Contents
Introductory Statement Page 1
School Information Page 1
Rationale Page 1
Belief Statement Page 1
Aims of the Policy Page 2
Roles and Responsibilities Page 2
Identifying Pupils with Additional Needs Page 6
Information Gathering and Assessment Page 12
Inventory of Test Materials Page 12
Prevention and Early Intervention Strategies Page 13
Meeting the Needs and Allocating Resources Page 13
Timetabling Page 15
Tracking, recording and reviewing progress Page 15
Health and Safety Issues Page 18
Supervision/Child Protection Page 18
Ratification and Communication Page 18
Implementation and Review Page 18
1
    

Introductory Statement

Our SEN policy was coordinated by the learning support team, in consultation with our NEPS psychologist Kathleen Mc Ginley, in May 2008. The development of our SET policy was identified as one of our priorities during a whole school development planning day in June 2010. It was further revised and updated in the summer term of 2011. It was due to be updated in 2016 but was postponed due to the extension of the New Special Education Teaching Allocation Model pilot scheme. This policy is the reviewed and amended policy completed by the SET team in January 2019, in accordance with Circular No 0013/2017.  It was circulated to staff and families in February 2019 and finalised in February 2019.

School Information

St Aengus N.S.  opened in September 1975 and is under the patronage of Bishop Donal Mc Keown. We endeavour to create a positive and inclusive atmosphere that respects all children, regardless of their religious, social, cultural background or special educational needs. Our guiding principle is  “Success for All”.

Rationale

The purpose of this policy is to:

  • provide practical guidance to staff, parents and other interested parties about our SEN procedures and practices.
  • outline the framework for addressing additional needs in our school.
  • comply with legislation (Education Act 1998, Equal Status Act, 2000)
  • fulfil DES circular 0013/17 -Circular to the Management Authorities of all Mainstream Primary Schools; Special Education Teaching Allocation, and new 2017 Guidelines for Primary Schools: Supporting Pupils with Special Educational Needs in Mainstream Schools).

Belief Statement

Our school is dedicated to the implementation of an effective system for meeting the needs of all our pupils in accordance with our mission statement, the resources provided by the DES and the Board of Management.

We believe that all our children have a right to an education, which is appropriate to their individual needs. We strive to ensure that all our children feel that they are a valued part of our school community. We are fully committed to the principle of inclusion. This policy aims to enable children with Special Education Needs (SEN)  to become fully integrated members of our school community. This will be achieved by careful consideration of the needs of each child and by either modifying the environment, activities or by providing support that will help the child to participate in them.

 

Aims of the Policy

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

  • identify additional needs that our pupils may have
  • allocate resources to effectively meet the needs of children with additional needs
  • divide the roles and responsibilities among our school community in relation to pupils with additional needs
  • track, monitor, review and report on the progress of children with additional needs
  • communicate information between the SET team, principal, staff and parents/guardians

 

Roles and Responsibilities

Board of Management:

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

 

Principal:

The Learning Support Guidelines (2000, P.39) outlined the principal has overall responsibility for SEN procedures and practices in the school. The new allocation model states the principal’s leadership role is central and includes the following;

The school principal should

  • Implement and monitor the school’s Additional Needs policy on an on-going basis.
  • Assign staff strategically to teaching roles, including special education roles
  • Co-ordinate teachers’ work to ensure continuity of provision for all pupils
  • Ensure that whole-school procedures are established to facilitate the effective involvement of parents, pupils and external professionals/agencies
  • Ensure that effective systems are implemented to identify pupils’ needs and that progress is monitored methodically
  • Facilitate the continuing professional development of all teachers in relation to education of pupils with special educational needs, and ensure that all school staff (class teachers, special education teachers and special needs assistants) are clear regarding their roles and responsibilities in this area
  • assign responsibility for coordinating additional support to an identified teacher (i.e. SENCO)
  • communicate with the SENO (Special Education Needs Organiser)
  • oversee a whole school assessment and screening programme
  • allocate time within the school timetable for the SET team to plan and consult with teachers and parents
  • inform staff about external agencies and provide information on continuing professional development in the area of SET
  • meet with parents regarding any concerns about their child and update them regarding their progress

 

SEN Co-ordinator:

SEN co-ordinator (SENCO) should:

