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Newsletter, May 2021

Newsletter, May 2021

Dear Parents,

Please find below details of forth coming events in our school and events we took part in.

Sacrament of Confirmation

We have been informed by the Parish Office that the Sacrament of Confirmation will be celebrated for 6th class on Monday 16th & Tuesday 17th August.  You will be informed of exact day and time when this information is available to us.

First Holy Communion

The Sacrament of First Holy Communion has been postponed until autumn when children return to school.  2nd class pupils will however celebrate First Confession in the school on Wednesday, May 26th.

Junior Infant Enrolment Evening

Our traditional Junior Infant Evening will not go ahead again this year. Instead 1 parent will be invited to bring their child to the school for a 15 minute session in small groups week beginning June 14th.  An information video will be emailed in advance of this meeting with all relevant school information.     Parents will be informed of the exact day/time in advance.

RSE Programme

4th/5th/6th classes attended a “Growing Up” presentation by Laura Kiely on Thursday 6th May.  The talk dealt with the sensitive areas of the RSE Programme. Class teachers will have covered the relevant sections of the RSE Programme dealing with body names/changes/ growing up etc. by the end of May. Parents are always notified in advance of these classes so that you have an opportunity to address those issues at home with your child.

School Self Evaluation

Our School Improvement Plan for literacy (2018-2021) concludes this term.  This plan focussed mainly on the Literacy Lift Off Programme (Senior Infants & 1st Class), Reading Recovery Programme (Senior Infants & 1st) and Guided Reading throughout the school.  We aim to develop reading skills with particular emphasis on comprehension.  It is our experience that while often pupils can be fluent readers they do not always comprehend the content.  Standardised Tests in English and Maths will be administered week beginning May 31st and June 9th.  We will analyse our Standardised Test Results in June but will be very mindful that these results are not fully reflective of our efforts as a result of prolonged closures.  These results will be used in conjunction with teacher observations, teacher assigned tests, tasks and feedback from the SEN team to inform curriculum planning for 2021/22.

Teaching and Learning

Due to school closures we have had to prioritise certain curricular areas in order to ensure that all children could proceed with learning in a meaningful way.  Irish, English, Maths, P.E., and S.P.H.E. were the subjects we have prioritised since our return to school.  Other subject areas have been integrated where possible.  We fully acknowledge the importance of exercise, mindfulness, activities, movement breaks etc. in promoting good mental health in our students and staff.

STEAM Education

This year our two 6th classes are participating in the STEAM Engineering-in-a-Box programme via Zoom.  The lessons are delivered by two engineers from Teleflex, Katy and Cathal.  Every week they present the pupils with interesting lessons and set various challenges and tasks for the children to solve.  The programme introduces the children to the various disciplines of engineering and the engineering design process.

History

As part of our History Curriculum 1st and 2nd classes will visit Derryglad Museum, Brideswell this week.  Here they will have an opportunity to enjoy many artefacts from the past giving them a glimpse of what life was like long ago.  In June, all classes will engage in Geography fieldtrips through the Green Schools Outdoor Learning Initiative. 

Sport:  Sports Day

A Sports Day will be held for the following class groupings on separate days:

1. Junior & Senior Infants

2. 1st & 2nd classes

3. 3rd & 4th classes

4. 5th & 6th classes

Each class will remain within their class bubble and there will be no mixing between classes.  You will be informed of the exact dates when the weather improves.

Active Schools Week

Our school reinforces the message that children require 60 minutes of moderate to vigorous physical activity every day. We, have just completed Active School’s Week May 10th-15th. There were activities scheduled each day. A hoop challenge, a skipathon, yoga & mindfulness, running and a penalty shootout were in this year’s line-up. All children participated with finals taking place in the afternoons for various events. To coincide with this, all pupils tracked their daily efforts.  Active style homework was assigned. This was monitored and recorded by each child to emphasise their daily activity during the week. Children who return their forms will be entered in a lucky dip for their efforts.

A special word of thanks to Emmet Mullally, Mark Hollmann, Jackie Moran, Edel Conway & Johnny Dunning who all volunteered their services to share their expertise in various sporting disciplines.

Ollie Lennon from Clann na nGael continues Gaelic training on Wednesdays with a new block beginning on May 19th. He is focussing on fundamental movement skills this term and his sessions are always most enjoyable.

The children ran a collective 3,983km to Lapland in December of 2020.

