St. Colmcille’s National School

Bigwood, Mullinavat, Co. Kilkenny

St. Colmcilles NS

Bigwood

Introductory Statement

This policy was reviewed up by the Principal, Staff and Learning Support teachers of St. Colmcilles NS at a series of meetings and a planning day which took place in the school year 2012-2013.

Rationale

The purpose of this policy is to provide practical guidance for teachers, parents and other interested persons on the provision of effective learning support to pupils experiencing low achievement and/or learning difficulties and to fulfil our obligations under the Education Act, 1998, the EPSEN Act 2004 and DES circulars and guidelines.

Relationship to the Characteristic Spirit of the School

In our school we are dedicated to helping each child to achieve his/her individual potential. The provision of a quality system of Support is integral to this commitment.

Aims

Through the implementation of this policy we strive to:

  1. Facilitate pupils to participate in the full curriculum for their class level to the best of their own ability
  2. Develop positive self-esteem and positive attitudes to school and learning.
  3. Enable pupils to monitor their own learning and become independent learners within their own ability.
  4. Involve parents in supporting their children’s learning.
  5. Promote collaboration among teachers.
  6. To set out procedures for the enrolment of child/ren with special needs in the school.

Guidelines

The following procedures are being implemented as a means of responding effectively to pupils’ individual learning needs.

Enrolment of children with identified special educational needs (Refer to enrolment policy)

The Board of Management (BoM) will consider the following legislation in coming to a decision re enrolment of a special needs pupil:

(1) EPSEN Act 2004, Section 2 “A child with special educational needs shall be educated in an inclusive environment with children who do not have such needs unless the nature or degree of those needs of the child is such that to do so would be inconsistent with –

a) The best interests of the child as determined in accordance with any assessment carried out under this Act, or

b) The effective provision of education for children with whom the child is to be educated”

1

(2) Education Act 1998: 15.-(2) d. A board shall…. publish… the policy of the school concerning admission to and participation in the school, including the policy of the school relating to…. the participation by students with disabilities or who have other special educational needs, and ensure that as regards that policy, principles of equality and the right of parents to send their children to a school of the parents' choice are respected ….

Prior to the child’s enrolment, how will the school acquaint themselves with a child’s special needs and whether these are categorised as High Incidence or Low Incidence? e.g.

-Meeting between parents/principal/class teacher/special needs staff and SENO, as appropriate

-Obtaining copies/details of reports, assessments etc. from SENO, parents

-Contact with Special Educational Needs Organiser, NEPS Psychologist or other psychologist/speech therapist/ occupational therapist, referral from other Agency

Based on any assessments, information from any previous schools (if appropriate) and teacher observation, teacher designed test and tasks a decision be reached whether the pupil should receive support at the level of Stage 1, Stage 2 or Stage 3 of the Staged Approach.

The following steps may be taken to ensure a smooth transition to school for both the pupil and the school:

-Parental visits to school

-Pupil visits to school

-Staff visits to special schools/special units

-Making all school employees and pupils aware of the need for inclusion (EPSEN Act)

-Liaison with SENO to arrange for additional personnel, resources, training

-Establish a “Buddy” system to support pupils with special needs

If there are health and safety issues arising from the child’s mobility and care needs, these will be identified by relevant specialists in consultation with the principal and BOM and strategies developed to address them e.g. access, toilets, supervision, administration of medicine, intimate care, course for SNA e.g. lifting techniques.

If staff have identified the need for training in terms of the enrolment of a child with SEN the BOM will provide funding or necessary resources for same.

Children with emerging special educational needs: The Staged Approach

Stage 1: Procedures for the early identification, screening and addressing of the SEN of certain children.

  1. Prevention Strategies (Junior Infants – second class)

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

  1. development and implementation of agreed approaches to language development e.g. phonological awareness and to the teaching of other aspects of the English and Maths programmes e.g. Maths language;
  2. class-based early intervention by the class teacher resulting in the provision of additional individualised support;
  3. promotion of parental involvement through their attendance at an induction meeting/open day 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 the delivery of programmes for parents e.g. Forward Together.
  4. implementation of Shared Reading programmes with parents
  5. ongoing observation and assessment.

2.Early Intervention Programme (Senior infants to second class)

  1. Early intervention begins for pupils in Senior Infants in response to the class teacher’s observations and/or the results of the Middle Infant Screening Test (MIST).
  2. The school year is divided into three instructional terms.
  3. Taking account of the level of provision of Learning Support to our school, lessons take place three times per week
  4. The Learning Support Teacher/class teacher decides the size of groups, taking into account the individual learning needs of pupils and the overall caseload.
  5. One-to-one teaching is provided where necessary.
  6. Lessons focus on the development of phonemic awareness, word identification strategies, oral work, silent reading, comprehension skills and mathematical procedures and concepts.

