   visual discrimination;   word identification skills;   understanding of the meanings of words and sentences;   spelling (including the quality of approximate spellings);   writing (penmanship).   For pupils who have moved beyond the early stages of learning to read, diagnostic assessment often focuses on such elements as:   reading accuracy;   sentence and passage comprehension;   word recognition;   meaning vocabulary (knowledge of word meanings);   word identification skills;   systematic analysis of pupils’ difficulties in oral reading (e.g. miscue analysis);   reading rate and fluency;   information location and study skills;   spelling;   writing (composition).   Other elements of learning that can be addressed in a diagnostic assessment in order to generate a more complete picture of a pupil’s needs include:   oral language proficiency (e.g. listening comprehension; expressive language skills);   general (non-verbal) reasoning skills;   receptive vocabulary;   general attitude to books and reading;   motivation to learn;   social adjustment.   A diagnostic assessment of mathematics might focus on the following elements:   conservation of number;   understanding of mathematical concepts;   number sense;   understanding and ability to use the language of mathematics;   computation skills;   ability to use numbers in realistic situations;   problem-solving strategies;   recall of number facts (tables);   implementation of mathematical procedures, including algorithms (e.g. for addition, subtraction, multiplication and division);   mathematical reasoning skills (for example, recognising number patterns);   ability to represent mathematical ideas.   The results of diagnostic assessment will be recorded on an Individual Profile and Learning Programme.  The ‘profile’ should include:   names of any formal tests (including screening and diagnostic tests) that have been administered before the commencement of supplementary teaching and a brief summary of the results;   names and results of any formal tests that have been administered at the end of an instructional term in order to measure progress;   outcomes of relevant informal assessments or observations;   any relevant information provided by the class teacher, parents/guardians, psychologists, speech and language therapists etc;   an indication of the pupils’ learning strengths and priority needs.

Supplementary Teaching The primary work of the learning support teacher is the provision of supplementary teaching to pupils who experience low achievement and/or learning difficulties.   All pupils receiving supplementary teaching will have an Individual Profile and Learning Programme, in order to optimise each pupil’s learning opportunities; this is a form of medium-term planning before supplementary teaching begins.  Short-term planning, progress records and programme evaluation will be recorded in the Weekly Plan and Record sheets.   The Individual Profile and Learning Programme is used to record relevant information relating to a pupil’s learning attainments and his/her learning strengths and needs.  It also contains an outline of his/her individual learning programme.  The first stage in the development of an Individual Profile and Learning Programme involves the collection of the relevant information through diagnostic assessment and through discussion with persons who have a knowledge of the pupil.  Following this, the pupil’s learning strengths and needs are specified and decisions are made regarding the choice of learning targets and activities.   The pupil’s parents and class teacher will be involved in the completion of an Individual Profile and Learning Programme which will be carried out and co-ordinated by the learning support teacher.  The parents, teacher and pupil will also be involved in the implementation and monitoring of the learning programmes.   Details of the pupil’s class placement, class teacher and learning support teacher as well as the date on which the pupil first joined the supplementary teaching programme will be recorded in the first part of the Individual Profile and Learning Programme.   The choice of assessment depends greatly on the pupil’s age and levels of attainment a well as on the type of information required.  The results of assessments will be recorded on the profile before and after the implementation of the supplementary teaching programme.   Following the completion of the assessment/information gathering phase, the pupil’s learning strengths/attainments and priority learning needs will be stated.  These statements will provide a means of linking the results to the setting of specific learning targets for the pupil.  These medium-term learning targets will be set for a term of supplementary teaching.  In order to provide a record of the pupil’s achievements during and at the end of an instructional term of supplementary teaching, the date on which the pupil is considered to have achieved a specific target will be noted under “Date Achieved”.  The Individual Profile and Learning Programme will also include specific learning activities to be undertaken by the pupil during an instructional term under the direction of the class teacher, learning support teacher and parents.  These learning activities will be planned by all concerned and implemented in a collaborative manner.   A weekly planning and progress record will be completed each week in respect of each group or individual for whom supplementary teaching is provided.  Samples of these forms are available in the Appendix.   Supplementary teaching will be provided for pupils over a term of instruction.  The school year will be divided into two periods – September to February and February to June.  The learning targets, review dates and activities will be agreed at the beginning of the instructional term.  At the end of this period, pupil progress will be assessed against these targets.  Decisions will then be made as to whether the pupil should continue to receive the same or a reduced level of supplementary teaching, or be discontinued from the supplementary teaching programme.  When pupils are discontinued from the supplementary teaching programme, their progress should be monitored regularly by the class teacher, learning support teacher and parents.  To enable pupils to become independent and self-reliant, they will be taught appropriate learning strategies.   When planning and implementing supplementary teaching in English the following areas will be taken into consideration, with regard to content, methodology and presentation of lesson:   management of time;   developing skills and strategies;   developing oral language;   developing emergent literacy skills;   developing phonemic awareness;   developing word identification skills;   teaching reading comprehension strategies;   linking reading and writing;   engaging pupils in reading continuous text.   When planning and implementing supplementary teaching in mathematics an Individual Profile and Learning Programme will be developed for each pupil and weekly planning and progress records will be maintained.   The progress of each pupil will be monitored on an ongoing basis throughout the instructional term.  A more in-depth review will be conducted at the end of the instructional term.  Records of pupils’ progress, and samples of their work will be kept and day-to-day observations of a pupil’s progress made during supplementary teaching will be recorded on the weekly planning and recording sheets.  The in-depth review at the end of an instructional term will be to determine whether or not agreed learning targets have been achieved and to decide on the level of supplementary teaching, if any, that will be provided in the following term.   The in-depth review will include:   reviewing records of the pupil’s ongoing development;   administering diagnostic tests;   discussing the pupil’s progress with the class teacher and her parents;   deciding with pupil’s parents and class teacher whether supplementary teaching should be continued, reduced or discontinued;   establishing a new Individual Profile and Learning Programme if pupil continuing for another instructional term.   If, after a number of terms of supplementary teaching, a pupil has still made very little progress towards achieving the targets in her Individual Profile and Learning Programme, a comprehensive review of the pupil’s needs will be undertaken.  This review will entail:   a detailed re-assessment of the pupil’s strengths, needs, self-esteem and motivation;   a detailed re-evaluation of the pupil’s learning support programme – particular attention should be given to determining whether or not the design of the pupil’s Individual Profile and Learning Programme matched her learning needs;   developing a revised programme for the pupil to target specific needs, interests and learning strengths.   If the pupil’s difficulties are markedly unresponsive to supplementary teaching, consideration (with parental permission) will be given to referring the child for psychological assessment.  This would provide additional advice and information for an appropriate learning programme for the pupil.