In February of this year the children of Cloonakilla NS walked/ran an astonishing 10,516km around Europe. This was as part of our “Every Step Counts” campaign whilst on lockdown. We the ASF committee, are so proud of the enthusiasm shown during initiatives. It shows what a super group of pupils we have to reach such milestones over short periods of time.

Ms Cunniffe is in the process of submitting our application for our Active Flag. A Powerpoint of our ASF endeavours will be posted later this week on our school website. Please take a look to see our journey over the last few years.

Amber Flag

The children from the Amber Flag Committee have been very busy since Christmas! The members of this year’s committee are Kyle Behan, Katelyn Dolan, Emma Byrne, Orla O’Donoghue, Adam Rafferty, Grace Meares, Isabelle O’Toole and Margarita Zubgova. 

During school closures we held our Amber Flag meetings on Zoom with Mrs Cronolly.  We met on Fridays and discussed our plans for promoting mental health and wellbeing at Cloonakilla NS and each week we finished off with a Guided Mindfulness activity.   

We held a whole-school wellbeing “Change Your Perspective” photography competition on SeeSaw. The winners were Ava Cooney (3rd Class) Conor and Holly Burke (1st & 4th classes), Davy Ward (3rd class), Mary Kate and Aoife Kinneavy (2nd & 6th classes). Well done to all who entered and congratulations to the winners. 

The Board of Management has bought us a new Buddy Bench so we now have two fabulous Buddy Benches in the junior yards. The Amber Flag Committee recorded a video to show children from Junior Infants to 2nd class how to use the Buddy Benches appropriately. We have put a poster in each junior classroom about the Buddy Benches.  

We took part in the Walk in My Shoes Awards organised by St Patrick’s Mental Health Services and progressed to the final round.  

We received our Amber Flag Completion Certificate this week, along with our 3rd Amber Flag which will be raised along with the Active Flag when Covid-19 Restrictions allow for a joint celebratory event.  

Green Schools

Litter Picking has commenced three mornings a week to ensure our schools grounds are kept litter free. A big thank you to the Green Schools Committee (4th Class), for their tremendous work.

3rd, 4th and 5th classes took part in An Taisce`s National Spring Clean on the week of the 26th of April. Normally, this is a whole school event. Due to current restrictions, this year’s Spring Clean had to be limited to a small number of classes. Well done and a big thank you, to all the teachers and all the pupils who were involved.

For the remainder of the term, all classes will take part in the Green Schools Outdoor Learning Initiative. This involves Nature Trails and Nature Activities which revises our past theme; Biodiversity.

The Green Schools Outdoor Nature Initiative promotes learning about all different types of nature in our school environment in a fun and safe way. Outdoor education not only is COVID-friendly (respecting social distancing), it is also proven to be of vital importance in the promotion of health and well-being in children – both mental and physical.

6th Class Graduation

6th Class Graduation will be held in the school on Wednesday, June 23rd.  Unfortunately we are unable to invite parents to attend due to Covid-19 restrictions.  I realise that it is most regrettable. I acknowledge that they have missed out on many traditional milestones enjoyed in 6th class.  As a Special concession to our 6th class pupils a tour to Baysports has been arranged for Tuesday, June 22nd.  I would like to thank 6th class for being the best they could possibly be during the year and throughout their time in Cloonakilla NS.  

Non-Uniform Day

Non-uniform day was held on Friday, April 30th for Temple Street Children’s Hospital in memory of Laura Carroll R.I.P. Total raised was €1360.  The Carroll family really appreciate your generosity.

Book Rental Scheme

The Book Rental Scheme will continue for 3rd to 6th classes.  The Book Rental Scheme represents a saving for parents.  You have received an email outlining the scheme. If you wish to be included in the scheme please enclose money in an envelope with your child’s name clearly marked on the outside.  This should be forwarded to the class teacher by June 11th.  No late application will be accepted this year.

Photographs

School photographs have been distributed and we request that you please order online as per information on the proof.  If you are not in a position to order on line, return order to the school. Late orders are subject to a late order fee and postage costs.  Closing date for all orders is Friday, 21st May.  

Outdoor classroom/ Sensory area

We have recently installed an outdoor environmentally friendly classroom which is made from recycled plastic.  It will be used as part of every child’s learning at school.  It is about getting the children outside and providing them with a

different learning experience.  Over the next few weeks we will install a flower fence beside the outdoor classroom as part of our efforts to build a sensory garden area.  Continuing on our biodiversity theme, our wild flower garden area

has been planted and we hope to see some flowers in bloom attracting bees and insects before our summer holidays.

