Healthy Lunches Policy
The school welcomes all students and aims to provide an integrated and inclusive education. This Admissions Policy for Bunscoil McAuley Rice has been drawn up by the Board of Management in accordance with the provisions of the Education Act (1998), the Equal Status Act 2000 and the Education Welfare Act (2000).
Bunscoil McAuley Rice is a mainstream Catholic co-educational primary school under the patronage of the Bishop of Ossory. It is part of the Edmund Rice Schools Trust network.
This Admissions Policy ensures that the appropriate procedures are in place to enable the school to make decisions on all applications in an open and transparent manner consistent with the ethos and mission statement of the school and in accordance with legal obligations.
The aim of this Admissions Policy is to inform parents about the school and to set out the criteria under which applications will be considered.
(A) Application for admission :
Application for enrolment in the school is made by completing the school’s application form, and returning it to the School Office by post or hand delivered.Applications are not accepted by e-mail.An admissions form for Junior Infant online applications is available on the school website.
The application form is available from the School Office.
The completed application form should be accompanied by confirmation, in writing, that the parent or guardian and applicant accept the Code of Behaviour of the school.
The Board will inform the school community of the procedure for application, through appropriate channels, e.g. the feeder pre-schools, parish newsletter, church announcements, school website.
The last date for return of completed application forms is 1st February and all applications will be processed after this date.
Parents/guardians will be informed of their child’s acceptance or refusal within 21 days of that date.
The school makes provision for late applications subject to the availability of places.A waiting list will be used if the school is oversubscribed.
(B) Enrolment :
Successful applicants will be informed, in writing, of their acceptance. Parents or guardians are then required to confirm, in writing, their acceptance of a place in the school for their child within 10 days of issue of letter of offer. Failure to confirm your acceptance of this offer in writing will be accepted as an indication of your refusal to enrol your child in Bunscoil McAuley Rice.
Successful applicants may be asked to attend at the school on a given date, for the purpose of assessment, in order to identify and plan for the educational needs of the pupils.
Junior Infant applicants must be at least four years old on 25th August in the year when he/she starts in our Junior Infant class and must be no older than 6 years of age in the current school year.No new Junior Infant student will be accepted after 31st August unless it is an inter school transfer (see section E).Successful junior infant applicants will be invited to an Induction Day in the school .
(C) Excess Applications:
The criteria for deciding on acceptance or refusal of applications, where the number of applicants exceeds the number of places available, is set down below in an open, transparent and fair manner.The maximum capacity in a class is 28 students.
1.Brothers and sisters of children already enrolled in the school & children of staff members, priority eldest;
2.Children residing in the Parish of Callan,priority eldest;
3.Applicants from outside of parish, priority eldest.
(D) Special Needs Applicants :
The school welcomes applications for admission of pupils with special educational needs.
The school will use the personnel and financial resources provided by the DES, to make reasonable provision and accommodation for students with disabilities or special needs, up to a nominal cost.
The school aims to identify, at an early stage, any applicant for admission who has special needs, and to become familiar with the specific needs of the child.
In making provision for children with special needs, the school needs to know if the child has had access to
1. A special needs assistant
2. A special class
3. Help, for specific needs, from any resource teacher
4. Assistance with behaviour modification
5. Psychological assessment/School report(copies of both requested)
6. Any additional resources to help with special needs/Help in areas including visual impairment, hearing impairment,learning disability or emotional disturbance.
8. Any resource in relation to travel or mobility
If an expert report is provided, it should include workable strategies for addressing the needs of the child, allowing for the resources available.
If no expert report is available, the school will request immediate assessment, in order to determine the educational needs of the child.
Having gathered all the relevant information available, the Board of Management will assess how the needs of the child can be met.
The DES will be requested in writing to provide additional resources, if such are needed.
The school will meet the parents to discuss the needs of the child and the capability of the school to meet these needs.
Parents or guardians of children with special needs are strongly advised to make early application to the school, to allow time to follow the procedures outlined above.
As soon as possible, but not later than 21 days after a parent or guardian has provided the relevant information, the Board of Management shall decide on the application concerned, and inform the parents or guardian in writing of their decision. (Educational Welfare Act 2000, Section 19, 3.)
(E) Transfer of pupils from other schools :
Pupils from other schools may transfer into the school at any time subject to the following conditions.
The transfer is in accordance with the school’s admission policy.
The school is satisfied with the reasons for the transfer.
The transfer is in the best interest of the pupil.
All relevant information from the former school is made available.
Space is available in the relevant class to facilitate the transfer.The required class must have less than 28 students in it.
The Educational Welfare Officer is consulted, if necessary.
(F) Decision-making Process :
Decisions in relation to admissions are made by the Board of Management, in accordance with school admissions policy.
The Board will have regard for the relevant conditions prescribed by the DES concerning class size, staffing provisions, accommodation, physical space, health and welfare of children and eligibility for admission.The maximum class size in Bunscoil McAuley Rice is 28 students.
The Board reserves the right to refuse an application for admission, in exceptional circumstances, as stated in the Education Act of 1998, (Section 29).
The Board of Management reserves the right to refuse enrolment in exceptional circumstances:
(a)The pupil has special needs such that, even with additional resources available from the DES,the school cannot meet such needs and/or provide the pupil with an appropriate education.
(b)In the opinion of the Board of Management, the pupil poses an unacceptable risk to other pupils,school staff and/or school property.
(G) The right of appeal:
Parents or guardians have the right to appeal a refusal by the Board to admit their child.
The Board’s decision will be given in writing and the reason for the refusal will be clearly stated.
The parents or guardians will be informed of their right to appeal the decision, and will be supplied with the Appeals Application Form. (Circular 22/02)
The appeal will be made to The General Secretary, Appeals Administration Unit, Department of Education and Science, Marlborough Street, Dublin 1, on the relevant form.
The school must be informed in writing of the decision to appeal.
When enrolling their child in the school, parents or guardians will be requested to complete a standard application form and to read the following documentation that is available on the school website:
(1). The Admissions Policy
(2). The Code of Behaviour
Parents and guardians should note that the school has adopted policy statements in other areas of interest and concern, towards the best running of the school and the maximum development of the pupils.
These policy statements can be accessed in the School Office on request or on the school website www.mcauley-rice.com.
This document states the Admissions Policy of our school at the present time. It may, however, be subject to adjustments and changes in the future.This policy was ratified by the Board of Management on 23rd October, 2013.It was reviewed and updated on 8th October, 2018.
In devising the following Code Of Behaviour for Bunscoil McAuley Rice, every effort is made to adopt a positive approach to the question of behaviour in the school and greater emphasis is placed on rewards and recognition of good behaviour than on sanctions. We recognise the variety of differences that exist between children and try to accommodate these differences.
Our school rules aim to ensure that each child respects and cares for him/herself and has respect, care, consideration and courtesy for others.
In order that these rules are understood and adhered to by all the students of the school, time will be spent in each class at the beginning of each term carrying out the following Behaviour Programme.
PROGRAMME FOR BEHAVIOUR:
- The children of each class will be introduced to the code of discipline and behaviour for the school. They will be taken through each of the rules and exercises will be carried out to ensure they understand the need for these rules and the benefits for themselves.