  • communicate with the principal in relation to SEN matters on an on-going basis
  • liaise with external agencies about the provision for pupils with additional needs
  • liaise with the NEPS psychologist, the SET team and class teachers to prioritise children for psychological assessments (NEPS)
  • liaise with SET Class Co-ordinators to identify, support and monitor children with additional needs
  • co-ordinate regular SET team planning meetings to ensure effective communication and support for children with additional needs
  • collaborate with the SET team in creating timetables for additional support
  • meet with parents regarding any concerns about their child, advise parents on procedures for availing of special needs services and update them regarding their progress
  • co-ordinate the whole-school standardised testing at each class level
  • co-ordinate the screening of pupils for additional support, using the results of standardised tests
  • select children for external diagnostic assessment, where parental permission has been sought and granted
  • oversee the tracking system of test results on password-protected Aladdin software to monitor the progress of pupils
  • maintain lists of pupils who are receiving additional support

SEN Class Co-ordinators (SENCC)

SEN Class Co-ordinators will be assigned from the SET team to each class level or stage depending on staffing numbers. They should

  • regularly meet with class teachers to discuss the needs of the pupils in their class
  • maintain a record of these meetings and decisions made
  • advise the class teacher, where needed, of possible interventions to meet the needs of their pupils
  • advise class teacher on procedures for availing of external special needs services
  • support the class teacher in creating a Student Support File once additional support is implemented
  • support the class teacher in the writing of classroom support plans
  • where requested by the class teacher, meet parents to discuss moving a child from classroom support to school support or when referring to an outside agency
  • communicate with the SENCO and the SET team regarding any concerns raised by class teachers at SET team planning meetings
  • update and maintain class SEN records and test results
  • liaise with external agencies about the provision for pupils with additional needs

Class Teacher:

Class teachers have primary responsibility for the teaching and learning of all pupils in his/her class, including those selected for additional support.  They should

  • implement teaching programmes which optimise the learning of all pupils and, to the greatest extent possible, prevent the emergence of learning difficulties
  • create a positive learning environment within the classroom
  • differentiate teaching strategies, approaches and expectations to the range of experiences, abilities, needs and learning styles in their class
  • discuss outcomes of standardised testing with SEN Class Co-ordinators to assist in the selection of children for supplementary teaching
  • meet with parents regarding any concerns about their child and update them regarding their progress
  • gather information and assess children presenting with needs to inform teaching and learning using the Continuum of Support
  • open a Pupil Support File once additional needs have been identified and require classroom support
  • develop classroom support plans for children in receipt of Classroom Support
  • collaborate with staff to develop School Support Plans for pupils in receipt of School Support
  • meet with Special Education Teachers, parents/guardians and other staff members to identify priority learning goals for each pupil in receipt of School Support Plus
  • collaborate with Special Education Teachers and relevant staff to develop a plan for each pupil in receipt of School Support Plus
  • regularly meet with Special Education Teachers, relevant staff to review School Support plans
  • meet regularly with Special Education Teachers, relevant staff and parents to review School Support Plus plans
  • where applicable, collaborate with the SET team regarding teaching aims and activities for team teaching
  • adjust the class timetable to ensure that children in receipt of supplementary teaching will not be absent for the same subject/activity during each session
  • co-ordinate the role and responsibilities of the SNA in relation to the needs of pupils with SEN within the class(es) to which they are assigned
  • liaise with and seek advice from their SENCC

 

 

Special Education Teacher (SET)

The SET teacher should:

  • familiarise themselves with a wide range of teaching approaches, methodologies and resources to cater for particular learning styles and to meet a variety of need
  • assist in the implementation of a broad range of whole school strategies aimed at prevention and early intervention
  • administer and correct standardised tests of achievement in literacy and numeracy, following the school’s guidelines
  • collaboratively develop School Support Plans for each pupil selected for school support teaching with class teachers and other staff
  • meet with class Teachers, parents/guardians and other staff members to identify priority learning goals for each pupil in receipt of School Support Plus
  • collaborate with class teachers and relevant staff to develop an individual plan for each pupil in receipt of  School Support Plus
  • regularly meet with class teachers, relevant staff to review School Support Plus plans
  • meet twice a year with class teachers, relevant staff and parents to review School Support plans
  • update and maintain planning and progress records for each individual or group of pupils in receipt of school support
  • provide supplementary teaching for literacy and numeracy on a withdrawal and in-class support basis
  • support whole-school procedures for screening
  • administer and interpret diagnostic tests and inform class teachers and parents of the outcomes
  • meet with parents regarding any concerns about their child and update them regarding their progress
  • co-ordinate class groups and offer advice and support to class teachers regarding pupils on their caseload
  • discuss the needs and progress of children on their caseload at planning meetings
  • provide necessary information to a SEN pupil’s receiving school once a transfer letter has been received

