Additional Support Policy

Additional Support Policy ~ Support For All ~

St. Mary’s Primary School Grace Park Rd. Athlone

Updated May 2024

1. Introductory Statement:

At St. Mary’s primary school, we are dedicated to enabling every student to reach their maximum potential. Central to this dedication is the establishment of a comprehensive, high-quality system of support for students with special educational needs (SEN), ensuring inclusivity and excellence in education for all.

2. Aims:

Through the implementation of our Additional Needs policy we aim to:

• Foster the inclusion of children with SEN within our school community
• Cultivate positive attitudes towards school and learning among our students
• Ensure the effective implementation of the Staged Approach/Continuum of Support (refer to details below)
• Enhance the teaching and learning process to facilitate students with learning difficulties in attaining proficiency levels in literacy and numeracy by the end of their primary school journey
• Foster a positive ethos and learning environment whereby all pupils, including those with special educational needs, feel welcome and experience a sense of community and belonging
• Support the implementation of appropriate differentiation strategies in classrooms
• Foster the holistic development of students
• Facilitate students’ understanding of themselves as active learners
• Engage parents in supporting their children’s education
• Promote early intervention programs aimed at improving learning outcomes and mitigating learning difficulties.
• Develop a structured framework for teaching and learning for all pupils
• Identify and cater effectively for individual pupils experiencing low achievement and/or learning difficulties in English and Mathematics, as well as those exceeding expectations and to fulfil our obligations under the Education Act 1998
• Allocate resources to effectively meet the needs of children with additional needs,  including access to appropriate curriculum and assessment programmes
• Track, monitor, review and report on the progress of children with additional needs
• Implement an inclusive education programme throughout the school.

3. Specific Aims of Policy:

This policy aims to outline our procedures and practices of how we:

• Identify additional needs that our pupils may have
• Allocate resources to effectively meet the needs of children with additional needs
• Divide the roles and responsibilities among our school community in relation to pupils with additional needs
• Track, monitor, review and report on the progress of children with additional needs
• Communicate information between the SEN team, principal, staff and parents/ guardians4. Guiding Principles:

  The school recognises that effective learning programmes are based on the following principles:

● All children have a right to an education, which is appropriate to them as individuals.

• The resources provided to support pupils with special educational needs will be used to facilitate the development of a truly inclusive school.
• Supports provided to pupils with special educational needs will be based on identified needs and be informed by regular reviews of progress (in consultation with parents and pupils) as outlined in the Continuum of Support Guidelines.
• The class teacher has primary responsibility for the progress and care of all pupils in the classroom, including pupils with special educational needs.
• Pupils with the greatest levels of need will have access to the greatest level of support, and whenever possible, these pupils will be supported by teachers with relevant expertise who can provide continuity of support.
• The resources allocated for supporting students will be utilised to foster an authentically inclusive school environment.

5. Staff Roles & Responsibilities:

Additional Support is a collaborative responsibility shared by all partners in the learning experiences. It is important that all partners contribute in the planning and implementation of our school plan on additional educational support.

Board of Management

The BOM oversees the development, implementation and review of the school policy on additional needs. They also ensure that adequate classroom accommodation, secure storage spaces, and effective teaching resources are provided.

Principal

The Principal has overall responsibility for the day-to-day procedures and practices in the school. The SEN allocation model states the principal’s leadership role is central and includes the following:

The school principal should:

• Implement and monitor inclusive whole-school policies on an on-going basis.
• Assign staff strategically to teaching roles, including special education roles
• Coordinate teachers’ work to ensure continuity of provision for all pupils
• Ensure that effective systems are implemented to identify pupils’ needs and that progress is monitored methodically
• Oversee the implementation of a Whole-School Assessment and Screening Programme to identify pupils with very low achievement and learning difficulties so that these pupils can be provided with the support they need.
• Assign responsibility for coordinating additional support to a suitably qualified teacher within the school i.e. Special Educational Needs Co-Ordinator (SENCO)
• Allocate time within the school timetable for the SET1 team to plan and consult with teachers, parents and outside agencies.
• Keep teachers informed about the External Assessment Services that are available and the procedure to be followed in initiation referrals.
• 1 In this document, the specialised teacher responsible for giving children additional educational support may be referred to as SET (Special Education Teacher), SEN (Special Educational Needs) teacher, Additional Support Teacher

• Facilitate the continuing professional development of all teachers in relation to education of pupils with special educational needs, and ensure that all school staff (class teachers, special education teachers and special needs assistants) are clear regarding their roles and responsibilities in this area.
• Liaise with external agencies such as NEPS to arrange assessments of children with SEN
• Liaise with the NCSE appointed Special Education Needs Organiser (SENO) regarding all aspects of special education provision
• Arrange for exemptions from the study of Irish for pupils for whom this is appropriate. SEN Co-ordinator (SENCO):