- Pupils from each class will receive lessons/assemblies on the subjects of good/bad behaviour, discipline, bullying, etc. and incentives will be introduced to encourage good behaviour e.g. ‘Student of the Week’ award.
- The school will investigate the need of talks for both the pupils and parents on the subject of bullying.
- This programme will be carried out at the beginning of each term.
Implementation of Code of Behaviour:
- Children are expected to be caring and courteous in their attitude to others – teachers, staff, parents, friends and other children.
- All pupils are expected to be in school no later than 9.20 a.m. on each school day unless alternative arrangements have been made with the school principal. If for any reason a child is unable to attend on time, a written note to the class teacher is expected. A note should also be furnished when children are returning after any absence from school.
- Children are expected to move about the school in a quiet and orderly manner, showing respect for classes in session nearby. In the interests of safety and hygiene children do not run or eat in the corridors of the school.
- All children must go to the playground at breaktimes, weather permitting. In the playground it is expected that they play and move about in a manner that will allow all to play in safety. Certain areas adjacent to the playground are out of bounds in the interest of safety. Certain games are also disallowed because of the danger element in a tarmac playground.
- Bullying in any of its forms will not be tolerated.
- When school finishes each day, all children must leave the school grounds in a quiet and orderly manner.
- Bad language will not be tolerated in the school.
- Homework should be done neatly and in full. A written note from parent/guardian is required if homework is not done.
- The school uniform must be worn each day except on P.E. days when the school tracksuit must be worn.Boys are not allowed to wear earrings or studs.For health and safety reasons, large hoop earrings are not allowed for any student.
POSITIVE ATTITUDE TOWARDS CHALLENGING BEHAVIOUR:
The school wishes to stress the need for a positive attitude towards challenging behaviour. The school encourages and re-enforces exemplary behaviour with minimum attention to those who wish to choose inappropriate attitudes:
- Praise and commendation for work well done
- Recognition for effort
- Rewards for success and achievement
- Merit awards
- Promotion of games, craft and pleasant opportunities to enjoy
- The overall responsibility for discipline within the school rests with the principal. Each teacher has responsibility for the maintenance of discipline within his/her classroom while sharing a common responsibility for good order within the school premises. A child will be referred to the principal for serious breaches of discipline and for repeated incidents of minor incidents.
2. The following strategies may be used to show disapproval of unacceptable behaviour:
a) Reasoning with the child
b) Reprimand (including advice on how to improve)
c) Temporary separation from peers, friends and others
d) Loss of privileges
e) Prescribing additional work
f) Communication with parents
g) Referral to Principal
h)The Principal may request that the parents/guardians take the student home early from school due to serious misbehaviour.
i) Suspension (temporary)
(The above list of reprimands does not have to be followed in order.)
3.In the case of serious misbehaviour or persistent disruption,the following steps may be taken:
a) Class teacher will keep a written record of all incidents of serious misbehaviour as well as a record of improvements in the behaviour of disruptive pupils and will inform the principal of the problem.
b) Parents/Guardians will be notified requesting one or both of them to meet with the class teacher. The principal may be in attendance.
c) The Principal may request that the parents/guardians take the student home early from school due to serious misbehaviour.
d) The principal may suspend a student immediately for up to 3 full school days for serious misbehaviour (which includes aggressive, threatening or violent misbehaviour towards a teacher, staff member or other children).
e) If, after the above steps have been taken, there are repeated instances of serious misbehaviour (which include aggressive, threatening or violent misbehaviour towards a teacher, staff member or other children) the chairperson of the board of management will be informed and the parents will be requested in writing to attend at the school to meet the chairperson and principal. Notification once again shall be delivered by hand or by registered mail. Copies of all correspondence shall be kept in the school files. If the parents do not give an undertaking that the pupil will behave in an acceptable manner in the future the pupil may have to be suspended for a temporary period of up to 5 days.If the pupil poses a danger to other students/staff members, he/she may be expelled from the school.
f)After 3 suspensions , the Board of Management may consider expulsion from the school.
The co-operation of parents and guardians in dealing with discipline and other problems is deeply appreciated. Therefore we would ask you to ensure your child has a good understanding of the Code of Behaviour for the school and understands the need to abide by these rules.
In order to make this work it is necessary for the school to ensure each child and parent/guardian has received and understands the Code of Behaviour for the school.This code is published on the school website.
The objective of this code is to ensure a safe and happy learning environment for the children of Bunscoil McAuley Rice.
This code of behaviour was reviewed and ratified on 11th March , 2015.
- In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of Bunscoil McAuley Rice has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.
- The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:
- A positive school culture and climate which-
- is welcoming of difference and diversity and is based on inclusivity;
- encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
- promotes respectful relationships across the school community;
- Effective leadership;
- A school-wide approach;
- A shared understanding of what bullying is and its impact;
- Implementation of education and prevention strategies (including awareness raising measures) that-
- build empathy, respect and resilience in pupils; and
- explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.
- Effective supervision and monitoring of pupils;
- Supports for staff;
- Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
- On-going evaluation of the effectiveness of the anti-bullying policy.
- In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:
Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time.
The following types of bullying behaviour are included in the definition of bullying:
- deliberate exclusion, malicious gossip and other forms of relational bullying,
- cyber-bullying and
- identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.
Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour. Mobile phones, smart phones or other such devices with access to social media are not permitted in the school or at any school related activity. The use of mobile phones,smart phones or other such devices with access to social media outside of school is the responsibility of parents/guardians.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
- The relevant teachers for investigating and dealing with bullying are as follows: The individual class teacher reporting to the school principal,Mr. Moloney.
- The education and prevention strategies (including strategies specifically aimed at cyber- bullying and identity-based bullying including in particular, homophobic and transphobic bullying) that will be used by the school are as follows (see Section 6.5 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):
Weekly Assemblies that promote respectful behaviour
Explicitly teaching respectful behaviour and language
Positively rewarding respectful behaviour with ‘Student of the Week’
Being actively vigilant for signs of bullying behaviour especially with vulnerable children
Ensuring that all staff adhere to the school’s Acceptable Use Policy
The anti-bullying module of the SPHE programme as it applies during each school year.
The implementation of The Stay Safe Programme.
Substance Abuse Prevention Programme in 6th Class
Annual Internet Safety workshops with students from 3rd to 6th class and a parents’ information evening.
- The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools) :
The relevant teacher investigates all instances of reported or suspected bullying behaviour.The relevant teacher will keep a written record of significant instances involving children in their own class.
All reports of bullying must be investigated and dealt with by the relevant teacher.
From the outset,victims should be reassured that they are not to blame.Children who report incidents of bullying should be affirmed and reassured that they are acting responsibly.
If a teacher suspects or receives information that bullying has taken place,he/she will gather information from both sides. The teacher shall take a calm , unemotional,problem-solving approach and will conduct all investigations sensitively with due regard for the rights of all parties concerned.Some or all of these startegies may be utilised at the teacher’s discretion:
Interview in class
Interview outside of class
Gathering witness accounts
Getting children to write/draw what happened
Following investigation,the teacher will determine whether bullying has taken place and if so,what type. If he/she has determined that bullying has occurred,he/she will refer the matter to the principal at the earliest opportunity. If the teacher determines that an isolated incident which cannot quantify as bullying has occurred,he/she will record the incident and continue to monitor the situation.