Special Needs Assistants:

The duties of the SNA carried out according to the guidelines for Special Needs Assistants from the Department of Education and Skills and under the direction of the principal/class teachers, the SNA will meet the care needs of the SEN pupils to which they have been assigned. (Circular 10/76).

The SNA should

  • support the needs of pupils in effectively accessing the curriculum
  • contribute to the quality of care and welfare of the pupils
  • support learning and teaching in the classroom
  • attend, where possible, training courses/workshops provided by the BOM
  • attend School Support Plus meetings and/or meetings with relevant professionals, when necessary
  • ensure the safety of the SEN pupils in the schoolyard, and be present for the duration of the yard breaks along with the teachers on duty
  • maintain a record of support provided to their SEN pupil
  • accompany SEN pupil to supplementary lessons when appropriate

 

 

 

Parents/Guardians:

Collaboration and sharing of relevant information between home and school are essential elements of our SEN policy. Parents/Guardians through their unique knowledge of their own children have much to contribute to their child’s learning.

Parent/Guardian should:

  • share any information, reports or reports pending from health professionals, and/or concerns regarding their child’s development. Copies of professional reports should be provided to the school at the enrolment stage
  • support the work of the school and keep the class teacher informed of the progress and challenges they observe in their child’s learning
  • attend meetings arranged by the class teacher or SET team
  • support the targets outlined in their child’s support plans and engage in all suggested home-based activities
  • inform the post-primary school of their child’s needs, at the transition stage

Pupils:

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

  • be given the opportunity to contribute to the setting of the medium and short-term learning targets
  • become familiar with the targets that have been set for them
  • develop ‘ownership’ of the skills and strategies that are taught during supplementary teaching and learn to apply these learning strategies and skills to improve their own learning
  • contribute to the evaluation of their progress by participating in appropriate assessment activities, including self-assessment

 

Identifying Pupils with Additional Needs

 

Continuum of Support

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

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

This problem-solving process is illustrated as follows:

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

The Continuum of Support suggests the following levels of support:

STAGE 1 CLASSROOM SUPPORT

Classroom Support is the most common, and typically the first response to emerging needs. It is a response for pupils who have distinct or individual educational needs and who require approaches to learning and/or behaviour which are additional to or different from those required by other pupils in their class. Problem-solving at this level typically begins when a parent or teacher has concerns about an individual pupil. The teacher, Class Co-ordinator and parents discuss the nature of the problem and consider strategies which may be effective.  Classroom Support incorporates the simple, informal problem-solving approaches commonly used by class teachers to support emerging needs.

STAGE 2 SCHOOL SUPPORT

In some cases, interventions at classroom support level are not enough to fully meet the pupil’s special educational needs. School Support may, therefore, be required. The class teacher needs to involve the Special Education Teacher Team (SET Team) in the problem-solving process at this point and it involves more systematic gathering of information and the development and monitoring of a School Support Plan.

STAGE 3 SCHOOL SUPPORT PLUS

If a pupil’s special educational needs are severe and/or persistent, they are likely to need intensive support. School Support Plus will generally involve personnel outside the school team in the problem solving, assessment and intervention process. However, the information from Classroom and School Support work will provide the starting point for problem-solving at this level. Classroom support and school support will continue to be an important element of his/her individual education plan.