We have already installed an indoor sensory path upstairs.  It will be used for movement breaks.  The path provides time for children to engage with their senses in a focused way and it has been proven to improve learning, memory and concentration, while helping children to manage stress, hyperactivity and anxiety.

Covid-19

We are all only too well aware of the impact Covid-19 restrictions have had on our lives.  We hope there are brighter days ahead.  For now we will continue to implement and observe our Covid-19 response plan.  It is very important for us all to remain vigilant as the virus is still very transmissible in our communities.  On behalf of the Board of Management I would like to express my thanks to our entire school community for your adherence to our plan.  Through your efforts we managed to stay safe so far so please keep up the good work.

Regards,

Mary O’Rourke, Principal

Term 3 Sixth Class

We are enjoying learning this school year. Active School week was fantastic fun we tried out lots of different activities! We had activities scheduled each day. A hoop challenge, a skipathon, yoga & mindfulness, running and a penalty shootout were in this year’s line-up.   Active style homework was also assigned. We used the online platforms Seesaw , Zoom , Google Slides , and Book Creator for collaborative learning and presentation of creative writing and projects. We are taking part in the STEAM engineering-in-a-Box programme via Zoom. The lessons are delivered by two engineers from Teleflex, Katy and Cathal.  Every week they presented us with stimulating lessons and set challenges and tasks for us to solve.  We have learned how to build paper bridges and bird houses. We also have Geography fieldtrips through the Green Schools Outdoor Learning Initiative. 

Term 3 Fifth Class and Active School Flag Journey!

The two Fifth classes were very busy this term. We helped to organise Active School week! It was brilliant to see everyone in the school community enjoying outdoor activities. We had activities scheduled each day. A hoop challenge, a skipathon, yoga & mindfulness, running and a penalty shootout were in this year’s line-up.   Active style homework was also assigned. We also used the outdoor classroom for some lessons. We did plenty of projects in S.E.S.E. . We also have Geography fieldtrips through the Green Schools Outdoor Learning Initiative.  We were also very busy using the online platform Seesaw. This school year we uploaded projects, videos, and art to Seesaw in all subjects.

Active School Flag Journey Slideshow !

The above slideshow has 76 slides!

Check out our Active School page https://www.cloonakillans.com/active-school-flag/ on this website to see lots more pictures and facts about our Active School Journey!

Here are some of our Arts and Crafts.

Term 3 Fourth Class

The two Fourth classes were very busy this term. We used the outdoor classroom for some lessons. We did plenty of projects in S.E.S.E. We learned interesting facts about Italy. We took part in An Taisce`s National Spring Clean on the week of the 26th of April. We are taking part in the Green Schools Outdoor Learning Programme. We are exploring nature in our school grounds. We were also very busy using the online platform Seesaw. This school year we uploaded projects, videos, and art to Seesaw in all subjects. We enjoyed Active School week and played plenty of sports. Here are some of our Arts and Crafts activities!

We painted colourful spring meadows using a variety of painting tools (but not a paintbrush).

Active Schools Week!

Term 3 Third class

The two Third classes were very busy this term. We used the outdoor classroom for some lessons. We did plenty of projects in S.E.S.E.. Great Britain and Egypt are the countries we learned lots of interesting facts about this year. We enjoyed doing guided reading in English. This school year we were also very busy using the online platform Seesaw. We uploaded projects, videos, and art to Seesaw in all subjects. We enjoyed Active School week and played plenty of sports. Here are some of our Arts and Crafts activities!

We learned lots of interesting facts about the Rain Forest.

Term 3 Second Class

The two Second classes were very busy this term. We used the outdoor classroom for some lessons. We did plenty of projects in S.E.S.E. We are now using the PM reader online platform and have read lots of very interesting stories at home and in school. We were also very busy using the online platform Seesaw. We have plenty of projects, videos and Art uploaded to Seesaw in all subjects. We enjoyed Active School week and played plenty of sports. Here are some of our Arts and Crafts activities and photos from active week!

Term 3 First Class

The two First classes were very busy this term. We used the outdoor classroom for some lessons. We did plenty of projects in S.E.S.E. We are now using the PM reader online platform and have read lots of very interesting stories at home and in school. We were also very busy using the online platform Seesaw. We have plenty of projects, videos and Art uploaded to Seesaw in all subjects. We enjoyed Active School week and played plenty of sports. Here are some of our Arts and Crafts activities!