On receiving a report of bullying on Appendix 3,the principal will interview the parties involved to ensure that a complete picture of events has been established.Pupils will be informed that their behaviour is in breach of the school’s Anti-Bullying Policy.
The principal will contact the parents of the parties involved.They will be informed regarding what has taken place and the actions being taken. All documentation will be stored securely.Sanctions may include:
- a) Reasoning with the child
- b) Reprimand (including advice on how to improve)
- c) Temporary separation from peers, friends and othere
- d) Loss of privileges
- e) Prescribing additional work
- f) Referral to Principal
- g) Communication with parents
- h) Withdrawal for a day
- i) Suspension (temporary)
The class teacher will monitor closely the relationships of all involved.The restoration of relationships is the ultimate goal.
Periodic summary reports to the Board of Management :
At least once in every school term, the Principal must provide a report to the Board of Management setting out:
(i) the overall number of bullying cases reported (by means of the bullying recording template at Appendix 3) since the previous report to the Board
(ii) confirmation that all cases referred to at (i) above have been or are being, dealt with in accordance with the school’s anti-bullying policy and the AntiBullying Procedures for Primary and Post-Primary schools.
The minutes of the Board of Management meeting must record the above but in doing so must not include any identifying details of the pupils involved.
- The school’s programme of support for working with pupils affected by bullying is as follows (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools) :
All staff supervising relevant yards will be informed regarding bullying behaviour amongst students.
The class teacher will monitor the situation closely in the aftermath of a bullying incident to ensure that relationships are rebuilt and relevant supports are in place.
Where appropriate specifically targeted lessons may be taught in class.
Where required,follow up meetings may be arranged to ensure that the incident has been fully resolved.
Some children may require a programme of intervention following the staged approach as outlined in The Continuum of Support.Where School Support Plus is required , a student may referred to NEPs for an assessment.
In certain cases , other support services may be recommended to parents e.g. counselling.
- Supervision and Monitoring of Pupils
The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.
- Prevention of Harassment
The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
- This policy was reviewed by the Board of Management on 6th June,2019.
- This policy has been made available to school personnel, published on the school website (or where none exists, is otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association (where one exists). A copy of this policy will be made available to the Department and the patron if requested.
- This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website (or where none exists, be otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association (where one exists). A record of the review and its outcome will be made available, if requested, to the patron and the Department.
The Board of Management of Bunscoil McAuley Rice wishes to inform you that:
- The Board of Management’s annual review of the school’s anti-bullying policy and its implementation was completed at the Board meeting of 6th June,2019.
- This review was conducted in accordance with the checklist set out in Appendix 4 of the Department’s Anti-Bullying Procedures for Primary and Post-Primary Schools.
Date of next review:June,2020
OUR SCHOOL PHILOSOPHY:
The ultimate aim of Bunscoil McAuley Rice is the religious, moral, intellectual, physical and social education of our pupils. All our staff strive to create an atmosphere of trust, happiness, peace and friendliness.
DEFINITION OF RSE:
R.S.E. is part of Social Personal and Health Education. R.S.E. provides children with structured opportunities to develop the knowledge, attitudes, values, beliefs and practical skills necessary to establish and sustain healthy personal relationships as children and, subsequently, as adults.
RELATION OF RSE TO S.P.H.E:
The general aim of education is to contribute towards the development of all aspects of the individual including the aesthetic, creative, critical, cultural, emotional, intellectual, moral, physical, political, social and spiritual development for personal and family life, for working life, for living in the community and for leisure. R.S.E. is clearly a part of this general aim.
AIMS OF OUR RSE PROGRAMME:
1. To help young people develop healthy friendships and relationships.
2. To promote a healthy attitude to sexuality and to relationships.
3. To promote knowledge of and respect for reproduction.
4. To enable young people to develop healthy attitudes and values towards their
sexuality in a moral, spiritual and social framework
Broad Objectives of the RSE programme:
The RSE programme should enable the child:
To acquire and develop knowledge and understanding of self.
To develop a positive sense of self-awareness, self-esteem and self-worth.
To develop an appreciation of the dignity, uniqueness and well-being of others.
To understand the nature, growth and development of relationships within families, in friendships and in wider contexts.
To develop an awareness of differing family patterns
To come to value family life and appreciate the responsibilities of parenthood.
To develop strategies to make decisions, solve problems and implement actions in various personal, social and health contexts.
To become aware of the variety of ways in which individuals grow and change, and to understand that their developing sexuality is an important aspect of self-identity.
To develop personal skills which will help them to establish and sustain healthy personal relationships.
To develop some coping strategies to protect themselves and others from various forms of abuse.
To acquire and improve skills of communication and social interaction.
To acquire and use an appropriate vocabulary to discuss feelings, sexuality, growth and development.
To develop in the child a critical understanding of external influences on lifestyles and decision making.
GUIDELINES FOR THE MANAGEMENT AND ORGANISATION OF RSE IN OUR SCHOOL:
- The teachers, in their professional capacity will deliver the school - based element of the programme.
- Timetable will be organised so that all children will have access to the R.S.E. programme.
- Teaching methods will be child - centred and appropriate to the age and development of the pupil.
- Some aspects of R.S.E. will be taught in a cross-curricular manner.
- The atmosphere in the classroom will respect the privacy of each individual student and treat all with due sensitivity and care.
- Teachers are well aware that the openness that is possible between parent and child will not always be possible between a teacher and a classroom of children.
- If desired, a visiting, suitably qualified medical person will continue to deal with sensitive issues at senior level. Mrs. O’Sullivan has replaced visiting professionals in this area recently.
- The Board of Management will ensure that parents who wish to withdraw their child from the RSE programme are facilitated and every effort will be made to avoid embarrassment to such parents.
Where there is disclosure by a child of abuse, or a teacher has any concerns about a child, the school authorities will follow our Child Protection Policy. The Principal is our Designated Liaison Person.
PROVIDE FOR ON-GOING SUPPORT, DEVELOPMENT AND REVIEW:
Our R.S.E. policy makes provision for on-going support to teachers, pupils, parents and Board members by: -
Ensuring access to in career development opportunities for teachers.
Supporting efforts of parents to provide educational opportunities for other parents.
Providing relevant R.S.E. school resources.
This policy was ratified by the Board of Management on 22nd March,2010.
Bunscoil McAuley Rice is committed to providing a learning environment that will foster all children’s learning and encourage them to attend school regularly. Our aim is to provide a stimulating day, with clear guidelines and structures, so that children feel welcome and nurtured while attending school. We believe that our pupils will benefit from this education through regular attendance. In so far as possible, we aim to have full attendance from all of our pupils.
The aims of the attendance policy in Bunscoil McAuley Rice are to :
(1) encourage pupils to attend school regularly and punctually.
(2) share the promotion of school attendance amongst all in the school community.
(3) inform the school community of its role and responsibility as outlined in the Act.
(4) identify pupils who may be at risk of developing school attendance problems.
(5) ensure that the school has procedures in place to promote attendance/participation.
(6) develop, subject to available resources, links between the school and the families of children who may be at risk of developing attendance problems.
(7) Identify and remove, insofar as is practicable, obstacles to school attendance,
The school will ensure that:
- The importance of school attendance is promoted throughout the school.
- Pupils are registered accurately and efficiently.
- Pupil attendance is recorded daily.
- Parents or guardians are contacted when reasons for absences are unknown or have not been communicated.
- Pupil attendance and lateness is monitored.
- School attendance statistics are reported as appropriate to:
- The Education Welfare Board.
- The Education Welfare Officer
- The Board of Management
The school gate is open from 8.50 a.m. The bell rings at 9.20a.m. each morning to mark the start of the school day. All pupils and teachers are expected to be on time. The school will contact parents/guardians in the event of pupils being consistently late. The Principal is obliged under The Act, to report children who are persistently late, to the Education Welfare Board.
Guidance for Parents
Section [(21) (9)] of the Act states that: “a pupil’s absence can only be authorised by the Principal when the child is involved in activities organised by the school or in which the school is involved”. The school principal cannot authorise a child’s absence for holidays during school time. However, it is essential that parents inform the school of such arrangements.
Reasons for pupils’ absences must be communicated in writing, by parents/guardians to the school and will be retained by the school. To facilitate this, such communications should not be in the homework diary, but on a separate page or sheet of paper. If a note is written in a homework diary , it must be photocopied and the copy must be sent to the school office. If a child is absent, when the child returns to school s/he should give/send a written note to the class teacher which contains the child’s name, the dates of absence and the reason for the absence. These notes will form a record which may be inspected by the Education Welfare Officer on a visit to the school.
Parents/guardians can promote good school attendance by:
- Ensuring regular and punctual school attendance.
- Working with the school and education welfare service to resolve any attendance problems;
- Making sure their children understand that parents support/ approve of school attendance;
- Discussing planned absences with the school.
- Refraining, if at all possible, from taking holidays during school time
- Showing an interest in their children’s school day and their children’s homework.
- Encouraging them to participate in school activities.
- Praising and encouraging their children’s achievements.
- Instilling in their children, a positive self-concept and a positive sense of self-worth.
- Informing the school in writing of the reasons for absence from school.
- Ensuring, insofar as is possible, that children’s appointments (with dentists etc), are arranged for times outside of school hours.
- Contacting the school immediately, if they have concerns about absence or other related school matters.
- Notifying, in writing, the school if their child/children, particularly children in junior classes, are to be collected by someone not known to the teacher.
Pupils have the clear responsibility to attend school regularly and punctually.
Pupils should inform staff if there is a problem that may lead to their absence.
Pupils are responsible for promptly passing on absence notes from parents to their class teacher.
Pupils are responsible for passing school correspondence to their parents, on the specified day. Text messaging is also used by the school to communicate with parents.
A strategy for promoting good school attendance
The Board of Management is committed to providing a positive school atmosphere which is conducive to promoting good school attendance. In this regard:
- The school curriculum, insofar as is practicable, is flexible and relevant to the needs of the individual child.
- The school will promote development of good self-concept and self-worth in the children.
- Support for pupils, who have special educational needs, are in place in accordance with Department of Education & Science guidelines.
- Internal communication procedures are in place to inform teachers of the special needs of pupils.
- A special reward system will be introduced for promoting good attendance at school.
- The assistance of the Education Welfare Officer will be utilised.
- The attendance rates of pupils will be monitored by the class teacher in the first instance, and the class teacher will notify the Principal of any concerns regarding the attendance of any child. This will be done through the Aladdin schools system. The principal will use this system to monitor attendance.
- Pupils with a poor attendance record will, insofar as is practicable, be supported in an effort to improve their attendance.
The School Principal will:
- Ensure that the school register of pupils is maintained in accordance with regulations.
- Inform the Education Welfare Officer:
- If a pupil is not attending school regularly.
- When a pupil has been absent for 20 or more days during the course of a school year.
- If a pupil has been suspended for a period of six or more days.
- When a pupil’s name is removed from the school register.
- Inform parents of a decision to contact the Education Welfare Officer of concerns regarding a pupil.
- Insofar as is practicable, promote the importance of good school attendance among pupils, parents and staff
The class teacher will:
- Maintain the school roll-book in accordance with procedure. Fill out absences on the Aladdin system with details of reasons for absences each day.
- Keep a record of explained and unexplained absences.
- Promote a reward system for pupils with exceptional attendance.
- Encourage pupils to attend regularly and punctually.
- Inform the Principal of concerns s/he may have regarding the attendance of any pupil.
Subject to the restrictions of the Data Protection Act attendance, behaviour and academic records of children who transfer to another primary school will be passed to the Principal of the school, by post or e-mail, as soon as we receive written notification of transfer.
Attendance, behaviour and academic records of children who transfer from another primary school will be sought directly from the previous school.
Attendance, behaviour and academic records of pupils transferring to a second level school will be sent to the school ,once enrolment has been confirmed.
Ratified by Board of Management on 30th November,2009.
Some Points To Remember!
We recommend that junk food be cut out of every child's diet and ask parents to take on board some of the suggestions under our Healthy Packed Lunches Guide.
Healthy Packed Lunches Guide:
Sandwiches:(preferably on wholemeal bread or rolls or a mixture of wholemeal and white) Use a variety of sandwich fillings e.g. cheese,lean meat, chicken, turkey, sardines,tuna,mackerel,salmon,egg,peanut butter.
Savouries:Slices of pizza,quiche,crackers and cheese,mixed salad in a container.Make salads interesting by including extras such as tomato, cucumber, lettuce ,onion , coleslaw,pickles,beetroot,gherkins etc.Include a grated raw carrot,sticks of celery or a whole tomato for a healthy nibble.
Snacks:All kinds of fresh fruit e.g. apple,orange,mandarins,banana,pear peach,plum,grapes.Dried fruit may also be included e.g.sultanas, raisins, dates, yogurt,popcorn,scones,brack,fruit cake,digestive biscuits.
Drinks:Milk/water are the best drinks for growing children.Unsweetened fruit juices that contain no additives are all healthy options.
Please note that sweets,chocolate,crisps and isotonic/fizzy drinks are not allowed in school. These items do not form part of a healthy lunch.
Remember : A Healthy Child Is a Happy Child!!
This policy was ratified by the Board of Management on 5th October,2009.
In the process of educating its pupils, Bunscoil McAuley Rice recognises the role of parents as partners in education and their right to active participation in their child’s education. This includes their rights as individuals to be consulted and informed on all aspects of their child’s education.
- The involvement of parents in the formal education of their children complements and acknowledges their central role in their children’s development.
- The development of a strong and effective home-school partnership is an essential element in the life of our school.
- A welcoming climate is created in many ways e.g. the tone and correspondence between school and home and the provision of opportunities for informal meetings.
- At all times parents are made to feel welcome and valued in the school.