  The SEN co-ordinator (SENCO) should:

  • Communicate with the principal in relation to SEN matters on an on-going basis
  • Liaise with external agencies about the provision for pupils with additional needs
  • Liaise with the NEPS psychologist, the SET team and class teachers to prioritise children for psychological assessments (NEPS)
  • Liaise with the EAL Coordinator regarding children for whom English is an additional language
  • Liaise with SEN Team to identify, support and monitor children with additional needs
  • Co-ordinate regular SET team planning meetings to ensure effective communication and support for children with additional needs
  • Collaborate with the SET team in creating timetables for additional support
  • Meet with parents regarding any concerns about their child, advise parents on procedures for availing of special needs services and update them regarding their progress
  • Co-ordinate the whole-school standardised testing at each class level
  • Co-ordinate the screening of pupils for additional support, using the results of standardised tests
  • Select children for external diagnostic assessment, where parental permission has been sought and granted
  • Oversee the tracking system of test results on password-protected Aladdin software to monitor the progress of pupils

• Oversee the selection, specific testing and paperwork associated with granting an exemption from the study of Irish for pupils for whom this is appropriate.
• Maintain lists of pupils who are receiving additional support, including those at Classroom, School and School Support Plus levels. Class Teacher. The Class Teacher has primary responsibility for the progress of all pupils in the classroom, including pupils with additional educational needs. In supporting the development and implementation of the School Plan on Additional Support, the Class Teacher:
• Implements teaching programmes which optimise the learning of all pupils and to the greatest extent possible prevent the emergence of learning difficulties.
• Differentiates teaching strategies, approaches and expectations for the range of experiences, abilities, needs and learning styles in their class.
• Gathers information and assesses children presenting with needs to inform teaching and learning using the Continuum of Support
• Opens Classroom support plans and adjusts these over time for pupils who do not respond appropriately to a differentiated programme.
• Meets with parents regarding any concerns about their child, updates them regarding progress, and liaises with them regarding any decision to initiate a Classroom Support File.
• Logs actions in the Support Plan
• Reviews the Classroom Support plan on a regular basis and adjusts this to address any emerging needs.
• Implements the school policies on screening and selecting pupils for supplementary teaching in English and Maths by co-operating and assisting with the administration and scoring of appropriate screening measures.
• Collaborates with the SEN teacher in the development of a School Support Plan for each pupil who is in receipt of supplementary teaching (School Support and School Support Plus).
• Meets with Special Education Teachers, parents/guardians and others to identify priority learning goals for each pupil in receipt of additional support.
• Adjusts classroom programmes/lessons in line with the agreed learning goals

• Adjusts the class timetable to ensure that children in receipt of supplementary teaching will not be absent for the same subject/activity during each session.
• Meets with Special Education Teachers, relevant staff, parents and pupils (when appropriate) to review School Support Plans.
• Administer standardised tests of achievement in literacy and numeracy, following the school’s guidelines
• Discuss outcomes of testing with SET team to assist in the selection of children for supplementary teaching
• Co-ordinates the role and responsibilities of the SNA in relation to the needs of pupils with SEN within the class(es) to which they are assigned. A key to successful support is a high level of consultation and cooperation between the Class Teacher and the SEN Teacher. Central to this consultation is the development, implementation and review of Student Support Files.

  Special Education Teacher (SET)

  The role of the SEN Teacher is to:

  1. Support the class teacher in optimising teaching and learning opportunities and
  2. Provide specialised teaching to those children with identified special educational needs.

  The Special Education Teacher will:

  • Communicate with the principal in relation to SEN matters on an on-going basis.
  • Liaise with external agencies about the provision for pupils with additional needs and implement suitable recommendations, wherever possible.
  • Liaise with class teachers to identify, support and monitor children with additional needs.
  • Attend regular SET team planning meetings to ensure effective communication and support for children with additional needs
  • Develop a Student Support Plan in consultation with the Class Teacher and parents, for each pupil who is availing of additional support teaching, and a Student Support Plus Plan for students who require additional individualised support.
  • Familiarise themselves with a wide range of teaching approaches, methodologies and resources to cater for particular learning styles and to meet a variety of needs

• Assist in the implementation of a broad range of whole school strategies aimed at prevention and early intervention
• Provide teaching in English and Mathematics, to pupils in the school who experience low achievement in accordance with the school’s selection criteria.
• Contribute to the development of policy on additional support at the whole school level.
• Provide advice to the 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.
• Contribute at school level to decision making regarding the purchase of learning resource books and materials to be made available to pupils with learning difficulties in their mainstream classrooms and in the Additional Support room.
• Consult with the Principal regarding pupils who need to be referred to outside agencies.
• Meet termly (or more often if needed) with class teachers, parents/guardians and other staff members to review and develop School Support Plans and to identify priority learning goals for each pupil in receipt of supplementary teaching.
• Monitor the ongoing progress of each child in receipt of supplementary teaching in relation to priority learning needs and the attainment of agreed learning targets.
• Meet with parents regarding any concerns about their child, advise parents on procedures for availing of special needs services and update them regarding their progress.
• Maintain a list of pupils who are receiving supplementary teaching and special education support.
• Complete a Weekly/Fortnightly Planning record and CM in line with the school policy on record keeping for each child or group of students in receipt of supplementary teaching.
• Regularly update and maintain Student Support Files on Aladdin, of pupils in receipt of additional support.
• Provide necessary information to the new school if the pupil with SEN is moving/transitioning to another school.

Special Needs Assistants (SNA):

The duties of an SNA will be carried out according to the guidelines for Special Needs Assistants from the Department of Education and Skills and under the direction of the principal/class teachers. The role of an SNA will be to carry out these duties based on the care needs of the child. The tasks associated with these duties can be of a primary or secondary nature. (Circular 0030/2014)

The role of the SNA is to:

● Meet the care needs of the SEN pupils to which they have been assigned, including but not restricted to:

• The Administration of medicine – with prior approval from the BOM.
• Assistance with toileting and general hygiene.
• Assistance with mobility and orientation.
• Assisting teachers to provide supervision in the class and school grounds, and at recreation, assembly and dispersal times.
• Provision of non-nursing care needs associated with specific medical conditions.
• Care needs requiring frequent interventions including withdrawal of a child from a classroom when essential.
• Assistance with moving and lifting of children, operation of hoists and equipment.
• Assistance with severe communication difficulties including enabling curriculum access for children with physical disabilities or sensory needs and those with significant, and identified social and emotional difficulties.
• Support the needs of pupils in effectively accessing the curriculum
• Contribute to the quality of care and welfare of the pupils
• Ensure the safety of the SEN pupils in the schoolyard, and be present for the duration of the yard breaks along with the teachers on duty
• Accompany SEN pupils to supplementary lessons when appropriate.
• Assist with the development of Personal Pupil Plans (PPP) for children with Special Educational Needs, with a particular focus on developing a plan to meet the care needs of the child concerned and the review of such plans.
• Maintain a regular record of the child’s success with their PPP targets.
• Attend School Support meetings and/or meetings with relevant professionals, to devise, implement and review support plans
• Attend, where possible, training courses/workshops provided by the BOM

Parents/Guardians:

The role of parents supporting the additional support for their children is vital to its success. The Continuum of Support process provides valuable opportunities to engage with parents and to build a collaborative approach to identifying and responding to the needs of their child. Any parent who refuses our support or refuses to access School Support/School Support Plus or SNA support will have to sign a disclaimer saying they understand that the school has offered support and that they are turning it down.

Parents and guardians may contribute through:

• Regular communication with the Class Teacher and Special Education Teacher.
• Supporting the work of the school and keeping the class teacher informed of the progress and challenges they observe in their child’s learning.
• Fostering positive attitudes about school and learning in the child.
• Attending meetings arranged by the class teacher or SET team.
• Support the targets outlined in their child’s support plans and engage in all suggested home-based activities
• Supervising, assisting with, showing interest in and signing homework.
• Signing and returning consent forms to the school regarding withdrawal for support teaching.
• Ensuring punctuality and regular attendance at school. Pupils:

  The role of the child with SEN will be that of active participant in their own learning; the extent and nature of this will depend on their strengths and needs.

  Pupils who are in receipt of supplementary teaching should, as appropriate:

• Be given the opportunity to contribute to the setting of goals and targets
• Become familiar with the targets that have been set for them
• Develop ‘ownership’ of the skills and strategies that are taught during supplementary teaching and learn to apply these learning strategies and skills to improve their own learning
• Contribute to the evaluation of their progress by participating in appropriate assessment activities, including self-assessment.

Communication Strategies

The operation of an effective communication system between all the parties involved in meeting the learning needs of the child is considered essential. The various strands of the system include:

• Class Teacher and the Additional Support Teacher following a low score on a screening test.
• Principal and/or Additional Support Teacher and/or Class teacher and parents following a low score on a screening test, including the seeking of approval of further Diagnostic Assessment and/or provision of supplementary teaching.
• Regular communication between the Additional Support Teacher and the Class Teacher, through participation in formal and informal meetings.
• Communication between the Additional Support Teacher and parents.

6. Prevention & Early Intervention Strategies:

Early identification of special needs allows timely interventions, preventing learning and social-emotional challenges. Early intervention programmes, aligned with the Staged Approach, involve close collaboration between class and special education teachers, prioritising teacher observation and professional opinion in the selection of children for early intervention and effective support placement.

We use the following prevention and early intervention strategies in our school:

• • The development and implementation of agreed whole school approaches to Literacy and Numeracy in order to ensure progression and continuity from class to class.
  • The development and implementation of agreed whole school approaches to language development (as outlined in the Primary Language Curriculum), phonological awareness and to the teaching of other aspects of English.

• Promotion of parental understanding and involvement through their attendance at an induction meeting for the parents of incoming Junior Infants, the provision of the Tips for Parents booklet, the arrangement of formal and informal Parent-Teacher Meetings, as well as ongoing collaboration with Parents’ Association.
• Ongoing observation and assessment of the language, literacy, numeracy, social interactions, behaviour and motor skills of pupils in the infant classes to facilitate early identification of possible learning difficulties
• The Belfield Infant Assessment Profile (BIAP) is administered in the last term of Junior Infants to children deemed ‘at risk’ by class teachers, which assists in identifying the particular strengths and needs of these children.
• Children in Senior Infants are screened with Drumcondra Early Literacy & Numeracy assessments at the end of their school year in order to facilitate early identification of possible learning difficulties.
• Reading Recovery is in place for selected Senior Infants & 1st Class pupils who are displaying significant difficulties in literacy.
• Literacy Lift Off is offered in 6 week blocks for all in Senior Infants and 1st Class.
• In class support and team teaching for programs such as Literacy Lift Off, Mata sa Rang, Aistear and more.
• Provision of additional support in language development and any relevant early literacy and mathematical skills to pupils who need it.
• Differentiation of the curriculum by the mainstream class teacher to cater for individual strengths and needs.
• Withdrawal of individuals/groups for extra support where required.
• Close collaboration and consultation between the Infant Teacher and the SET team.

7. Selection of Pupils for Additional Support Continuum of Support:

We use the Continuum of Support Framework set out by the Department of Education to identify and support children with additional needs. Like this framework, we recognise that special educational needs occur along a continuum, ranging from mild to severe, and from transient to long-term and that pupils require different levels of support depending on their identified additional needs. By using this framework, it helps us implement a staged approach to ensure that our support and interventions are incremental, moving from class-based interventions to more intensive and individualised support, and are informed by careful monitoring of progress.

The Continuum of Support is a problem-solving model of assessment and intervention that enables us to gather and analyse data, as well as to plan and review the progress of individual pupils.

Identification of educational needs is central to our policy and the new allocation model. By using the Continuum of Support framework, we can identify pupils’ educational needs, to include academic, social and emotional needs, as well as needs associated with physical, sensory, language and communication difficulties. This, in turn, allows us to identify and respond to needs in a flexible way.

In addition, Priority for Additional Support is given to those pupils who perform at or below the 12th Percentile in standardised tests in Maths and English.

In the allocation of places for Additional Support, the priorities are as follows:

• Children scoring at or below 12th P.R in Literacy (Drumcondra Reading)
• Children scoring at or below 12th P.R. in Maths (Drumcondra Maths/Sigma-T)
• Specific children identified by class teachers Children scoring between 12th – 19th P.R. in Literacy & Numeracy These children are considered in the “at risk” category and progress is closely monitored.

Once all children falling within these categories have been catered for, support may be given to the following –

• Junior Infants In-class support – Specific children targeted for individual /group support.
• Class teachers’ requests for individual children to be supported for behavioural problems.
• Station Teaching and Team Teaching are ways of targeting and supporting our pupils. 8. Information Gathering and Assessment. Assessment is performed on an on-going basis by the class and SEN teacher. Methods include self-assessment, questioning, teacher observation, portfolios of work and teacher-designed tasks and tests. The information gathered enables the teacher to gather information on children who may require supplementary teaching.

  In addition, standardised testing is carried out in all classes annually. The information gathered from these formal assessments is then used to inform decisions for support.

  Assessment and Screening Tests:

  In St. Mary’s P.S. we carry out the following assessment procedures:

• Junior Infants: Observation, Checklists, BIAP (for “at risk” pupils)
• Senior Infants: Observation, Checklists, Drumcondra Early Literacy & Numeracy Tests, Reading/Maths recovery specific assessments (as required), running records & pre/post assessments of reading for Literacy Lift-Off.
• 1st Class: Observation, Checklists, Drumcondra Primary Reading Test (DPRT) & Drumcondra Primary Maths Test (DPMT) Level 1 Screening Tests, Reading/Maths Recovery, NNRIT Level 1, running records & pre/post assessments of reading for Literacy Lift-Off.
• 2nd & 3rd Class: Observation, Checklists, DPRT & Sigma-T/DPMT
• 4th Class: Observation, Checklists, DPRT, Sigma-T/DPMT, New NRIT Level 3
• 5th & 6th Class: Observation, Checklists, DPRT & Sigma-T/DPMT

9. Meeting Needs and Allocating Resources

Once pupils’ needs have been identified, Special Education Teachers (SETs) are deployed to address these needs as required. At St. Mary’s N.S. we deploy SETs in a variety of ways in order to effectively meet pupils’ needs. We aim to strike a balance between in-class support, group and individual support while ensuring that the needs of children with additional needs are met inclusively. Interventions will be planned to address pupils’ priority learning needs and to achieve the targets identified in the relevant Continuum of Support plan.

In planning the allocation of additional teaching supports, the overriding principle is that resources are deployed to address the identified needs of pupils. Importantly, those with the highest level of need should have access to the greatest level of support. We consider methodologies best suited to promoting meaningful inclusion such as differentiation, heterogeneous grouping, team-teaching and small group teaching. We also cross-reference the needs of pupils at School Support and School Support Plus levels and consider common needs that can be met by grouping, to ensure effective and efficient teaching and learning approaches.

We recognize that every child is unique, and their needs vary. Therefore, we implement evidence-based interventions that are tailored to the specific needs, strengths, and challenges of each individual student. To ensure the effectiveness of these interventions, we diligently monitor their impact through comprehensive data collection. This includes collecting data before, during, and after the intervention period. By regularly analysing this data, we can assess the appropriateness of the interventions and their responsiveness to the children’s needs.

Effective target setting is central to ensuring the success of evidence-based interventions for pupils with special educational needs. Targets should be few in number; informed by priority learning needs and directly linked to the interventions. All targets should be SMART (Specific, Measurable, Achievable, Realistic & Time-bound). We consult parents when setting targets and when reviewing progress. The views of pupils may also be included in this process, through their direct involvement in the discussion or by gathering their views in advance of the review process. This collaboration will help ensure that targets are relevant, meaningful, and that they draw on the strengths and interests of pupils.

At the end of each instructional block/term teachers and parents meet and review children’s needs, the resources in place and progress made using the Continuum of Support problem solving model (see Special Educational Needs – A Continuum of Support, Guidelines for Teachers). A decision is then made regarding the continued level of support and revised targets for the Support Plan. Supplementary teaching may be discontinued when satisfactory progress has been made and targets have been met.

Some Points to Note:

• The SEN teacher may set differentiated appropriate homework.
• The maximum number of pupils in one Additional Support class will not exceed 10 pupils.
• The Class Teacher is at all times responsible for setting weekly spellings linked with Phonics Programme that is being taught in the base classroom. The Class Teacher is also responsible for completing First Steps Writing, Speaking /Listening Programme & updating relevant files in accordance with the School Policy.

  10. Additional Support:

• In-class Support will be jointly planned, implemented and monitored by the Class Teacher and the Support Teacher.
• One to one and small group teaching may be provided, resources permitting, where this best meets the needs of the child(ren).
• A system of withdrawal and / or In-class Support will operate in response to the needs of the individual pupil.
• Station Teaching and Team Teaching are also employed as ways of targeting and supporting our pupils. 11. Tracking, Recording and Reviewing Progress:

  The needs of pupils with special educational needs can best be considered in terms of a continuum and therefore support given is also on the basis of a continuum. We use a Student Support File to plan interventions, and to track a pupil’s pathway through the Continuum of Support. Our Student Support File is based on the NEPS template and is stored on the school server (Aladdin). All support files should include:

  • A Log of Actions
  • A Support Checklist
  • Standardised/diagnostic test scores
  • Support plans and reviews (see below)
  • Checklists

Support Plans:

The continuum of support encompasses a graduated problem solving model of assessment and intervention comprised of three distinct school based processes. These are underpinned by the recognition that special educational needs occur along a continuum from mild to severe and from transient to long term.

Stage 1 – Classroom Support

Classroom Support is an intervention process coordinated by the class teacher and carried out within the regular classroom. This is a simple plan which is drawn up by the class teacher which outlines the pupil’s additional needs, and the actions which will be taken to address these needs. The parents and school principal should be made aware of the concerns and plan. The Classroom Support Plan should include a review date, possibly at the end of a school term.

Stage 2 – School Support

School Support is an assessment and intervention process which is usually co-ordinated by the support teacher working with the class teacher. Interventions at this stage will be additional to those provided through classroom support. It sets out the nature of the pupil’s difficulties, defines specific teaching, learning and/or behavioural targets and sets a timescale for review.

Stage 3 – School Support Plus

School Support Plus is generally for children with complex and/or enduring needs and whose progress is considered inadequate despite carefully planned interventions at the previous levels. A plan is drawn up by the Class and Support teacher, in collaboration with the child’s parent(s)/guardians, the pupil (when appropriate), and on the advice of external agencies. This plan sets out the nature and degree of the pupil’s abilities, needs, levels of educational performance and the special education and related support services to be provided to the pupil to enable him/her to achieve their potential. It will include strategies for supporting the pupils progress, specific methodologies/ programmes to be implemented, support required from a Special Needs Assistant (if appropriate), the pupil’s priority learning needs, long and short term targets to be achieved, and the monitoring and review arrangements to be put in place. School Support Plus Plans are discussed with parents and reviews are signed. The success criteria is whether the child has met the targets as outlined in the Student Support Plans.

12. Record Keeping:

At St. Mary’s Primary School we recognise that there are an array of activities that take place before, during and after teaching. Preparation for teaching and learning involves invisible, visible, and recorded preparation as three equally valued components. Recorded preparation is personal and bespoke and evolves in response to emerging learning opportunities. In addition to SETs’ short-term planning (weekly or fortnightly) there are some documents that are specific to the SEN context. It is the responsibility of all SETs to regularly update and maintain::

• Student Support Files – including School Support/School Support Plus Plans (Stored securely on Aladdin)
• Monthly Report – Cuntas Míosuil (copy sent to office)
• Timetable for each instructional term (copy sent to office)
• Permission Slips/Refusal Slips
• Samples of student work – dated and linked to specific targets
• All relevant checklists (Running Records, Dolch Lists, Sight Vocabulary / High Frequency Lists etc).
• Records of meetings and correspondence with parents, outside agencies and inter-school meetings.
• School Assessments/Test results for each child availing of support, including analysis of these where possible.
• Assessment folder (including Pupil’s name, class level, Interests, Strengths, Learning needs, P-T meetings: dates, issues, actions taken
• All PSAK tests administered including all assessments, scoring sheets and pupil assessment profiles.
• Observations (written records of a student’s behaviours, interactions, and responses) Student Support Files for pupils at Classroom Support level will be maintained by the class teacher. If the pupil progresses to School Support or School Support Plus level the file and any relevant assessments/documents will be passed to the relevant SET.

  Student Support Files for pupils at School Support and School Support Plus will be maintained by special education teachers. Any paper-based documents for Support Files will be stored in a locked filing cabinet.

  Professional Reports will be maintained by the Principal. A copy or summary of these reports will be uploaded to Aladdin as part of the Student Support File.

A confidential file is opened on every pupil with additional needs and all relevant information is retained there – e.g. Psychological Reports and HSE Reports & correspondence. The Student Support Files are uploaded on Aladdin (the School’s Administration Package).

All results of Standardised Testing – i.e. Sigma-T, Drumcondra, in addition to BIAP, Schonell Spelling, PSAK and the NNRIT are entered and available on Aladdin. A profile documenting results can be printed off for each pupil.

13. Collaboration

• A formal meeting takes place between SEN Teacher and parents at the beginning of each instructional term to discuss the plan of work for the instructional term & review previous targets.
• Meeting(s) between SEN teacher and Class Teacher/s takes place on “Croke Park” afternoons during collaborating sessions. 14. Referral for Psychological Assessment
• The Class Teacher in consultation with SEN Teacher advises the Principal or SENCO of need for referral to outside agencies, e.g. Educational Psychologist, Speech Therapist etc.
• The Principal/SENCO will then co-ordinate the referral.
• The Principal and /or Additional Support Teacher and / or Class Teacher meet with the parents to discuss the need for the referral and to seek consent.
• The Class Teacher completes the necessary referral form(s) in consultation with the SEN Teacher & Parents. This involves following the “Staged Approach” as documented in the NEPS Special Educational Needs – A Continuum of Support – i.e. The “Classroom Support Plan” is the first step of the process for children who present with difficulties in the mainstream classroom.
• A Resource Pack for Teachers is available www.education.ie with all necessary forms.
• The principal will pursue any concerns expressed by SEN teachers regarding follow through post assessment with the out of school agency involved.

15. Assessment and Evaluation

Assessment is of central importance in monitoring and enhancing the quality of education. Consequently, assessment procedures are an integral part of the School Plan for this school. The following outlines the assessment procedures in operation in St. Mary’s:

• In Junior Infants, pupils “at risk” are screened in May using the Belfield Infant Assessment Profile (B.I.A.P) and also teacher observation.
• Senior Infant pupils are screened annually in May using Drumcondra Early Literacy & Drumcondra Early Numeracy tests.
• Standardised Testing is administered from 1st class to 6th in English and Mathematics using Drumcondra Primary Reading Tests and Sigma-T/Drumcondra Primary Maths Tests in the last term during the month of May. These results are computerised and results are interpreted at Class Level and Whole School Level. Results are printed off and two files (English and Maths) are stored in the office. These results are used by staff to evaluate learning & to inform St. Mary’s DEIS Plan & all Policy Reviews. Comparison of results from one year to the next is possible using a tracking system on Aladdin (School’s Administration Package) and results are graphed for easy interpretation.
• Using Aladdin, St. Mary’s results can be plotted against National Average(s) & resulting graphs analysed.
• Schonell Spelling is administered in May of every year & a Spelling Age is established for pupils 1st -6th Classes. Results are reported to Parents on the End of Year Report.
• NNRIT (Level 3) is administered to pupils in 4th class in January with results recorded on Aladdin. Standard Scores of DPRT, Sigma-T/DPMT & NNRIT are cross referenced, with results carefully analysed to identify discrepancies. Pupils who are deemed to be under achieving are highlighted by Class Teachers.
• Sigma-T/DPMT papers for all students are analysed to inform teaching and assess progress / difficulties in the different Strand Areas. Targets are then set for the DEIS Plan for Numeracy.
• The Primary School Assessment Kit (PSAK) is administered to all children who were born outside of Ireland or who’s first language may not be English. Level 1 (Placement) is given to all of these children upon entering the school. Level 2 is administered at the end of 1 year of EAL support, and Level 3 is given at the end of 2 years of support. Set 2 & 3 are used to identify a pupil’s progress and to identify when language support may be terminated.

• In May 2013 in line with DES Guidelines, the Staff decided & agreed on a template designed by NCCA. Results of Standardised Testing are communicated to Parents using Standard Score. The Report Card is sent home two weeks before the end of term to facilitate parents who wish to respond to the report & meet with Class Teacher before the end of June.
• Non-Standardised Tests are also administered in the remaining curricular areas of Irish, Geography & History.
• All school tests are based on the content of the schemes of work which teachers use as the basis for their curriculum programme.
• ●  Teacher observation and judgement are the principal tools used in the assessment of pupil progress in areas of the curriculum that do not lend themselves to quantitative marking systems ie. Music, Art, PE, Drama, SPHE.
• Teacher vigilance and observation are important aspects of assessment in the affective, social and emotional development of all children.
• Informal testing is carried out by teachers on an on-going basis.
• Additional Support and Resource teachers may also decide to choose from a selection of other tests to inform teaching & learning eg – Schonell Word Reading, RAIN Sentence Reading Test, Ted Ames Diagnostic Reading Stages 1-3, Dyslexia Screening, Basic Number Diagnostic. 16. Supporting EAL Pupils in St. Mary’s N.S.

  The term EAL is used when referring to pupils where mother language at home is not English. St. Mary’s School aims to meet the needs & celebrate the skills of EAL pupils and help them to achieve the highest possible standards.

  ● We aim to welcome and value cultural, linguistic and educational experiences that pupils with EAL bring to this school.

• We aim to help EAL pupils to become confident and fluent in speaking, listening, reading and writing in English in order to fulfil their academic potential and to integrate the pupil into all mainstream learning and activities in St. Mary’s.

• In St. Mary’s our classrooms value cultural differences and foster a range of individual identities.
• We identify the pupils’ strengths and encourage them to transfer their knowledge, skills and understanding of one language to another.
• We recognise that pupils with English as an additional language will need more time to process and answer both orally & in written format.
• We give newly- arrived young children time to absorb English (there is a recognised “silent period” when children understand more English than they use – this will pass if their self-confidence is maintained).
• Children are grouped to ensure effective opportunities for talking and that talking is used to support writing.
• Our School Enrolment Form identifies pupils where English is their second language. The Initial Interview is administered on the new arrival during the first two weeks in school by the SEN Teacher.
• Newcomer pupils can be assigned to classes in September or at any time during the academic year.
• When a new EAL pupil arrives, the SET will assess the pupil’s competence level in English and then the pupil will join an appropriate group for Language Support.
• We use the Primary School Assessment Kit (PSAK) to identify children most in need and to record attainment progress.
• EAL teaching will be catered for in a range of settings – literacy stations, small group withdrawal, team teaching etc. There will be an emphasis on pre-teaching vocabulary and concepts for mainstream class sessions, and playful learning experiences.
• To participate fully in mainstream classroom programs, EAL students at all stages require support with learning English, particularly with the English language demands of the mainstream curriculum. The development of English language skills needs to take place at the same time as content learning, and English is best learnt while being used to achieve real purposes. However, for EAL students to participate fully in education the English language demands of the curriculum and their English learning needs must be identified and planned for.
• The SEN Teacher endeavours to pre-teach vocabulary and content the child will encounter in their mainstream classrooms. This is generally based on upcoming Literacy, Numeracy, SESE and Aistear lessons/topics. Listening, Speaking, Reading and Writing are taught in an integrated manner.

In St. Mary’s NS we believe that promoting and valuing a child’s home culture and language at school is essential for fostering a sense of belonging, self-esteem, and cultural identity. We integrate students’ home languages into classroom activities, discussions, and assignments whenever possible, as we acknowledge that being able to speak their own language offers numerous cognitive, academic, social, emotional, and cultural benefits for students. It enriches their educational experience, promotes linguistic diversity, and empowers them to succeed academically and thrive in a multicultural world.

17. Success Criteria

A whole school approach will ensure the successful implementation of our Additional Needs Policy. Implementation will result in enhancement of pupils learning in the following ways:

• Improved standards of academic and personal achievement.
• Fluidity and Flexibility through the Support Continuum based on assessment results & teacher feedback.
• Enhanced parental involvement in supporting their child’s learning needs.
• Increased levels of communication between school personnel in relation to pupil’s progress.
• Assurance that support provision will be continuously focused on children with greatest needs.

  The achievement of these success criteria will be assessed through: feedback from teachers, children and parents/guardians; child’s achievements and ongoing analysis of children’s academic performance and attainment of personal targets.

18. Health and Safety Issues

Every staff member and pupil is entitled to a safe, secure environment and to be treated with due respect. All appropriate measures are taken to ensure the safety of each pupil with SEN. When a place is offered to a child with SEN, every effort will be made to ensure that the supports to which the child is entitled are in place as soon as possible. Staff members will be informed of any potential risks and, where necessary, individual plans will be drawn up and implemented.

19. Supervision/Child Protection:

• Where pupils receive support on a one-to-one basis, the SEN teacher is responsible for ensuring that both themselves and the pupil are visible through a glass panel in a door.
• Where there is no glass panel, the door of the room should remain open.
• Where pupils are withdrawn for support, the SEN teacher should collect and return children to their classrooms.
• Where a child has access to an SNA, they may withdraw the child from the class if a plan is in place with the class teacher. 20. Ratification and Communication:

  This revised policy was ratified by the Board of Management in May 2024.

21. Implementation and Review:

This policy will be implemented from May 2024. It will be reviewed in 3 years time by the Special Education Team and all staff at St. Mary’s National School.

Signed: (Mr. Phillip Gillen)

Date: __________________

(Chairperson)

APPENDIX 1

Referral Pathways for AEN concerns

APPENDIX 2

Intimate Care and Toileting Policy

The following procedure will apply in cases of • Wetting
• Soiling
• Vomiting on clothes

At all times we will maintain the privacy and dignity of the child.

The teacher/SNA will provide the child with a change of underwear, which the child uses to change his/herself. If necessary, we will provide a complete change of clothes. The teacher/SNA will assist the child with dressing only if absolutely necessary. If the child has soiled him/herself the parents will be contacted in order to take their child home. In the event that a parent cannot be contacted the teacher/SNA will do all that is necessary to make the child comfortable.

Wet/soiled clothes will be put in a plastic bag and parents will be informed of what has happened when they collect their child. Parents are asked to return the clothes given to their child, washed and folded.

A record of such incidents will be kept.

Parents are informed on this procedure in the Junior Infants induction meeting prior to their child starting school.

Changes of clothes and underwear are kept in the secretary’s office. Infant teachers also have a change of underwear in their classrooms. Staff are required to wear protective gloves while changing a child.

Children with Specific Toileting/Intimate Care Needs:

It may be the case that a pupil will have an ongoing need for assistance with toileting/intimate care. In all such situations a meeting will be convened, after enrolment and before the child starts school. Parents/Guardians, Principal, Class Teacher, SNA, and if appropriate, the pupil, will attend. The specific care needs of the child, and how the school will meet them, will be clarified and an application for SNA access will be completed.

Personnel involved in this care will be identified and provision for occasions when staff members may be absent will be outlined (e.g. Substitute SNA’s will not generally be involved in intimate care).

Two members of staff will be present when dealing with intimate care needs. Staff will wear protective gloves. Any change of personnel or procedures will be discussed with the pupil, if appropriate.

As far as possible the pupil will be involved in identification of his/her personal requirements, wishes, changes etc., and at all times the dignity and privacy of the pupil will be paramount in addressing intimate care needs.

A written copy of the agreement will be kept on the pupils file and parents will be notified of any changes from agreed procedures.