Where a class teacher or parent identifies concernsre the academic, physical, social, behavioural or emotional development of a child, the teacher will administer screening measures and then draw up a plan for help. Where concerns remain after a number of reviews, the learning support teacher will be consulted about moving the child onto stage II.

The concerns will be documented on a standard school format as per appendix 1.

From Senior Infants upwards, all pupils are screened annually using standardised tests. The tests in use are the SIGMA and MICRA T at the end of first class upwards and are administered by the class teacher.

Parents may be contacted informally to discuss any concerns arising.

If teacher checklists or other assessments indicate needs of a non academic nature arrangements will be made for an assessment to be carried out by an outside specialist.

Stage 2. Referral to Special Educational Support Teacher

Selection of Pupils for Supplementary Teaching

Priority for Learning Support is given as follows:

  1. Children with an assessment where a recommendation is made for learning support
  2. Children who perform at or below the 12th percentile, in the Sigma T and Micra T
  3. Children in Senior infants who underperformed in the MIST test
  4. Children who perform above the 12th percentile, in the Sigma T and Micra T with specific needs

If children underperform in tests or through teacher observation the class teacher may identify a child in need of supplementary teaching. The class teacher contacts the parents and meets with them to explain the situation. The teacher explains the need for and benefit of diagnostic testing and supplementary teaching. A standard letter will be used. Refusals are also retained on file.

The following diagnostic tests available in the school are:

  • The RAIN sentence reading test
  • Schonell graded word reading test
  • BURT word reading test
  • Daniels and Diack word recognition tests
  • Vernon spelling tests
  • Pseudoword decoding task
  • Vernon graded arithmetic – Maths test

A further consultative meeting then takes place to consider the outcomes of the assessment.

Supplementary teaching is arranged through individual support or groups of children with similar abilities.

Preparation of an Individual Profile Learning Plan (IPLP).

The learning support teacher has responsibility for preparation/co-ordination of a child’s IPLP. The Classroom teacher and learning support teacher and involved in its preparation and Parents are consulted and informed how they can support the programme. Learning plans may be prepared for individual or for groups if appropriate.

There are three instructional terms for SET are there in the school year as per the school calendar. Pupil progress is formally reviewed at the end of each term to see if learning targets are achieved. The class teacher and learning support teacher are involved in this.

Such plans address the pupils’ full range of needs and include:

-details from the pupils’ class teachers;

-assessment results;

-other relevant information e.g. reports from other agencies;

-learning strengths and attainments;

-priority learning needs;

-learning targets;

-class-based learning activities;

-supplementary support activities; and

-home support activities.

Each plan is monitored through teacher observation, the keeping of planning and progress records and through children’s own checklists and flow charts.

Procedures for Continuing/Discontinuing Pupils

Following the end of instructional term review as detailed above, a decision is made to continue/discontinue the provision of supplementary teaching.

The criteria on which this decision is based include:

-has the pupil achieved some/all of the learning targets set?

-will the pupil be able to cope independently/semi-independently in the classroom learning context?

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.

A decision to continue the provision of supplementary teaching will result in a revision of the pupil’s IPLP.

Where a child is not achieving the targets set in the learning support programme after a number of terms, arrangements may be made for an outside assessment.

Stage 3. Consultation or referral for assessment to outside specialist

Where a decision is being made to request an assessment by an outside specialist, the principal, class teacher and parents will attend a meeting to discuss the next steps to be taken. Advice is sought from the psychologist in advance of the meeting and parents are informed of the concerns the school has in relation to the child. Feedback is also sought from the parents in terms of their observations at home.

In the case of a reluctant parent, the school may organise a meeting between the parents and the psychologist to explain the benefits of an assessment.

The principal has responsibility for making the referral and liaison with the specialist. The standard NEPS documentation needs to be collected and the principal will co-ordinate this.

The assessments take place in the school. The school has access to one NEPS assessment per school year.

In the event of limited availability of assessments through NEPS, priority is as follows:

  • Pupil who would benefit most from an assessment
  • Early intervention pupil

If parents wish to have an assessment carried out privately, they are requested to liaise with the school in advance and every support will be given to the parents by the school. If recommendations indicate resource hours, SNA support etc the school will contact the SENO to put these resources in place.

Drafting and implementing an Individual Education Plan (for pupils at Stage 3)

The purposes of an Individual Education Plan (IEP) is to pinpoint specific learning needs/strengths and learning targets for the individual child.

There is an agreed format for IEP’s in the school which outlines the areas to be addressed. (See attached)

IEPs will be completed once per year and monitored or adapted regularly.

The support teacher has responsibility for co-ordination of the IEP. The class teacher, support teacher, parents and SNA participates in the preparation of education plans.

Senior pupil may be included in the process in setting targets etc. Class teacher and support teacher get a copy of the plan and these are retained on file.

Progress is reviewed on an on-going basis in relation to the targets that were set. Adaption’s made as necessary. Class teacher and support teacher are involved in the review.

If the education plan identifies resources over and above those normally available in a mainstream school setting, the principal will bring this to the attention of the SENO and/or the NCSE. The principal is responsible for ongoing consultations with psychologists, SENO, others. In co-ordinating education plans from class to class meetings will take place between the relevant staff.

  1. Provision of Supplementary Teaching
  2. The primary work of the Learning Support Teacher is the provision of supplementary teaching to the pupils identified in section 3 above.
  3. The class teacher and the Learning Support Teacher meet to devise Individual Education Plans (IEPs) and/or Group Education Plans (GEPs), in consultation with the Principal and parents. The pupils involved also contribute to setting their own short-term targets.
  • A detailed review takes place at the end of each instructional term. The Learning Support Teacher and/or the class teacher meet the parents to discuss their child’s progress in the light of the review.
  • The Learning Support Teacher maintains the following documentation in individualised files:

-individual profile and learning programme;

-short-term planning and programme record;

-other records e.g. tape recordings of oral work;

-samples of written work; and

-reading analysis running records.

  • A system of withdrawal and/or in-class support operates in response to the needs of the individual pupil.
  1. Communication Strategies

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

  • class teacher and Learning Support Teacher following a low score on a screening test;
  • Principal and/or Learning Support Teacher and/or class teacher and parents following a low score on a standardised test, including the seeking of approval for diagnostic assessment and provision of supplementary teaching; and
  • ongoing communication between the Learning Support/resource Teacher and the class teacher throughout the instructional term.
  1. Parental Involvement
  • Regular communication takes place between the Learning Support/resource (where applicable) Teacher and parents.
  • Specific support is available to parents to assist them to work effectively with their child.
  • Parents are actively involved in the achievement of the targets set for their child e.g. through shared reading.
  • The parents and Learning Support/resource (where applicable) Teacher meet at the end of each instructional term to review the child’s progress.
  • Parents are met informally on a regular basis and formally at the parent/teacher meetings or when required
  1. Referral to Out-of-School Agencies
  • 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.
  • The Principal co-ordinates the referral of pupils to outside agencies e.g. Educational Psychologist.
  • The class teacher completes the necessary referral form in consultation with the appropriate school personnel.
  • The external professional visits the school to meet with the pupil, parents, Principal, class teacher and Learning Support/resource Teacher (as appropriate) and the assessment is conducted.
  • This is followed by a return visit at which findings are discussed, recommendations are considered and an appropriate response is agreed.
  • Where concern arises regarding the manner or speed of the follow-through post assessment, such concern is pursued by the Principal with the out-of-school agency concerned.

9. Provision of Resources

  • Resources for the provision of Support include a variety of textbooks, library books and ancillary materials and oral language programmes. A variety of testing materials are also in use which include standardised, diagnostic, tests, reading materials, reading attainment, phonological awareness and Maths attainment.
  • Following consultation between the Support Teacher, Principal and class teachers, funding for materials may be provided from funding that may be available through the Board of Management and/or Parents’ Association.
  • Learning Support resources will primarily be used in the Learning Support unit. These resources may be made available to class teachers following consultation with the Learning Support Teacher.
  1. Timetabling in relation to learning support
  • The provision of Learning Support is in addition to the regular class teaching in English and Maths.
  • Effort is made to ensure that pupils do not miss out on the same curricular area each time they attend learning support. A flexible approach to timetabling is adopted by class teachers while class disruption is minimised.
  • The provision of learning support may include withdrawal of pupils from their classroom and in-class tuition.
  1. Learning Support Teacher’s Work Schedule
  • The work schedule of the Learning Support Teacher, in addition to providing supplementary teaching, may include the overseeing of early intervention and prevention programmes, the conducting of diagnostic assessment, the maintenance and review of pupil records and consultation with teachers and parents.
  • In recognition of this varied role, the caseload of the Learning Support Teacher will be regularly reviewed.

Record Keeping

  • Individual pupil files are maintained on children with SEN. These include IPLP/IEP, weekly planning record and progress, diagnostic tests, teacher designed tests, work samples, standardised tests etc.
  • The support teacher, class teacher, principal, inspector, psychologist and parent have access to these records. Note: Bearing in mind the child’s entitlement to confidentiality, access might be on a need to know basis.
  • Records are stored in a filing cabinet in the support room. This allows for ease of access while still remaining secure.
  • Records are retained until a child reaches 24 years of age and then destroyed.
  • Records are updated and contributed to by the class teacher and support teacher.
  • Under Section 28 of the Education Welfare Act 2000, it is a requirement of the Board of Management that information concerning attendance and the child’s educational progress be communicated between schools. Where records are made available to other agencies, including other schools when the pupil transfers parental permission is sought.

Success Criteria