We learned very interesting facts when we did our project on India.

We enjoyed writing our book reviews!

ACTIVE SCHOOL WEEK

Term 3 Senior Infants

The two Senior Infant classes were very busy this term. We enjoyed Aistear activities, and we did beautiful Arts and Crafts ! We used the outdoor classroom for some lessons. We were also very busy using the online platform Seesaw. We have plenty of activities, videos and Art uploaded to Seesaw. We did plenty of nature walks around the school grounds and saw birds, insects and plants. We enjoyed Active School Week and played plenty of sports. Here are some of our Arts and Crafts activities!

Term 3 Junior Infants

The two Junior Infant classes were very busy this term. We enjoyed Aistear activities, and we did beautiful Arts and Crafts ! We used the outdoor classroom for some lessons. We were also very busy using the online platform Seesaw. We have plenty of activities, videos and Art uploaded to Seesaw. We did plenty of nature walks around the school grounds and saw birds, insects and plants. We enjoyed active School week and played plenty of sports. Here are some of our Arts and Crafts activities and photos from outdoor learning!

Special Educational Needs Policy

Special Educational Needs Policy

Introductory Statement

This policy replaces the existing policy on Special Educational Needs (SEN). We felt it necessary to review practice at this stage to reflect the changes that have evolved as we have implemented the New Model and progressed to using online systems for planning and recordkeeping.

This policy was reviewed by the SEN team in consultation with the Principal and class teachers.   The PCSP Guidelines provided a scaffold for this policy.

The school currently has the following provisions to cater for children with Special Educational Needs:

  • 5 SET  & 1 Part-time
  • 6 Special Needs Assistants

Guiding Principles

It is the policy of the school to accommodate children with special needs to the best of its ability.  We want all children particularly those with disabilities to feel that they are a valued part of the School Community. 

Rationale

The rationale for this policy is to ensure compliance with The Education Act (1998), The Education Welfare Act (2000), The Equal Status Act (2000), The Disability Bill (2002), and the E.P.S.E.N. Act (2004).

Relationship to School Ethos

Cloonakilla N.S. is dedicated to the spiritual, emotional and intellectual development of each child (Mission Statement) and the SEN policy is in keeping with this.

Aims and Objectives

  • To ensure all children gain access to a broad and balanced curriculum and have opportunity of access to an appropriate education.
  • To develop positive self-esteem and positive attitudes about school and learning in these pupils.
  • To develop an appreciation of the benefits of education.
  • To enable these pupils to monitor their own learning and become independent learners.
  • To set out the whole school approach to teaching and learning re pupils with Special Needs.
  • To develop a partnership with parents/carers.
  • To use all resources efficiently and equitably so that these children develop as learners, engage meaningfully with the curriculum and develop the skills and competencies necessary to lead an independent life.
  • To enable all pupils with disabilities in the school to share with their peers as complete an educational experience as possible.
  • To support and nurture the development of exceptionally able students and to provide opportunities for enrichment and extension

Roles and Responsibilities

Board of Management (BOM)

It is the policy of the Board of Management of Cloonakilla N.S. that in so far as possible, and in co-operation with the Department of Education and Science (DES) and the Health Executive (HSE), to integrate children with special needs into the school. Where special and exceptional requirements are deemed to be necessary, the Board will endeavour to comply, where possible, to meet these needs. The Board will ensure that all necessary accommodation and equipment are provided.

Principal

The Principal has overall responsibility for the day-to-day management of provisions, working closely with the S.E.N. team and class teachers.

SEN Co-ordinator

The SEN co-ordinator will co-ordinate the implementation of the SEN policy in consultation with the Principal and the In School Management team.

The school will follow the Continuum of Support process.

Class Teachers

Class teachers will monitor and evaluate the needs of their pupils through on-going observation and assessment , communication with parents and outside agencies.

In 1st to 6th class standardised tests will be administered in English and Mathematics at the end of the school year (1st to 6th) and 1st class will be tested in October.

Pupils scoring at or below the 12th percentile will be given priority for  Learning Support.  Other children experiencing difficulties will be offered support depending on the availability of resources. Parents’ permission will be requested for Learning Support.