- Bunscoil McAuley Rice seeks to enable each child to develop his/her potential in a caring environment where the talents of each child are valued. This work can best be done where there is a high level of openness and co-operation between staff, parents and pupils.
- To build a school community committed to supporting all its pupils.
- To establish procedures for the sharing of information in relation to pupils accessing the skills and talents of parents, community members etc.
Board of Management and Parent Representation
The Board of Management is responsible for the direct governance of the school. Constitution of the Board includes two parents of children enrolled in the school (one being a mother, the other a father) elected by the general body of parents.
The duties of the B.O.M. include the following:
- The appointment of teachers and ancillary staff
- Approving school closures
- Approving teacher absences for a variety of reasons
- Appointment of teachers to posts of responsibility
- Ensuring compliance with relevant legislation
- Ensuring that schools are adequately insured and maintained.
The Board may authorise the Chairperson, and/or another member in respect of a particular function or functions to act on its behalf for a specified period of time. The Board elects a Recording Secretary/Treasurer from among its members with specific duties attached to these roles. Term of office of Board members is four years.
The Board at the closure of each meeting determines the information to be conveyed to parents.
Role & Responsibility of the Parent Association Committee
While all parents are part of the Parent Association, not all can be involved or need to be involved in the day-to-day business of organising the work. It is for this reason that parents in this school elect a committee.
The committee is the team of people who manage the tasks of the Parent Association on behalf of all the parents. The committee manages the business of the Parent Association in accordance with the constitution of the Parent Association.
The committee has the responsibility to plan and manage the programme of work of the Parent Association for the year. There will be changes in the programme from year to year, as new needs and new interests emerge. The term of the committee runs for one year.
In a spirit of collaboration and trust, the Constitution of the Parents’ Association will recognise that there are areas of school activity which belong to the professional work of the Principal and the teachers. There will also be recognition that certain areas of responsibility (e.g. finance) belong to the Board of Management.
The Parents’ Association is entitled to raise funds for the administration and activities of the association. Full accounts must be maintained and presented at the Parent Association AGM, in accordance with the rules of the Association.
The Parents’ Association should consult with the Board about fundraising for the school or school projects.
*Remember- there may be many parents who do not want to be on a committee but who may want to help with particular activities. If you wish to offer your services to help in extra curricular activities etc. please be sure to give your name to a Committee member or contact the school.
Parental Involvement in the classroom.
- Parents come into the classroom at the invitation of the teacher by prior arrangement and for an agreed purpose suc as Shared Reading/Researching Jobs/Local History etc.
- The happiness, welfare and safety of our children are our primary concern. A child’s personal history and academic achievements are strictly confidential. Any doubts about issues of confidentiality must be discussed with the teacher.
- Respect for the teachers in their professional capacity is essential.
- Discipline remains the responsibility of the teacher.
- All work will be supervised by the teacher.
- Parents who participate should be conscious of and sensitive to needs of the entire class, not just the needs of their own child.
- Parents coming into the classroom must consult with the teacher before inviting other parents/individuals to participate.
- The highest standard of behaviour and language is expected.
- The school ethos must be upheld at all times and it is important to keep in mind that the school is Catholic, co-educational, child centred and democratic. Consequently, respect for all the partners in education - children, teachers and parents - must be maintained at all times.
The consultative process followed by the Board and staff of the school in involving parents/guardians in policy formation is as follows.
- Questionnaires are issued to parents/guardians when/where appropriate
- Consultation with Parents Association
- Membership of policy committee
- School Self Evaluation
- Parents are informed on curricular updates on an ongoing basis as the school recognises the importance of the parental role in supporting the learning of the child and the school plan.
- Parents support the child’s learning in many ways – by communicating to the school the child’s learning needs and progress/barriers to progress, through homework, paired reading, spelling, independent reading, language development, preserving and raising self esteem of child, approaches to number operations, maths language, tables, ag spreagadh na paisti chun gaeilge a labhairt sa bhaile, poetry, local history, local geography, environmental awareness, living things etc.
- The school on an ongoing basis identifies parents with particular knowledge or skills in curriculum areas and encourages them to share these skills with the pupils during school time or through extra-curricular activities
- Learning Support & Special Needs: Parents are facilitated on an on-going basis to support their child’s learning needs etc.
- Extra-Curricular Activities: Parents play an important role in supporting teachers to develop, promote and manage extra-curricular activities e.g. transport to matches and school events.
- Parent/Teacher meetings are held on an annual basis usually in the first term. Both parents/guardians are encouraged to attend. If a parent cannot attend on the day, they are encouraged to set up an appointment and meet with the class teacher at a time that is suitable to both.
- School Reports detailing pupil progress are completed and communicated to parents at the end of the school year. This format is used for all standards.
- School Web Site: Policy updates and news updates are readily available on the website.
- Notes Home: Notes may be sent home from time to time.
- Homework Journal: Comments from parents are welcome and suggestions from teachers are also recorded.
- Parent/guardian requested meeting: Where a parent wishes to contact a teacher it is appropriate to make an appointment so that the teacher may give the parent their full attention.
This policy was ratified on 30th November,2009.
All students participating in school sports and their parents are required to sign this code at the beginning of the season.This code was ratified by the school Board on 24th May,2010.
How I treat Myself
- If I play below my best but try my best, I should not blame myself for a defeat. A defeat, the same as a victory, is brought about by a team.
Players from opposing teams
- I should shake hands before and after the match.
- I should treat opponents with respect.
- I should wish them well whether they win or lose.
- I should never deliberately hit an opponent.
- I should never lose my temper.
Our Own Team Coaches
- I should respect our own team coaches.
- If I am not picked to play in a match, I should not complain.
- I should never use bad language.
- I should never be cheeky or back answer our own team coaches.
- If our own team coach is giving a pep talk or advising us, I should not interrupt.
Supporters and Coaches of Other Teams
- I should respect adults supporting and coaching other teams.
- I should not use bad language.
- I should never give cheek to them.
- I should wish tem well if I meet them after a game.
- I should respect our fellow players and treat them as part of a team.
- The team includes the players and the substitutes – the full panel.
- I should show loyalty to everyone on our team.
- I should encourage my teammates and support them, even when they make mistakes.
- I should remember my teammates are always trying their best.
- We should play as a team, not as a group of individuals.
- I should respect the referee as he/she is in charge of the match.
- I should never give cheek or use bad language to the referee.
- I should remember that I can never change a referee’s decision no matter what I say or do. A referee’s decision is always final.
- If the referee’s decision seems unfair, I should not give out, sulk, blame other people, instead I should get on with the game.
- I should shake hands with the referee and thank her/him after the game.
When participating in sport organised by Bunscoil McAuley Rice, I agree to follow the above Code of Conduct.
Player’s Signature: ___________________________ Parent’s Signature:____________________
Bunscoil McAuley Rice Roll : 20255V
Bunscoil McAuley Rice is co-educational primary school under the patronage of the the Bishop of Ossory. It is a mainstream primary 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 learning support to pupils experiencing low achievement and / or learning difficulties, as well as to fulfil our obligations under the Education Act 1998.
The school currently has the following provisions to cater for children with Special Education Needs:
q Two Learning Support Teacher
q 2 Shared Resource Teachers for children with Special Educational Needs
q 1 Special Needs Assistants.
Access to and participation in the above facilities is governed by the following policies:
q Learning Support Policy
q Resource Teaching Policy
q Policy on the Integration of Children with Special Educational and/or Physical Needs
q Overseas Pupils Policy.
Implementation and Review
The implementation of this Policy will commence in January 2009. It will be reviewed at the end of every third school year, or as circumstances may warrant.
This policy will be available on our school web site. All school policies will also be disseminated to parents through the school office on request.
The principal aim of Learning Support is to optimise the teaching and learning process so as to enable pupils with learning difficulties to achieve adequate levels of proficiency in literacy and numeracy before leaving primary school.
Specific Objectives of Learning Support
Through the implementation of this policy we strive to:
q Facilitate pupils to participate in the full curriculum for their class level
q Develop positive self-esteem and positive attitudes to school and learning
q Enable pupils to monitor their own learning and become independent learners within their own ability
q Involve parents in supporting their children’s learning
q Promote collaboration among teachers.
The school recognises that effective learning programmes are based on the following principles:
q Effective whole-school policies
q Whole school involvement
q Prevention of failure at infant level
q Provision of intensive early intervention up to and including second class
q Direction of resources towards pupils in greatest need.
As a means of preventing the occurrence of learning difficulties as far as possible, the following strategies are being implemented:
q The development and implementation of agreed whole school approaches to languages development, e.g. phonological awareness, and to the teaching of other aspects of English
q The development and implementation of agreed whole school approaches to the teaching of aspects of Maths
q 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, and provision of regular school newsletter as well as ongoing collaboration with Parents’ Association
q Implementation of Shared Reading Programme
q Implementation of the Jolly Phonics Programme
q Class based early intervention by the Learning Support Teacher resulting in the provision of additional individualised support. In JI this will be primarily focused at identification of pupils who may be in need of LS
q Ongoing observation and assessment of pupils by the Class Teacher.
Selection of Pupils for Learning Support
q The principle of Early Intervention applies, therefore pupils from Junior Infants to Second Class are given priority in the allocation of Learning Support
q In Junior infants pupils are screened using teacher and LS teacher observation
q From Senior Infants upwards, all pupils are screened annually, using appropriate standardised tests.
q Priority for Learning Support is given to those pupils who perform at or below the 12th Percentile, excluding in the main pupils who receive Resource Teaching.
q In the case of pupils performing at or below the 12th percentile, the screening process is followed by a consultative meeting between the Class Teacher, the Learning Support Teacher and the parents, where necessary, concerning the pupil’s performance and supplementary teaching is offered.
q In the allocation of places for Learning Support, the following are prioritised:
- Junior and Senior Infants identified by the Class Teacher, through Teacher Observation and/or MIST or other screening instruments, as having difficulty in literacy
- Children from Rang 1 and Rang 2, at or below the 12th percentile in literacy
- Children from Rang 3-Rang 4 at or below the 12th percentile in literacy
- Children from Rang 1 and Rang 2, at or below the 12th percentile in numeracy
- Children from Rang 3 and Rang 4, at or below the 12th percentile in numeracy
- Children from Rang 5 and Rang 6, at or below the 12th percentile in numeracy
- Additional support for children presenting at 12th to 20th percentile in literacy and numeracy in all classes up to Rang 6.
- Additional Support in Literacy and Numeracy for children presenting above 20th percentile where consultation with the class teacher deems this necessary and spaces are available on LS caseload.
Provision of Supplementary Teaching
q The primary work of the Learning Support Teachers is the provision of supplementary teaching to the pupils identified above
q The school year will be divided into 2 Instructional Terms of approximately 20 weeks each.
q The maximum case load at any one time shall be 30 pupils
q One to one teaching may be provided where small group teaching has not been effective
q Classes will be intensive in terms of frequency
q A system of withdrawal and/or in-class support will operate in response to the needs of the individual pupil
q The Class Teacher and the Learning Support/Resource Teacher will meet to devise an Individual Education Plan (IEP/IPLP) or Group Education Plan (GEP), in consultation with the Principal and parents, where necessary.
q If a pupil is receiving support from a Resource Teacher in English / Maths, s/he will not normally be provided with supplementary teaching from the Learning Support Teacher as well.
q If the pupil is in receipt of support from a Resource Teacher to address other needs, e.g. behavioural problems, sensory difficulty, it may be appropriate for the Learning Support Teacher to provide supplementary teaching as well
q The Learning Support Teachers will maintain the following documentation in individualised files:
- Individual Profile and Learning programme
- Short term planning and programme record
- Records of diagnostic tests , assessments etc.
- Other records, e.g. tape recordings of oral work
- Samples of written work
- Reading analysis records.
Individual Learning Plan / Group Education Plan
The Individual Learning Plan / Group Education Plan will be in accordance with the pro-forma as advised in the Learning Support Guidelines, issued by the DES.
The plan will address the pupils’ full range of needs and will include:
q Details from the Class Teacher
q Assessment Results
q Other relevant information, e.g. reports from other agencies
q Learning strengths and attainments
q Priority Learning Needs
q Learning Targets
q Class based Learning Activities
q Supplementary support activities to include ICT
q Home Support Activities.
Each plan will be monitored through teacher observation; the keeping of planning and progress records and through the pupil’s own feedback.
A detailed review will take place at the end of each Instructional Term. The Learning Support Teacher and/or the Class Teacher will meet the parents to discuss the child’s progress in the light of the review.
q The provision of Learning Support is in addition to the regular class teaching in English and Maths.However , where necessary the English/Maths programme will be covered solely by the LS teacher.
q Effort is made to ensure that pupils do not miss out on the same curricular area each time they attend Learning Support if the LS teacher is not solely responsible for English/Maths. A flexible approach to timetabling is adopted by the Class Teacher, though class disruption must be minimised.
q The provision of Learning Support may include withdrawal of pupils from their classroom and/or in-class tuition
q In class support, if appropriate, will be jointly designed and monitored by the Class Teacher and the Learning Support Teacher.
Provision of Resources
q Resources for the provision of Learning Support include a variety of textbooks, library books and ancillary materials and oral language development materials. A variety of testing materials are also in use which include standardised, diagnostic, screening, reading experience, reading attainment, phonological awareness and Maths attainment.
q Following consultation between the Learning Support Teacher, Principal and Class Teacher, funding for materials may be provided from the the Board of Management
q Learning Support resources will be primarily used in the learning Support Room. These resources may be made available to Class Teachers following consultation with the Learning Support Teacher.
Continuing and Discontinuing Supplementary Teaching
q In general, children should not stay for more than 2 years in Supplementary Teaching, unless they are still at or below the 12th Percentile
q Following the end of Instructional Term review as detailed above, a decision is made to continue/discontinue the provision of Supplementary Teaching.
q The decision making process involves consultation between the Class Teacher, the Learning Support Teacher, and the pupil’s parents, and account is also taken of the overall Learning Support demands in the school.
q 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
q A decision to continue the provision of supplementary teaching will result in a revision of the pupil’s IEP.
Referral to out of School Agencies
q The Learning Support Teacher co-ordinates the referral of pupils to outside agencies, e.g. Educational Psychologist
q The Principal and/or Learning Support Teacher and/or Class Teacher meet with the parents to discuss the need for the referral and to seek consent
q The Class Teacher completes the necessary referral form in consultation with the appropriate school personnel.
q The external professional visits the school to meet with the pupil, parents, principal, Class Teacher and the Learning Support Teacher as appropriate, and the assessment is conducted
q This is followed by a return visit at which findings are discussed, recommendations are considered and an appropriate response is agreed.
q 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.
Staff Roles and Responsibilities
Learning 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 learning support.
Board of Management
The role of the Board of Management is to:
q Oversee the development, implementation and review of the provision of Learning Support in the school
q Ensure adequate classroom accommodation and teaching resources are provided for the Learning Support Teachers
q Provide a secure facility for storage or records in relation to pupils in receipt of Learning Support
q Budget for ongoing support for Professional Development in Learning Support for staff.
The role of the principal is to :
q Assume overall responsibility for the development and implementation of the school’s policy on Learning Support in co-operation with the Board of Management, Teachers, parents and children
q Work with teachers and parents in the development of the school plan on learning support in the context of Special Needs Education
q Monitor the implementation of the school plan on Learning Support on an ongoing basis
q Monitor the selection of pupils for supplementary teaching, ensuring that this service is focused on the pupils with lowest levels of achievement
q Assume direct responsibility for co-ordination learning support in the context of Special Needs Services
q Oversee the implementation of a whole-school assessment and screening programme to identity pupils with very low achievement and learning difficulties so that these pupils can be provided with the support they need
q Keep teachers informed about the external assessment service that are available and the procedure to be followed in initiation referrals
q Help teachers increase their knowledge and skills in the area of learning support.
The class teacher has primary responsibility for the progress of all pupils in his/her class, including those selected for supplementary teaching. In supporting the development and implementation of the school plan on Learning Support, the class teacher should:
q Implement teaching programmes which optimise the learning of all pupils and to the greatest extent possible prevent the emergence of learning difficulties
q Implement 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
q For each pupil who is in receipt of supplementary teaching, to collaborate with the Learning Support Teacher in the development of an individual profile and learning programme by identifying appropriate learning targets and by organising classroom activities to achieve these targets
q For each pupil who is in receipt of supplementary teaching, to adjust the classroom programmes in line with the agreed learning targets and activities
q Weekly plan of work in English and Maths to be provided to the Learning Support Teacher in advance.
With regard to teaching pupils with low achievement, the following general approaches and methods are recommended:
q Such children should be prioritised when accessing information from previous class teacher
q Priority when establishing parental contact
q Group teaching
q Modify presentation and questioning techniques to maximise the involvement of pupils with low achievement in class activities
q Placing emphasis on oral language development across the curriculum
q Providing pupils with extra tutoring in the key basic skills in literacy and numeracy
q Setting learning targets at an appropriate level
q Providing learning activities and material which are suitably challenging but which also ensure success and progress
q Carrying out error analyses of a pupil’s work to pinpoint specific areas of difficulty
q Setting up ‘buddy systems’ in class (high achievers collaboratively working with low achievers, e.g. peer tutoring / paired reading
q Applying assessments and tests which offer challenge and opportunities for success to children of all levels of achievement.
A key role of successful Learning Support is a very high level of consultation and co-operation between the Class Teacher and the Learning Support Teacher. Central to this consultation is the development, implementation and review of Individual Profile and Learning Programmes
Learning Support Teacher
The role of the Learning Support Teacher is to:
q Develop an individual profile an learning programme for each pupils who is selected for supplementary teaching in consultation with the Class Teacher and parents
q Maintain and planning and progress record or equivalent for each individual or group of pupils in receipt of Learning Support
q Provide teaching in English and Maths to pupils in the school who experience low achievement, in accordance with the school’s selection criteria
q Contribute to the development of policy on Learning Support at whole school level
q Provide advice to the Class Teachers in such areas as individual pupils assessment and programme planning, as well as approaches to language development, reading, writing and mathematics for pupils experiencing difficulties
q 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 Learning Support room
q Perform a defined role in co-ordinating the provision of Special Needs and Learning Support services in the school
q Liaise with external agencies such as psychologist to arrange assessments and special provision for pupils with special needs
q Maintain a list of pupils who are receiving supplementary teaching and special education support
q Track the progress pupils who have discontinued Learning Support.
The role of parents supporting the Learning Support for their children is vital to its success. Specifically, parents contribute through:
q Regular communication with the Class Teacher and Learning Support Teacher
q Creating a home environment where literacy can thrive
q Fostering positive attitudes about school and learning in the child
q Participation in shared reading programme
q Encouraging the child to visit library
q Developing the child’s oral language
q Developing the child’s social mathematics
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:
q Class Teacher and the Learning Support Teacher following a low score on a screening test
q Principal and/or Learning 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
q Regular communication between the Learning Support Teacher and the Class Teacher, through the weekly completion of the Classroom Work Schedule in English and Maths and the participation in formal and informal meetings
q Regular communication between the Learning Support Teacher and parents
The school wide implementation of this policy will result in enhancement of pupils learning in the following ways:
q Improved standards of academic achievement with the pupil’s individual learning programme
q Enabling the discontinuation of the provision of Learning Support based on positive assessment results
q Enhanced parental involvement in supporting their child’s learning needs
q Increased opportunities for effective communication between school personnel in relation to pupil’s progress
q Learning Support provision continuously focused on children from Junior Infants to Rang 2.
Resource Teaching Policy
Entitlement to Resource Teaching
When a child continues to experience difficulty and is not making progress above the 12th percentile in literacy and numeracy, the child will normally be referred for psychological assessment, in consultation with parents, and may then be supported by a Resource Teacher.
Pupils who display major behavioural or emotional difficulties may be referred for assessment and may be allocated resource hours.
Children with learning difficulties who are integrated into mainstream education may also be allocated resource time.
Children who have physical difficulties, e.g. deafness, sight impairment, cerebral palsy are usually allocated resource hours.
The Role of the Resource Teacher
The Resource Teacher helps to provide an education which meets the needs and abilities of children assessed as having difficulties. In addition, the Resource Teacher should advise and liaise with other teachers, parents and other professionals in the children’s interests. More specifically, the Resource Teacher has responsibility for:
- Developing an individual learning programme for each pupil in consultation with other partners in education
- Assessing and recording the child’s needs and progress
- Setting specific, time-related targets for each child and agreeing these with the class teacher and principal
- Direct teaching of the child, either in a separate room or within the mainstream class
- Team teaching when the child concerned will derive benefit from it
- Advising class teachers in regard to adapting the curriculum, teaching strategies, textbooks, ICT and other related matters
- Meeting and advising parents, when necessary, accompanied by the class teacher as necessary
- Meeting with other relevant professionals, in the child’s interests, eg psychologist, speech and language therapist, visiting teachers.
Role of Class Teacher, Parents, Principal, Board of Management
The role of all the above in the education of children who have been allocated resource teaching is as in the preceding section, i.e. the section on Learning Support.