Continuing/discontinuing Supplementary Teaching Regular communication between the learning support teacher and the pupil’s parents will be maintained during supplementary teaching so that the pupil’s progress can be reviewed and necessary adjustments made.  Consultation will take place at the completion of each instructional term in the context of reviewing the pupil’s progress, determining the level of ongoing supplementary teaching that the pupil needs and identifying new learning targets and related activities.   Regular communication with the child’s class teacher is essential to ensure that a collaborative approach is maintained.

Monitoring Progress Monitoring the progress of the learning support programmes and policies will be accomplished through meetings between the principal teacher, the learning support teachers, the resource teachers and class teachers involved.   At these meetings the following issues will be addressed:   development and implementation of the school’s prevention and early intervention programmes;   implementation of the school’s screening programme;   implementation of the various procedures that necessitate the involvement of the class teacher and the parents;   implementation of appropriate criteria for continuing/reducing support levels for pupils at the end of an instructional term;   allocation of learning support teacher’s time;   progress of pupils;   involvement of class teachers and parents in implementing programmes;   referral of pupils for additional assessment;   co-ordination of the learning support service and other support services for pupils with special needs;   timetabling of pupils for supplementary teaching;   adequacy of resources for supplementary teaching.

Liaising with Parents Parents have rights and responsibilities in the education of their child.  Much can be achieved by promoting the active involvement of parents:   contributing to the initial diagnostic assessment;   discussing the outcomes of the assessment;   implementing elements of their child’s Individual Profile and Learning Programme.   Parents will be encouraged to contact the learning support teacher if they have any queries or difficulties during an instructional term.

Links with Outside Agencies When referring children for psychological or other assessments the learning support/resource teacher will oversee initial contact with parents, liaise with assessment services and, where appropriate, make arrangements for additional educational provision for children with diagnosed special needs.   Psychological Reports Psychological reports received on children attending Belgrove Junior Girls’ School will remain the private and confidential property of the school.  These reports can only be obtained by other parties when written permission is proffered by the child’s parents/guardians.

Review of Policy A comprehensive review and revision of the elements of the school plan dealing with learning support will take place every three years, and will take into account the views of the Board of Management, the principal teacher, the learning support/resource teacher(s), other teachers on the school staff and the parents of pupils in the school.

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Much of the recent focus on children’s health has been in the areas of nutrition, exercise and rising levels of obesity.  It is therefore timely that the Schools support parents in providing healthy food that will enable their children to participate fully in the school day.  By raising nutrition awareness amongst our children we are providing them with a basis to make informed choices about their health into the future.

The following policy document has been prepared by Belgrove Junior Boys’ School and Belgrove Junior Girls’ School as a joint policy representing the views of the Principals, teachers, parents and children. It is based on relevant documentation produced by the Department of Health and Children and its agencies and the outcome of the lunch worksheets completed by our pupils and their parents. 

The policy has been ratified by the Boards of Management and will be reviewed in March 2007 or as necessary.   

A healthy lunch includes:

      2 servings from the bottom shelf; and

      1 serving from the next three shelves.

Fluid intake is very important and children should be encouraged to take a drink with their meal.  The children will be allowed to drink water during the school day if it is provided in a non-spill bottle.

The children will be allowed to drink water during the school day if it is provided in a non-spill bottle.

Lunch Box Ideas

 

Keep food manageable e.g. give a peeled orange.

The aim of the Belgrove Junior Schools Lunch Policy is to promote a culture of healthy eating within the school community. 

This aim will be achieved by

*       providing clear guidance in relation to suitable school lunches/snacks;

*       giving parents suggestions and tips on appropriate foods and portion sizes; and

*        incorporating the healthy eating message into the school day through both formal and informal lessons.

The following items should not be included in your child’s lunchbox for the reasons stated: