SEN Policy

This policy on Special Education Needs provision was amended in 2018 in compliance with the New Model on Special Education Need (Cir 13/17), taking into account all other Educational Acts, Circulars and guidelines that preceded it.

Introduction

Saint Malachy’s Girls’ National School is an all-girls’ primary school under the patronage of the Diocese of Armagh. It is an ‘ordinary’ mainstream primary senior school, catering for a full cross section of children. The purpose of this SEN policy is to provide practical guidance for teachers, parents and other interested parents on the provision of effective support to pupils with special education needs and to pupils experiencing low achievement and/or learning difficulties, as well as to fulfil our obligations under the Education Act 1998.

This Special Educational Needs policy was reviewed and updated during the school year 2018 by the Special Education Team and the Principal in consultation with the staff and the Board of Management. The policy was revised in line with the Education Act (1998), the Education Welfare act (2000), the Equal Status Act (2000), the Disability Bill (2002) and the Education of Persons with Special Educational Needs Act (E.P.S.E.N) 2004. The school adheres to the terms of current circulars on special education provision published by the Department of Education and Skills including the most recent Cir 13/17 on the New Model of Special Education Needs.

The Policy on SEN Provision in St. Malachy’s G.N.S., was discussed and further developed by the teaching staff of St. Malachy’s G.N.S. during May 2018 and discussed, accepted and ratified by the Board of Management in October 2018.

This Policy on SEN Provision in St. Malachy’s G.N.S. contains the following elements:

1. Aims of SEN Support

   • To support the inclusion of SEN pupils in primary schools.
   • To ensure that the NEPS Continuum of Support /Staged Approach is implemented.
   • To “optimise the teaching and learning process in order to enable pupils with learningdifficulties to achieve adequate levels of proficiency in literacy and numeracy before leaving primary school” (Learning-Support Guidelines [LSG]: p. 15). This support maybe provided by the Class Teacher and / or the Support Teacher (Appendix 1: The Staged Approach, described in Circular 02/05).
   • To provide supplementary teaching and additional support in English and/or Mathematics.
   • To enable pupils to participate in the full curriculum.
   • To encourage differentiation in the classroom.
   • To develop positive self-esteem and positive attitudes about school and learning in pupils.
   • To support attainment, and behavioural, social and emotional functioning.
   • To enable pupils to monitor their own learning and become independent learners.
   • To involve parents in supporting their children through effective parent-support programmes.
   • To promote collaboration among teachers in the implementation of whole-school policies on learning support for pupils.
   • To establish early intervention programmes designed to enhance learning and to prevent / reduce difficulties in learning.
   • To guard the self-esteem and self-image of the learner.

2. Guiding Principles

   The intensity of additional support that is provided for pupils with low achievement and pupilswith special educational needs should be based on their needs and should be provided differentially through the continuum of support process (Circular 13/17: p.16).

   “Pupils with the greatest levels of need should have access to the greatest level of support, and whenever possible, these pupils should be supported by teachers with relevant expertise who can provide continuity of support.” (DES 2017, p.5)

   2.1 Effective learning programmes in St. Malachy’s G.N.S. are based on the following principles:

   • Quality of teaching. Research has consistently shown that the quality of teaching is the most critical factor in enhancing pupils’ learning and educational experiences (2017Guidelines: p. 27).
   • Effective whole-school policies.
   • Whole School Involvement /working as teams.
   • Provision of intensive early intervention in second class.
   • Direction of resources towards pupils in greatest need.
   • Implementation of a staged approach to support provision at Class Support / School Support / School Support Plus.

   • Provision of the Model of intervention appropriate for the pupil and the difficulty they are experiencing, meeting complex needs e.g.

     1. Withdrawal Model:

        • 1:1 interventions, only where difficulties are very significant/when pupil needs do not match to form a small group.
        • Small group interventions

     2. In-Class Support Model:

        • Station teaching
        • Team Teaching
        • Peer tutoring
        • Co-teaching
     • Parental involvement.
     • Collaboration between teachers and SNAs working as a team.
     • Maintenance of Support Plans by Class Teachers and Special Education Teacher at Class Support / School Support / School Support Plus.
     • Thorough assessment procedures.
     • Regular contact with SEN pupils.
     • Manageable caseloads / timetables.
     • Support from outside agencies (NEPS, CAMHS, Speech & Language Therapists, Occupational Therapist, Visiting Teacher Services, SESS, PDST etc.)
     • Continuing Professional Development (CPD)

     St. Malachy’s G.N.S. currently has the following provisions to cater for children with Special Education Needs:

     • 3 Special Education Needs Teachers (including shared SET post)
     • 4 Special Needs Assistants.

     Access to and participation in the above facilities is governed by the following policies:

     • Enrolment Policy
     • Special Education Needs Policy
     • Special Needs Assistant Policy
     • Assessment Policy

3. Prevention Strategies

   Prevention / early intervention is a cornerstone of supporting learning.

   As a means of preventing the occurrence of learning difficulties as far as possible, the following strategies are being implemented:

   • The development and implementation of agreed whole school approaches to language development, e.g. phonological awareness and to the teaching of all strands of English Curriculum including the Language Curriculum (See PleanScoile / School Improvement Plan)
   • Careful development of phonological awareness in the classroom.
   • The use of concrete materials at every opportunity..
   • Implementation of whole school parental involvement programmes e.g. developing children’s oral language skills; shared reading at home; developing early mathematical skills etc.
   • The development and implementation of agreed whole school approaches to the teaching of aspects of Maths, e.g. our whole school approach to the teaching of Maths / language of tables and subtraction/ RUDE strategy etc.
   • Promotion of parental understanding and involvement through the arrangement of formal and informal Parent-Teacher Meetings, and provision of regular school newsletter and Komeer messages as well as ongoing collaboration with Parents’ Association.
   • Ongoing structured observation and assessment of the language, literacy and numeracy skills of pupils in the lower classes to facilitate early identification of possible learning difficulties.
   • Close collaboration and consultation between the class teachers and the Support Teachers.
   • Thorough assessment procedures throughout the school.
   • Provision of additional support in language development/early literacy/early mathematical skills to pupils who need it.
   • Implementation of DEAR time/ Building Bridges of Understanding/ Literacy Lift-Off/ In-Class Support from 2nd class upwards.
   • Class based early intervention by the SEN Support Teacher from 2nd class resulting in the provision of additional support.
   • Ongoing observation and assessment of pupils by the class teacher.

4. Selection Criteria:

   Our school will take the following into account when identifying pupils for support, as per DES Guidelines: Standardised tests can be used to screen and identify pupils’ performance in reading and mathematics. Those pupils performing below the 14th percentile will be prioritised for support in literacy and numeracy. If capacity allows, children above this percentile will also be considered for support based on the individual child’s needs. Pupils who were previously in receipt of supplementary teaching from a resource or learning support teacher and who continue to experience significant learning difficulties. Pupils who are identified as having significant needs through a process of ongoing assessment and intervention as set out in the Continuum of Support Process (DES, 2010). This will be evidenced through school-based assessment of attainment, and behavioural, social and emotional functioning and ongoing monitoring of learning outcomes. The school will also take into account needs set out in professional reports, where available. Pupils with mild or transient educational needs including those associated with speech and language difficulties, social or emotional problems, or co-ordination or attention control difficulties. Pupils who have specific learning disabilities. Pupils with significant Special Educational Needs. For example, pupils with significant learning, behavioural, emotional, physical and sensory needs. These pupils need additional teaching support because they require highly individualised and differentiated learning programmes that are tailored to their needs. Our school also carefully considers the needs of other pupils who may present with a range of learning profiles whose interaction may present a significant barrier to the pupils’ learning and ability to access the curriculum. Pupils who have additional literacy or language learning needs including those pupils who need additional English Additional language Support.

   Support may be provided to pupils at Classroom Support / School Support / School Support Plus levels of the NEPS' Continuum of Support Process (see NEPS Guidelines 2010).

   Those with the highest level of need should have the greatest level of support(2017 Guidelines: p.19)

   The 3 Steps from the 2017 Guidelines are used in identifying and support children at school within the Continuum of Support Model: Step 1: Identify Needs Step 2: Meeting Needs Step 3: Monitor and Record Progress

   4.1 Selection of Pupils for Special Education Teaching The principle of Early Intervention applies, therefore pupils from Second Class are given priority in the allocation of Special Education Teaching (SET) All pupils are screened annually, using appropriate standardised tests Micra-T, Sigma-T and Drumcondra Spelling tests. Priority for Special Education Teacher is given to those pupils who perform at or below the 14th Percentile, excluding the main pupils who receive Resource Teaching. In the case of pupils performing at or below the 14th percentile, the screening process is followed by a consultative meeting between the Class Teacher, the Special Education Teacher and the parents concerning the pupil’s performance, and supplementary teaching is offered. In the allocation of places for Special Education Teaching, the following are prioritised: Children from Rang 2 – Rang 6 at or below the 14th percentile in literacy and numeracy. In class support for children presenting at 14th percentile (and above, if capacity allows) in numeracy in all classes up to Rang 6.

   4.2 Referral to out of School Agencies The Special Education Teacher (SET) co-ordinates the referral of pupils to outside agencies, e.g. Educational Psychologist. The Principal and/or SET 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 in consultation with the appropriate school personnel. The external professional visits the school to meet with the pupil, parents, principal, Class Teacher and the SET as appropriate, and the assessment is conducted. This is followed by a return visit at which findings are discussed, recommendations are considered and an appropriate response is agreed. Where concern arises regarding the manner of speed of the follow-through post-assessment, such concern is pursued by the Principal with the out of school agency concerned.

5.0. Roles and Responsibilities The role of supporting learning is a collaborative responsibility shared by all of the school community: The Board of Management; Principal Teacher; Class Teachers; Special Education Teachers; Special Class Teacher; SNAs; Parents; Pupils and External Bodies & Agencies. It is important that everyone contributes to the implementation of our school plan on SEN Provision.

5.1 Role of the Board of Management The Board of Management shall: Oversee the development, implementation and review of the SEN policy. Ensure that satisfactory classroom accommodation is provided for the Special Education Teachers. Ensure that teaching resources are provided for the Special Education Teachers. Provide secure facilities for the storage of records relating to pupils in receipt of SEN.

5.2 Role of the Principal Teacher The Principal Teacher shall: Assume overall responsibility for the development and implementation of the school’s policies on special needs in co-operation with the Special Education Teachers. Monitor the implementation of the school plan on SEN 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. 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. Keep teachers informed about the external assessment services that are available and the procedures to be followed for initial referrals. Help teachers to increase their knowledge and skills in the area of Special Education. Encourage and facilitate staff members to attend CPD courses. Advise parents on procedures for availing of special needs services. Liaise with external agencies such as psychological services to arrange assessments and special provision for pupils with special needs. Co-ordinate and organise SNAs’ work and timetabling. Develop inclusive whole-school policies and monitor their implementation. Assign staff strategically to teaching roles, including special education teaching roles. Coordinate teachers’ work to ensure continuity of provision for all pupils. Ensure that whole-school procedures are established to facilitate the effective involvement of parents, pupils and external professionals/agencies. Ensure that effective systems are implemented to identify pupils’ needs and that progress is monitored methodically. Facilitate the continuing professional development of all teachers in relation to education of pupils with special educational needs, and ensure that all school staff have the opportunity to learn from colleagues.

5.3 Role of the Class Teacher The Class Teacher has primary responsibility for the progress of all pupils in her class, including those selected for supplementary teaching, which can be achieved by: Grouping pupils for instruction. Providing lower-achieving pupils with strategies for reading, spelling and problem solving. Adapting learning materials for lower-achieving pupils and higher achieving pupils (through differentiation). Liaising closely with their parents. Varying the level, structure, and mode of instruction and pace of lessons to meet individual needs. Adapting lessons to take account of pupils’ interests. Matching tasks to pupils’ abilities and needs. Adapting and utilising resources, including the use of technology.

Identification of Learning Difficulties: The class teacher plays an important role in the initial identification of pupils who may have general or specific learning disabilities. In supporting the development and implementation of the school SEN Policy, the class teacher will administer and score appropriate screening measures and discuss the outcomes with the Support Teacher assigned to the class. The class teacher will liaise closely with parents and elicit relevant information from them regarding e.g. hearing / vision checks.

Classroom Support/Stage 1: The NEPS’ Classroom Support/Stage 1 of the Staged Approach requires class teachers to support their pupils’ learning, in the first instance. Stage 1 / Classroom Support will continue when School Support / School Support Plus is being phased out or discontinued, to meet the pupil’s changing needs.

Support Plans: The Classroom Support Staged Approach requires class teachers to construct a simple, individual plan of support, to implement the plan and review its success regularly, before referring the child for Stage 2 interventions. The class teacher will open a Support Plan for the pupil at Stage 1/Classroom Support level of interventions, including targets, interventions and progress. Log actions in the Support Plan. For each pupil who is in receipt of supplementary teaching at School Support/School Support Plus, the class teacher will collaborate with the support teacher in the development of a Support Plan by identifying appropriate learning targets and by organising classroom activities to achieve those targets. For each pupil who is in receipt of supplementary teaching, the class teacher will adjust the class programme in line with the agreed learning targets and activities in the pupil’s Support Plan and maintain a record of the pupil’s progress towards achieving those learning targets. A key role of successful support is a high level of consultation and co-operation between the Class Teacher and the Special Education Teacher. Central to this consultation is the development, implementation and review of Support Plans. This consultation is achieved both through formal timetabling and informal consultation as the need arises.

Communicating with Parents: It is accepted practice for class teachers to consult with the parents of all pupils in the class from time to time. However, for parents of pupils who are in receipt of supplementary teaching, additional time should be devoted to consultation and collaborative planning. In the case of each pupil who has been identified as experiencing low achievement and/or a learning difficulty following administration of an appropriate screening measure, the class teacher should: Make parents aware of concerns about their child’s progress. Outline the support that is available to pupils who experience low achievement and/or learning difficulties (Classroom Support, School Support or School Support Plus). Inform parents that a meeting with the Special Education Teacher and/or the class teacher will follow diagnostic assessments. Attend, if possible, the meeting between the pupil’s parents and the support teacher. Collaborate with parents and SET on the formation of a Support Plan. Indicate to parents how the pupil’s class programme will be modified in order to achieve the agreed learning targets in the pupil’s Support Plan. Parental permissions for school-based tests/assessments is sought when the child enrols in our school and is retained by the principal in the pupils’ files in the office.

5.4 Role of the Special Education Teacher (SET): Members of the SEN Team undertake the following duties, delegated to her by the Principal Teacher: Providing supplementary teaching commensurate with the child’s particular and individual needs. Researching the pupil’s learning difficulty / SEN, to become au fait with this impediment to learning. Being familiar with a wide range of teaching approaches, methodologies and resources tocater for particular learning styles and to meet a variety of needs (2017 Guidelines p.13). Implementing suitable recommendations from outside agencies, wherever possible, and liaise with outside agencies pertinent to the children on their caseload. Developing a Support Plan for each pupil who is selected for supplementary teaching, in consultation with class teachers and parents. Maintaining a Long-Term Plan within the IEP (Stage 3 – School Support Plus Files) and Learning Plan (Stage 2 – School Support Files) for each individual or group of pupils in receipt of support. Providing supplementary teaching in English and/or Mathematics to pupils who experience low achievement and/or learning difficulties at School Support / School Support Plus (as per Selection Criteria) e.g. Literacy Lift Off, Station Teaching, Maths Stations, Team Teaching, in-Class Support etc. Assisting the implementation of whole-school procedures for the selection of pupils for supplementary teaching. Contributing to the development of policy on SEN at the whole school level. Providing advice to the class teacher (if requested) about pupils who are experiencing learning difficulties. Meeting with class teachers of each pupil who is in receipt of School Support / School Support Plus, to discuss targets and ways in which attainment of the targets can be supported throughout the school day.

Meeting with parents of each pupil who is in receipt of support, if possible, to discuss targets and ways in which attainment of the targets can be supported at home. Meeting with Parents of each pupil who is in receipt of support as follows: Pupils in receipt of Stage 2 (School Support): SEN teachers will meet with parents in conjunction with class teacher at the October Parent-Teacher meetings, the child’s plan is reviewed by teachers in January and parents are requested to sign the relevant documents. Pupils in receipt of Stage 3 (School Support Plus): SEN Teachers will meet with parents in conjunction with class teacher at the beginning of school year and will meet again for the review meeting held in January of the school year. 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 and in the Support Teacher’s room. Liaising with external agencies such as Speech and Language therapists, CAMHS etc In addition to providing supplementary teaching to pupils, the Support Teacher is involved in administering a range of formal and informal assessments and in maintaining records of the outcomes of those assessments.

The Special Education Teachers shall support: Overseeing 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. Coordinating 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 Mathematics, 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. Support Teacher caseload. Conduct an initial diagnostic assessment of each pupil who has been identified as having low achievement and/or a learning difficulty, based on results of an appropriate screening measure and record the findings of the assessment in the pupil’s Support Plan. 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 them, and record the observations in the Short Term Plans and Progress Record. Review the progress of each pupil at the end of an instructional term and record it on the pupil’s Support Plan. Log actions in the Support Plan. Consulting with class teachers on the identification of pupils who may need diagnostic assessment, coordinating comprehensive diagnostic assessment for each pupil who has been identified as experiencing low achievement and / or learning difficulties. Keeping teachers informed about external assessment services that are available and the procedures to be followed for initial referrals, when requested. Researching current assessments for primary schools. Maintaining assessment tests. Ordering standardised assessment scripts each year. Distributing standardised assessment scripts to class teachers each year. Maintaining the results of standardised assessment each year and share the results with the Principal Teacher. Advising Class Teachers about baseline and screening assessments in September each year, when requested. Policy: Formulating and updating the school’s SEN policy. Collaborating with the Principal Teacher and meeting with her regularly (SEN Meetings) to discuss issues relating to the development and implementation of the school plan on SEN, and to the provision of SEN. Selection: Monitoring the selection of pupils for supplementary teaching with the Principal, ensuring that support is focused on the pupils with very low achievement. Identifying the level of support that is needed to meet the pupil’s needs, in conjunction with the Principal, class teacher and parents. Assisting the Principal Teacher to co-ordinate the caseloads/work schedules of the Support Teachers, when requested.

Support Plans: Complete Student Support Plans at Stage 2 (School Support) and Stage 3 (School Support Plus) as outlined in the Continuum of Support Guidelines for Teachers in collaboration with Class Teachers, Parents, SNAs and children, where appropriate.

Co-ordination Activities: Maintaining a list of pupils who are receiving supplementary teaching at each stage of support - Classroom Support / School Support / School Support Plus. Advising class teachers and parents on procedures for availing of special needs services, when requested. Liaising with external agencies such as psychological services to arrange assessments and special provision for pupils with special needs. Supporting the Principal Teacher to implement a tracking system at whole-school level to monitor the progress of children with learning difficulties. Advising the Principal Teacher about pupils who have been allocated SEN provision, when requested.

Completing application forms for outside agencies such as NCSE; NEPS; CAMHS etc…, in collaboration with Class Teachers and the Principal Teacher, as required. Advising on effective timetabling practices that ensures continuity (Circular 13/17), when requested. Advising on transition, when requested.

5.6 Role of the Special Needs Assistant (SNAs) The purpose of the SNA scheme is to provide for the significant additional care needs, which some pupils with special educational needs may have.

1. Primary Care Needs (SNA Tasks): An SNA’s role is to carry out duties based on the Primary Care Needs of the pupil. These may include: Assistance with feeding: Where a pupil with special needs requires adult assistance and where the extent of assistance required would overly disrupt normal teaching time. Administration of medicine: Where a pupil requires adult assistance to administer medicine and where the extent of assistance required would overly disrupt normal teaching time. Assistance with toileting and general hygiene: Where a child with special needs cannot independently self-toilet, and until such time as they are able to do so. Assistance with mobility and orientation: On an ongoing basis including assisting a pupil or pupils to access the school, the classroom, with accessing school transport or to help a pupil to avoid hazards in or surrounding the school. (Every effort must be made by the school to provide opportunities for independence e.g. the removal of hazards). Assisting teachers to provide supervision in the class, playground and school grounds: At recreation, assembly, and dispersal times including assistance with arriving and departing from school for pupils with special needs where the school has made a robust case that existing teaching resources cannot facilitate such supervision. Non-nursing care needs associated with specific medical conditions: Such as frequent epileptic seizures or for pupils who have fragile health. Care needs requiring frequent interventions including withdrawal of a pupil from a classroom when essential: This may be for safety or personal care reasons, or where a pupil may be required to leave the class for medical reasons or due to distress on a frequent basis. Assistance with moving and lifting of pupils, operation of hoists and equipment. Assistance with severe communication difficulties including enabling curriculum access for pupils with physical disabilities or sensory needs and those with significant, and identified social and emotional difficulties. Under the direction of the teacher, this might include assistance with assistive technology equipment, typing or handwriting, supporting transition, assisting with supervision at recreation, dispersal times etc… The tasks noted above are the primary care support tasks for which access to SNA support is provided.

2. Secondary Care Associated Tasks (SNA Tasks): The following tasks are the type of secondary care associated tasks which SNAs will often perform: Preparation and tidying of workspaces and classrooms or assisting a pupil who is not physically able to perform such tasks to prepare and tidy a workspace, to present materials, to display work, or to transition from one lesson activity to another. To assist with cleaning of materials. Assistance with the development of Personal Pupil Plans for pupils with Special Educational Needs, with a particular focus on developing a care plan to meet the care needs of the pupil concerned and the review of such plans. Assist Teachers and / or Principal in maintaining a journal and care monitoring system for pupils including details of attendance and care needs. Assist in preparation of school files and materials relating to care and assistance required in class by students with special needs. Planning for activities and classes where there may be additional care requirements associated with particular activities, liaising with class teachers and other teachers such as the SEN Teacher and School Principal, attending meetings with parents, SENO, NEPS Psychologists, or school staff meetings with the agreement and guidance of class teacher/Principal. Assistance with enabling a pupil to access therapy or psycho-educational programmes such as anger management or social skills classes, under the direction of qualified personnel1, including class teachers or support teachers. Assistance to attend or participate in out of school activities: walks, or visits, where such assistance cannot be provided by teaching staff.

Role of Parents. Parents can support the work of the school in supporting their child by: Supporting the work of the school by participating with their child in such activities as: Book sharing / reading stories. Storytelling. Paired reading (listening to and giving supportive feedback on oral reading). Discussions about school and other activities to build vocabulary and thinking skills. Writing lists and short accounts about children’s experiences. Counting and measuring and other activities involving number. Visits to the zoo, museum, library etc… to broaden the range of their child’s experiences. Using Information and Communications Technology (ICT), where available, to support learning in English and/or Mathematics. Talking positively about school and school work. Availing of real-life situations to discuss the importance of language, literacy and mathematics. Modelling involvement in language, literacy and mathematical activities at home by engaging in and talking about these activities. Working on agreed Targets at home. Parents should keep the class teacher informed of the progress that they observe in their child’s learning. They should also let the school know of any learning difficulties that they observe in their child at home.

If, following diagnostic assessment, the child has been identified as requiring supplementary teaching, the parents should attend a meeting with the Support Teacher to discuss: The results of the assessment The learning targets in the child’s Support Plan The ways in which attainment of the targets can be supported at home.

Where a child is in receipt of supplementary teaching from the learning-support teacher, the parents should: Discuss their child’s progress with the Support Teacher at the end of the instructional term, and, in cases where supplementary teaching is to be continued, discuss the revised learning targets and activities in their child’s Support Plan. At the discontinuation of supplementary teaching, discuss with their child’s teachers how the child’s future learning needs can continue to be met at school and at home.

Role of Pupils Pupils who are in receipt of supplementary teaching should, as appropriate: Outline his/her interests, aspirations, strengths. Contribute to the evaluation of their progress by participating in appropriate assessment activities, including self-assessment. Contribute to the Support Plan. Become familiar with the medium and short-term learning targets that have been set for them and they should be given the opportunity to contribute to the setting of such targets. Contribute to the selection of texts and other learning materials that are relevant to the attainment of their learning targets. 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.

Early Intervention Programme: Early intervention programmes may be provided by the class teacher and/or by the Support Teacher, in accordance with the Staged Approach (Appendix 1) and the NEPS Continuum.

Close collaboration and consultation between the class teachers and the support teachers, should identify pupils who may be in need of early intervention. Teacher observation and professional opinion will be given due consideration in the selection of pupils for early intervention programmes at Classroom Support / School Support level.