Integration of Children with a Disability and/or Special Education Needs in Bunscoil McAuley Rice
Enrolment of children with a disability and/or special education need
Application for all children, including children with a disability and/or other special education needs, is governed at all times by the school’s current Enrolment Policy.
The school is committed to providing the best possible educational service to pupils with a disability/ special educational needs. To ensure this, we require:
q A close level of co-operation between parents, the Class Teacher, and any other school personnel assigned to support the child.
q To enable us to provide the best services for the pupil, and to access any additional support/s that may be available, we require parents to supply the school with copies of the most recent psychological and medical reports prior to enrolment. These will be treated in the utmost confidence at all times
q Copies of all relevant assessments and reports should be supplied to the school as these become available, on an ongoing basis
q An assurance from parents that they understand that our responsibility as a school is primarily to ALL the children in our care, and that therefore if it becomes apparent to either/both the teachers and parents that the integration of an individual child with a disability and/or special educational needs is having an ongoing detrimental effect on the education of the other children in the class or school, the Board of Management reserves the right to review the enrolment of the individual child.
Educational Provision for Overseas Children
Bunscoil McAuley Rice welcomes pupils of all nationalities and cultures, and its current enrolment includes overseas children. This document sets out our policy in relation to the enrolment and education of these children.
- Our school supports the principle of inclusiveness
- Our school respects the diversity of values, beliefs, traditions, languages and ways of life of all its pupils
- All children have an equal right to education. In order to fulfil this right, differences will be respected and valued in our school.
- Our school will be pro-active in challenging racism
- Our school is committed to the principle of inter-culturalism, and seeks to actively promote an environment in which cultural differences can be explored and respected, where pupils can learn from each other, and where cooperative learning activities are employed across the curriculum.
Enrolment of Overseas Pupils
- The school’s Enrolment Policy governs enrolment of all pupils.
- The enrolment procedure for non-national pupils is exactly the same as that for Irish pupils
- Overseas children are welcome to enrol in our school, provided there is a place in the appropriate class, in line with our enrolment policy
- Parents of overseas children will be afforded help in completion of enrolment documentation, should they require it
- Every effort will be made to create a warm and welcoming environment for overseas parents who approach the school to enrol their children.
Education of Overseas Pupils
- Overseas pupils will be placed in an age appropriate class as far as possible
- Every effort will be made to help the pupils to settle socially in the class, and a ‘buddy’ will be appointed to help all new pupils to settle in. Every effort will be made by all school personnel to help the child settle in his/her new environment
- The child will not be required to study Religion, should the child be non – Catholic. However, for organisational reasons, the child may be required to remain in his/her class during Religion time
- In general, as per Circular 12/96, if English is not the first language of the child, s/he may qualify for exemption from the study of Irish, and the school will complete the necessary documentation to obtain this exemption. However, for organisational reasons, the child may be required to remain in his/her class during Irish time
- The school has a Uniform Bank to help all needy children to access uniform
- All relevant text books and stationery will be made available to children who may not have adequate funding to purchase same
- Overseas children will not be excluded from school tours and outings for financial reasons
- While we recognise that all new pupils need time to settle in and adjust, we require all pupils to adhere to the school’s Code of Behaviour, in the interest of all. Overseas children enjoy the same rights and privileges, and the same responsibilities, as all other pupils
- Home school liaison is central to the successful integration of overseas children into the school, and the school will be pro-active in promoting positive home school relations.
Provision of Supplementary English Support for Overseas Children
- The school currently has two LS teachers to support the language needs of overseas pupils
- The amount of time allocated to any child will depend on his/her current command of the language, and his age
- In general, older pupils will be offered more LS time, as there will be more pressure on them to attain mastery
- LS time will be offered on a one to one basis, or in a small group setting, depending on the needs of the child. This will be determined by the LS Teacher
- The DES allows two years of language support for each child, and in general, the child’s supplementary support will be phased out after this period
Whole School Measures to ensure successful integration of overseas pupils
Schools with an inclusive curriculum, which reflects and affirms diversity of culture, ethnicity and religion, will help to ensure that children from ethnic minorities feel valued and accepted. To promote appreciation of diversity, our school is committed to
- The delivery of an intercultural education to all pupils which is cross curricular, and which permeates the ethos of the school
- The provision of books that give a world view from a variety of perspectives and that portray characters from different ethnic backgrounds
- The provision of arts education experiences which reflects different experiences and cultures
- The effective delivery of the SPHE programme
- The affirmation of the languages and cultures which our overseas pupils bring with them
- The annual celebration of an intercultural day
- The school will make every effort to combat racism, and this will be underpinned by the schools Code of Behaviour
- The school will encourage overseas parents to become actively involved in Parents’ Association activities.
This policy was ratified by the Board of Management on 9th February,2010.
The school has opted to use the term ‘overseas’ rather than ‘non national’ or ‘foreign’, as these terms have negative implications.
Assimilation v. Integration
Assimilation : this is the continuous move towards the dominant culture, whereby one’s original cultural identity is relinquished and the non-dominant groups are absorbed into established dominant groups, creating a new society.
Integration : this is the ability of a person from a minority group to participate to the extent that s/he needs and wishes in all of the major components of society, without having to relinquish his or her own cultural identity.
Multiculture v. Interculture
Multiculture represents the situation where cultures live side by side but there may not be social integration.
Interculture means that different cultures live together with a mutual respect for each other with social integration.
Source: Information booklet for schools on Asylum Seekers, DES, page 15
A school uniform makes all students equal and helps to give them a sense of identity with the school. It eliminates competition in dress and helps to foster a good learning environment. All students are expected to be in the school uniform every day and when representing the school.
Parents/Guardians are asked to co-operate with the school authorities in this regard. Good order and security considerations demand that the policy on uniform be strictly enforced.
Boys:Blue/white check shirt,navy trousers,crested school jumper and crested school jacket with black/navy footwear.Crested O’Neill’s school tracksuit with light blue polo shirt for PE.
Girls: Blue/white check shirt,navy skirt/pinafore/trousers,crested school jumper and crested school jacket with black/navy footwear. Crested O’Neill’s school tracksuit with light blue polo shirt for PE.
- · Only the school jacket (crested) may be worn in the school.
- · Girls are allowed to wear simple jewellery. Multiple earrings are discouraged. The school reserves the right to designate the jewellery to be worn.
- · Boys are not allowed to wear earrings,studs or jewellery.
- · For health and safety reasons, large hoop earrings are not allowed for any student.
· Only in the event of an accident or illness or emergency at school will a student be given the loan of a uniform for the day – size and condition cannot be guaranteed.
· Parents will be notified when there is a no-uniform day.
· School tracksuit is to be worn for PE classes.PE classes will be listed on the school website.
- · Students who arrive out of school uniform will be in breach of the code of behaviour. The following sanctions will apply:
a) Reasoning with the child
c) Temporary separation from peers, friends and others
d) Loss of privileges
e) Prescribing additional work
f) Communication with parents
g) Referral to Principal
h)The Principal may request that the parents/guardians take the student home early from school.
i) Suspension (temporary)
(The above list of reprimands does not have to be followed in order.)