Where a teacher or parent have concerns about the academic, physical, social, behavioural or emotional development of a child the school will follow these guidelines:

  • The teacher should meet with parents as early as possible to pool their information about the child. Cognisance should be given to the fact that it usually a difficult time for the parents, and this meeting should be of a supportive and encouraging nature.  A support file will be opened for the pupil.
  • Stage 1, Classroom Support, should be implemented. The teacher should administer screening checklists and profiles for children in infants and first classes. Norm referenced tests will be administered to older children and behavioral checklists will be used where appropriate.  A plan for extra help within the normal class should be drawn up and reviewed with the parents.
  • If concern remains after two school terms, the SEN team should be consulted with a view to moving on to Stage 2, School Support. The child with learning difficulties should be referred for Learning Support after securing parental permission. If further diagnostic tests reveal that the child would benefit from supplementary teaching an Individual Education Plan (IEP) will be drawn up involving the Learning Support Teacher, the Class Teacher and the parents.  The Individual Education Plan (IEP) will co-ordinate the work of all three.

If significant concerns remain after a school term, it may be necessary to implement Stage 3, School Support Plus. With the permission of the parents, the school will formally request a consultation and, where appropriate, an assessment of need from a specialist in respect of the child’s learning difficulties (mild/ moderate behavioral problems or serious emotional disturbance/ behavioral problems). Such specialist advice may be sought from psychologists, pediatricians, speech and language therapists, audiologists etc.

If  a pupil is over 8 years of age and is not making progress in literacy after significant interventions it may be appropriate to consider an exemption form Irish.

(See Assessment Policy)

In consultation with the relevant specialists, the SET and the class teacher should then draw up a learning plan and  identify any additional available resources that are considered necessary. The parents will be fully consulted throughout this process. Regular reviews will take place with the necessary adjustments being made to the plan.

Special Needs Assistant (SNA)

The Special Needs Assistant (SNA) will

  • Share information about the child’s talents, strengths and needs.
  • Support the implementation of targets relating to the needs of the child.
  • Provide feedback which will contribute to monitoring and reviewing the child’s progress.

Special Education Needs Team (SEN)

The SEN co-ordinator will lead the SEN team in consultation with the Principal. [Appendix 2 Year at a Glance]

The SEN team will co-operate with the staff and parents in supporting children with learning needs.  They will be responsible for diagnostic testing and will develop IEP’s for each child selected for supplementary teaching in consultation with class teachers and parents.

They will work with The Assessment Co-ordinator to administer a range of assessments. Diagnostic tests administered in our school include the Jackson Get Reading Right, Phonological Awareness Test (Robertson & Salter), Aston Index, WIATT , N.N.R.I.T., Jolly Phonics Assessment Kit, Math’s Recovery Assessment Tests and Reading Recovery Observation Survey including British Ability Scales Reading Test, Letter Identification and Word Writing Test.  We may also administer the Schonell Reading and Spelling Test.

The SEN Team will monitor and record progress towards achievements of learning targets.

Parents

Parents will keep the school informed about the needs of their child.  They will be involved in the planning process and will support the school in the implementation of their child’s IEP. Parents may request a review of their child’s IEP in accordance with the EPSEN Act, 2004.

Children

Children where appropriate will monitor their own learning and be involved in the planning process.

Facilities and Resources

The Mainstream School has five resource rooms.  The school has ample resources for Special Needs aids which are stored in the resource rooms.

Enrolment

It is the policy of the Board of Management to accommodate children with special needs to the best of its ability and in line with the Department of Education and Science rules and regulations.

Differentiation

Access to the schools broad and balanced curriculum is achieved for most children by differentiation of class work by the class teacher.  The class teacher will liaise with the Learning Support / Resource Teacher and provide interventions that are additional to and different from those provided under the normal school curriculum to support those with difficulty in literacy and numeracy and those who are exceptionally able. The school makes every effort to ensure a balance between withdrawal and in-class tuition.

Early Interventions

The triggers for early intervention will be:

  • The child makes little progress even when teaching approaches are directed at identified areas of weakness.
  • The child is slow to develop literacy and numeracy skills.
  • The child has social difficulties (communication, relationships etc.)
  • The child has emotional/behavioural difficulties which do not respond to behavioural management techniques.
  • The child has physical difficulties.

If the strategy of differentiated support does not work, the class teacher will inform the parents that their child’s needs might be better served in a small group with a support teacher.  The Class Teacher and the Support Teacher will differentiate the curriculum with realistic targets being set.  The Support Teacher will implement an educational plan for the child either as part of a small group, as part of the whole class or on an individual basis.  Where progress is such that the child is no longer giving cause for concern the child will revert to the class curriculum. 