Intensive early intervention programmes can be an effective response to meeting the needs of children with low achievement (e.g. Friends for Life)

7.0Policy regarding Permissions; Screening; Assessment; Selection; Allocating Additional Teaching Supports; Time Management and Review

7.1 Parental Permissions: Written parental permissions are required for children to receive School Support/School Support Plus Written parental permissions for school-based/diagnostic assessments are given to parents on school entry.

Initial Screening: class teachers will carry out initial screening tests and standardized assessments. The Support Teachers will administer further screening tests, if deemed necessary.

Diagnostic Assessment: The support teacher will discuss each class’s recorded results with the class teacher and carry out further screening tests and/or diagnostic assessments where it is deemed necessary. The results of these tests will inform the caseload selection process. The Principal Teacher will be kept informed at all times during this process.

8.0 Staff Meetings. SEN provision in our school will be included on the agenda for staff meetings at least once per instructional term. Any shared support teachers attend staff meetings at their base schools.

9.0 Parent-Teacher Meetings The nature of SEN support means that meetings with parents are on-going and regular.

10.0 Travelling Time The shared support teachers will ensure that the time spent travelling between schools is kept to the minimum possible, while providing regular support to pupils.

Monitoring Progress. Monitoring the academic progress of the pupils in this school will be accomplished by: Implementing Step 3 of the 2017 Guidelines, as previously mentioned in this policy.

11.1. Continuing and Discontinuing Supplementary Teaching Supplementary teaching will normally be discontinued where the targets have been met and the pupil (on assessment) is performing above the percentile laid down in the selection criteria for receiving support. Following the review, a decision is made to continue/discontinue the provision of Supplementary Teaching. The decision making process involves consultation between the class teacher, the support teacher, and the pupil’s parents, and account is also taken of the overall Learning Support demands in the school. The criteria on which the decision will be made include: A consideration as to whether the pupil has achieved some/all of the learning targets set A consideration as to whether the pupil will be able to cope independently/semi independently in the classroom learning context A decision to continue the provision of supplementary teaching will result in a revision of the pupil’s plan.

1. Success Criteria The school wide implementation of this policy will result in enhancement of pupils learning in the following ways: Improved standards of academic achievement with the pupil’s individual learning programme. Enabling the discontinuation of the provision of Learning Support based on positive assessment results. Enhanced parental involvement in supporting their child’s learning needs. Increased opportunities for effective communication between school personnel in relation to pupil’s progress. Learning Support provision continuously focused on children 2nd to 6th class. The children achieving their learning objectives / targets. Inclusion of pupils with special needs into our school. Confident children who feel that they are part of the whole school community. Positive feedback from the teaching staff, SNAs, pupils, psychologists and parents.

Monitoring and Reviewing of Saint Malachy’s Girls’ School Special Education Needs Policy.

The SEN Team and Principal Teacher have overall responsibility currently for monitoring and reviewing this SEN Policy.

It is an ongoing and developmental process. Staff and Board of Management will engage in the developmental process, and the policy will be reviewed as necessary.

Signed: _________________________ Signed: ________________________ Chairperson of Board of Management Principal/Secretary to the Board of Management

Date: __________________________ Date: ___________________

List of Appendices.

Appendix 1.

The Staged Approach to Assessment, Identification and Programme Planning (Appendix 3 of Circular 02/05).

Appendix 2. The 2017 Guidelines presentation of the NEPS Continuum of Support levels of support.

Appendix 3. Personal Pupil Plan (PPP) template.

Appendix 4. Transition from Primary to Post-Primary School.

Appendix 5.

Table 1: from the 2017 Guidelines. Identification of Educational Needs through the Continuum of Support Process.

Appendix 6.

Template: Pupils with Special Educational Needs who are in receipt of interventions through the Continuum of Support Framework.

Appendix 7. Educational Planning (2017 Guidelines).

Appendix 8. Appendix 1 from the 2017 Guidelines: Target-setting as part of the problem-solving framework.

Appendix 9.

Table 2: from the 2017 Guidelines Planning Template to Guide the Allocation of Additional Teaching Supports for Pupils with Special Educational Needs.