The flow diagrams below outline how we gather information to identify needs and support children with additional needs. A more comprehensive explanation of each stage can be in the Continuum of Support – Guidelines for teachers

https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/neps_special_needs_guidelines.pdf

 

* adapted from NEPS Continuum of Support. For more detailed steps see page 12  – 15 of the continuum of support  – Guidelines for teachers

* adapted from NEPS Continuum of Support. For more detailed steps see page 22 – 25 of the continuum of support  – Guidelines for teachers

* adapted from NEPS Continuum of Support. For more detailed steps see page 32  – 35 of the continuum of support  – Guidelines for teachers

Information Gathering and Assessment

Assessment is part of what a class teacher does on a daily basis for all children. Some methods used by class teachers  include self-assessment, questioning, teacher observation, portfolios of work and teacher-designed tasks and tests, The information gathered enables the teacher to plan learning experiences based on the appropriate objectives from the curriculum.

In order to identify pupils who may require supplementary teaching in literacy and numeracy, screening including standardised testing is carried out in all classes annually and further diagnostic testing may need to take place. The information gathered from these formal assessments is then used to inform decisions for support and pupil’s support plans.  In order to identify pupils who may require support  for behavioural, emotional and social difficulties,  teacher observation, checklists, information from parents and external professionals are  used.

Assessment and Screening Tests:

In our school we carry out the following assessment procedures:

  • Junior Infants: Observation, Checklists, EYES
  • Senior Infants: Observation, Checklists, Drumcondra Early Reading Assessment, Drumcondra Early Numeracy Assessment, Reading Recovery Sight word, Writing Vocabulary and Sound/Letter Knowledge Tests,
  • 1st class: Observation, Checklists, Drumcondra Reading Test, Drumcondra Spelling Test, Sigma T, and Reading Recovery, Mata sa Rang
  • 2nd class: Observation, Checklists, Drumcondra Reading Test, Drumcondra Spelling Test, Sigma T, NRIT
  • 3rd class: Observation, Checklists, Drumcondra Reading Test, Drumcondra Spelling Test, Sigma T.
  • 4th class Observation, Checklists, Drumcondra Reading, Drumcondra Spelling Test, Sigma T.
  • 5th class: Observation, Checklists, Drumcondra Reading, Drumcondra Spelling Test, Sigma T and NRIT.
  • 6th class: Observation, Checklists, Drumcondra Reading, Drumcondra Spelling Test, Sigma T.

As a school, we also carry out the NRIT with children scoring on or below the 12th percentile in the Drumcondra Reading in classes 2nd- 6th if they are new pupils to the school and were not tested in 2nd Class.

We continually review the assessment and screening tests that we use in order to balance the needs of our pupils and the need to provide information for appropriate support. Therefore we may deviate from the above list prior to the review date.

Inventory of Test Materials

Screening Tests

  • Early Years Easy Screen (EYES)
  • Drumcondra Early Literacy Assessment
  • Drumcondra Early Numeracy Assessment
  • Drumcondra Reading
  • Sigma-T
  • Non- Reading Intelligence Test (NRIT)
  • Drumcondra Spelling Test
  • Mata sa Rang Assessment Tasks

Diagnostic Tests

In our school the following tests are available for administration:

·         Test of Phonological Awareness by Peter Hatcher

·         Salford Sentence Reading Test

·         Neale Analysis of Reading Ability

·         Sounds-Write Synthetic Phonics Skills Testing

·         PM Benchmarking kit

·         Aston Index

·         Schonell Spelling Test

·         Quest Literacy and Maths tests

 ·         Mata sa Rang Assessment Tasks

·         MALT Mathematics Test

·         Staffordshire Mathematics Test

·         Steve Chinn 15 minute maths test and tables tests

·         York Assessment of Reading and Comprehension (YARC)

·         Reading Recovery Observation Survey

·          Sounds-Write Non-Word Reading Test

·          Sounds-Write Alphabet Code Knowledge Test

·         Checklists from NEPS Continuum of Support: TOAD Observation Schedule, Behaviour Checklist, My Thoughts About School Checklist, Social Skills Observation Profile, How Do You Feel Assessment

Prevention and Early Intervention Strategies

Our strategies for preventing learning difficulties include:

  • The development of agreed approaches to the teaching of Literacy and Numeracy in order to ensure progression and continuity from class to class.
  • Provision of additional support in language development and any relevant early literacy and mathematical skills to pupils if needed
  • On going structured observation and assessment of the language, literacy and numeracy skills of pupils in the infant classes to facilitate early identification of possible learning difficulties.
  • Close collaboration and consultation between the Infant Teacher and the SET team.
  • Promotion of literacy e.g. Print-rich environment, First Steps Literacy Programme, DEAR (Drop Everything and Read), USSR(Uninterrupted, Sustained Silent Reading)
  • Promotion of Numeracy e.g. Mata sa Rang, Hands-on approach,
  • Parental involvement in promoting literacy and numeracy e.g. Literacy Lift-Off, Blast-Off, Homework Policy Guidelines for Parents.
  • Differentiation – adapting the learning environment.
  • In-class support from the SET team: Guided Reading starting in Senior Infants
  • Team Teaching/Aistear.
  • Withdrawing individuals/groups.
  • Reading Recovery
  • Mata sa Rang

Meeting the Needs and Allocating Resources

Once pupils needs have been identified, Special Education Teachers (SETs) are deployed to address these needs as required. We deploy SETs in a variety of ways in order to effectively meet pupils’ needs. We aim to strike a balance between in-class support, group and individual support while ensuring that the needs of children with additional needs are met inclusively. Every effort is made to make good use of teachers’ expertise.

Importantly, the level and type of support reflect the specific targets of individual pupils as set out in their support plans and are informed by careful monitoring and review of progress. In this way, following a period of intervention, some pupils may no longer require additional teaching supports; some may require the same level, while others may require more intensive supports.

In planning the allocation of additional teaching supports, the over-riding principle is that resources are deployed to address the identified needs of pupils. Importantly, those with the highest level of need should have access to the greatest level of support. We consider methodologies best suited to promoting meaningful inclusion such as differentiation,  team-teaching and small group teaching. In addition to literacy and numeracy difficulties, many pupils will have specific needs in such areas as oral language, social interaction, behaviour, emotional development, motor skills and application to learning. Whole-class  programmes that promote emotional well being are also delivered by the SET team such as “Fun Friends”.

At the end of each term the SEN Class Coordinators (SENCC) meet class teachers and review children’s needs, the resources in place and progress made using the Continuum of Support problem-solving model of assessment and stage approach flow charts. The SENCCs then bring this information to the end of term SET team planning meetings. As a SET team, we review all support and allocate resources for the subsequent term.

We cross-reference the needs of pupils at School Support and School Support Plus levels and consider common needs that can be met by grouping, to ensure effective and efficient teaching and learning approaches.

SELECTION PROCESS FOR ALLOCATING ADDITIONAL TEACHING SUPPORT

Stage 3 School Support Plus 1.      Children with identified complex needs by an external professional such as a

·         Physical Disability

·         Hearing Impairment

·         Visual Impairment

·         Emotional Disturbance

·         Moderate General Learning Disability

·         Severe/Profound General Learning Disability

·         Autistic Spectrum Disorder

·         Specific Speech and Language Disorder/Impairment

2.      Children with severely delayed literacy or numeracy skills

 Stage 3 School Support Plus Type of Support

In-Class Support

Team-Teaching

Group Withdrawal

Individual Withdrawal

 

Personnel

SET teacher

Class Teacher

Outside Agencies
Stage 2 School Support 3.      Prevention and Early Intervention Programs (Aistear, Reading Recovery, Literacy Lift-Off, Blast-Off, Mata sa Rang )

  1. Children in JI & SI whom English is an additional language or children whom English is an additional language newly arrived in Ireland in 1st – 6th if the need arises
  2. Children on or under the 12th Percentile in Literacy Standardised Tests
  3. Children with an identified need assessed by external professionals who are not on or below the 12th percentile in Literacy such as

1.      Borderline Mild General Learning Disability

2.      Mild General Learning Disability

3.      Specific Learning Disability

4.      Attention Deficit Disorder/ Attention Deficit Hyperactivity Disorder

  1. Children on or under the 12th Percentile in SIGMA T
  2. Children with a identified need by external professionals who are not on or below the 12th percentile  in Numeracy

1.      Borderline Mild General Learning Disability

2.      Mild General Learning Disability

3.      Specific Learning Disability

4.      Attention Deficit Disorder/ Attention Deficit Hyperactivity Disorder

  1. Children who have not made adequate progress after interventions at Stage 1
 Stage 2 School Support Plans Type of Support

In-Class Support

Team-Teaching

Group Withdrawal

Individual Withdrawal

Personnel

SET teacher

Class Teacher

Timetabling

When drawing up timetables it is important to remember that:

  • timetables should be continually reviewed
  • children should not miss the same subject each time they are withdrawn
  • if a pupil is unavailable for their supplementary session due to special circumstances, the Special Education Teacher will attempt to reschedule the session with the co-operation of another teacher.
  • interruptions to classes/classrooms should be kept to a minimum.