The Literacy Lift Off programme will be offered to pupils in First class and Senior infants on a rolling 6 week intervention basis throughout  the year.

The Reading Recovery will be offered to children in Senior Infants and First Class where there are concerns around emergent literacy. At present the school has two Reading Recovery Teachers and places for 8 pupils on the programme.

Individual Educational Plans

Purpose of IEP

  • To focus on the particular learning needs of the child.
  • To set learning targets in relation to these needs.
  • To identify areas of strength in the child.
  • To have ongoing assessments and re-evaluation of the child’s progress.

IEP will include:

  • Child’s details, assessments and background information.
  • Personnel involved in the development and implementation of the IEP.
  • Learning strengths.
  • Learning needs.
  • Recommendations from outside agencies including NEPS, HSE, Sp &L OT and others where relevant.
  • Priority learning needs.
  • Specific learning targets.
  • Appropriate teaching strategies to achieve the targets.
  • Suitable resources to achieve the targets.
  • Class teacher involvement
  • Home involvement.
  • Review date.

See attached template.

There will be two instructional terms in the year – September to January and February to June. Targets will be set in September and reviewed in January. Following the January review new targets will be set. These will be reviewed in June.

The SEN teacher has responsibility for the co-ordination of the IEP. Parents and teachers participate in the preparation of the IEP. This is facilitated through meetings co-ordinated by the relevant SEN teacher.  Class teachers will meet with relevant SEN teacher. Following this the SEN teacher will meet with parents. When plan has been drafted it will be signed by parent, SEN teacher and Principal (For Low Incidence pupils only). Parents will receive a copy of the IEP and a copy will be kept in the school.

All reviews and IEPs for pupils will be completed on Aladdin so that they are fully secure and also available for all staff concerned. Hard copies will be printed off for parents.

In addition to the online records a hard copy file will be maintained for School Support Plus pupils. Reading Recovery files will also be maintained in hard copy.

School Support files and EAL files will move to being fully on line on a phased basis.

.

Inclusion

The goal of inclusion is to enable all pupils to belong within an educational community that values their individuality.  This school attempts to promote inclusion through:-

  • Modifying activities.
  • Allowing all children participate in oral work.
  • Allowing all children the opportunity to participate in group work.
  • Providing appropriate tasks and practical work.
  • Providing a supportive environment for all pupils.

SEN Tracking within the school:

  1. A current list of SEN supports-  Classroom support, School support or School Support Plus – will be maintained by the SEN co-ordinator.  Each class teacher and SET  will hold a copy for his/her class.

In June  list of SEN supports for the new year for  each class will be updated (Classroom support, School support or School Support Plus) in consultation with class teacher and SEN team.

A hard  copy will be  placed in the Assessment Folder for handover to the new teacher.

  • Class tracking system. (New June  2021) 

A summary SEN interventions will be maintained for each class to track interventions throughout their school life.  In June  a hard copy will be included in the  Assessment Folder for handover to new teacher.

Communication

The school communicates with the following as required:

  • Educational Psychologists.
  • Health Service Executive.
  • Special Education Needs Officer.
  • Speech and Language Therapists.
  • Occupational Therapists.
  • Social Workers.
  • Visiting Teachers
  • REIS

Timetabling – Inclass/Withdrawal

Timetabling for Resource and Learning Support is done through a collaborative approach between SET Teachers, Class teachers and Principal.  Due recognition is taken of the specific needs of each child.

Monitoring

The school will evaluate the effectiveness of Special Needs Provision through monitoring standards reached, case samples from children, the views of parents, staff feedback and continued levels of intervention.

Child Protection

In light of the Children First Act 2015 and the new Child Protection Procedures for Primary Schools 2017 the following amendments were added.

  • If a teacher is engaged in one to one teaching with a child there will always be a glass panel in the door and the teacher will keep a table between him/her and the child.
  • There will be an open door policy for pupils with complex behavioral issues.
  • The SEN teachers will call to the door of classrooms to collect and return children from infants to second.

Ratification and Communication

This policy is to be circulated to:-

  • All teaching staff and Special Needs Assistants.
  • Policy will be available to parents.

Implementation

This policy will be implemented in the school year 2021-22

Review

The policy was reviewed in March 2021

Ratification

This policy was ratified by the Board of Management in April 2021

________________                                                            ______________________

Chairman, Board of Management                                     Date