 

Tracking, recording and reviewing progress

 

Provision for pupils with special educational needs is enhanced through clear identification processes and careful planning of interventions to address academic and/or personal and social development needs. Identification of needs, planning, target-setting and monitoring of outcomes are essential elements of an integrated and collaborative problem-solving process.

Student Support File

We use a Student Support File to plan interventions and to track a pupil’s pathway through the Continuum of Support. It facilitates us in documenting progress and needs over time and assists us in providing an appropriate level of support to pupils, in line with their level of need. Our Student Support File is based on the NEPS template and is stored on the school server. All support files should include:

  • Cover sheet with pupil’s details
  • A timeline of actions
  • Record of support received
  • Standardised/ Diagnostic test scores
  • Support plans (See below)
  • Checklists

A class teacher or class coordinator should open a Student Support File once a child is placed on Stage 1 –Classroom Support on the continuum. This is stored digitally on the server in Pupil Records and a paper copy is stored in the class teacher’s assessment folder and SEN filing cabinet stored in SENCO’s room.

 

 

Support Plans

We use three different support plans for the three stages of support on the Continuum of Support.

Stage 1 – Classroom Support

A Support Plan at stage 1 is a Classroom Support Plan. (CSP) This is a  simple plan which is drawn up by the Class Teacher in collaboration with the SEN Class Coordinator which outlines the pupil’s additional educational needs and the actions, including individualised teaching and management approaches, which will be taken to meet the pupil’s needs. The plan may also include home-based actions to be taken by the pupil’s parents to support their child’s development. The Classroom Support Plan should include a review date. This could be at the end of a school term. If it is deemed that the child would benefit from school support the child’s parent or guardian will sign a consent note at this stage.

Stage 2 – School Support

A Support Plan at stage 2. This plan is drawn up by the class teacher and appointed SET teacher. It will set out the nature of the pupil’s learning difficulties, define specific teaching, learning and behavioural targets and set a timescale for review. The plan should, for the most part, be implemented within the normal classroom setting and complimented by focused school based intervention programmes. Depending on the nature of the needs and on the school context, additional teaching might be within a small group or individual or a combination of both either in class or on a withdrawal basis.  Home-based actions may also be included. After the plan has been drawn up, it should become a working document through the careful monitoring of the pupil’s response to the actions taken.

 

Stage 3 – School Support Plus

A Support Plan at stage 3. This plan is drawn up by the class teacher and appointed Special Education Teachers, in consultation with the child’s parents/guardians, professionals external to the school and (if appropriate) the child based on the information gathered. It will set out;

  • The nature and degree of the pupil’s abilities, skills and talents
  • The nature and degree of the pupil’s special educational needs and how those needs affect his/her educational development
  • The present level of educational performance of the pupil
  • The special educational needs of the pupil
  • The special education and related support services to be provided to the pupil to enable the pupil to benefit from including:
  • Strategies for supporting the pupil’s progress and inclusion in the classroom setting
  • Individual and/or small group/special class interventions/programmes
  • Specific methodologies/programmes to be implemented
  • Specific equipment/materials and/or IT supports, if required to support learning and access to the curriculum
  • Support required from a Special Needs Assistant (SNA), if appropriate
  • The goals which the pupil is to achieve over a period not exceeding 12 months
  • The pupil’s priority learning needs, long and short term targets to be achieved, the monitoring and review arrangements to be put in place

 

School Support Plus meetings are coordinated by an appointed School Support Plus coordinator. This is usually one of the child’s Special Education Teachers. Parents will be invited to at least two out of three meetings depending on the needs of the child.

School Support Plus Cycle

SEN Records

Individual SEN Files

All pupils’ SEN files are stored in a locked filing cabinet in the SENCO’s room. It is the responsibility of SETs to update and manage the files of the children on school support and school support plus that they support.  It is the responsibility of the SEN Class Coordinators to update and manage the SEN files of children on classroom support.  The following should be stored

  • Student Support File
  • Copy of referrals made to outside agencies
  • Copy of reports from outside agencies
  • Record of SEN meetings with parents, outside agencies and inter- school meetings
  • Record of SEN correspondence between parents, outside agencies and school staff

 SEN Files

SEN records are stored  in a locked filing cabinet in the SENCO’s room. It is the responsibility of the SEN Class Coordinators to manage and update these. Psychologists’ Reports are stored in a locked filing cabinet in the principal’s office.

Communication between SET Team/Principal/Class Teachers

SET timetables have been organised so that 1.30 – 2.00 is our designated SET team meeting time. There is also designated co-ordination time after school from 3.00 – 3.30pm. This allows all staff the opportunity to meet with members of the SET team. Meetings like Care team meetings, Team Teaching Planning Meetings etc take place on a Friday afternoon as the need arises and cover buddies are assigned. Meetings with parents take place during their child’s allotted timetable slot where possible.

 

Health and Safety Issues

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

Supervision/Child Protection

  • Where pupils receive support on a one-to-one basis, the door of the room should remain open.
  • Where pupils are withdrawn for support, the SET teacher should collect and return children to their classrooms.
  • Where a child has access to an SNA, they may withdraw the child from the class if a plan is in place with the class teacher.

Ratification and Communication

This revised policy was ratified by the Board of Management in  December 2018

Implementation and Review

This policy will be implemented from January 2019. It will be reviewed in June 2019 by the Special Education Team and all staff at St Aengus N.S. pending a proposed review of the New SEN Allocation Model by the Department of Education and Science in 2019.

Signed: _____________________                                                    Date: ___________

(Chairperson)

Appendix 1 : Sample letter to be signed by parent at review meeting of classroom support plan if necessary.

St Aengus N.S.

Bridgend

I, _________________________ give permission for my child_______________________ to receive school support and agree to any diagnostic testing that may be deemed necessary.

Appendix 2: Sample letter inviting parent to discuss target setting for school support plan.

St Aengus N.S.

Bridgend

Dear Parent/Guardian,

______________’s  class teacher has reported that you would be happy for him/her to receive school support for ____________________ We would like to meet with you to discuss your child’s learning targets for this school support plan. We could meet with you at __________________ on __________________. If this appointment does not suit you can let our secretary, Bernie know and she will arrange another time that suits you.

Yours Respectfully,

________________________SET Team

Appendix 3: Sample letter inviting parent to discuss progress with school support plan.

Dear Parent/Guardian,

We would like to meet with you to discuss __________________’s progress with his school support plan. We could meet with you at __________________ on __________________. If this appointment does not suit you can let our secretary, Bernie know and she will arrange another time that suits you.

Yours Respectfully,

________________________SET Team

Appendix 4: List of Resources in St Aengus N.S.

Guidelines/Information for Teachers

 

Special Education in Irish Classrooms, A Practical Guide by Fiona King

Reading Recovery: A Guidebook for Teachers in Training by Marie Clay

Guidelines for Teaching Numicon

Sounds-Write, Background and Content

Signposts: A Resource Pack for Teachers, Information and Guidelines on:

Assessed Syndromes

Autism/Autistic Spectrum Disorders

Dyspraxia

Emotional Disturbance and /or Behavioural Problems

Exceptionally Able

General Learning Disabilities

Specific Speech and Language Disorders

Physical Disabilities

Sensory Impairment

Specific Learning Disability

NCCA Assessment in the Primary School Curriculum

Mental Health in Children and Adolescents- A Guide for Teachers

Mutism-A guide for Parents, Teachers. Clinicians and the Child

Special Education Needs, Continuim of Support (Resource pack for teachers)

Guidelines on the Individual Education Plan Programme

NCCA Guidelines For Teachers of Students with General Learning Difficulties

Dept of Education and Science Learning Support Guidelines

Behavioural, Emotional and Social Difficulties- A continuum of support, Guidelines for Teachers

Children First-National Guidelines for Protection and Welfare of Children

Our Children-Their Lives- the National Children’s Strategy

The Gift of Dyslexia

ICT and Special Needs (NCTE)

Overview of TEACCH (Treatment and education of children of autistic and related communication handicapped children) promoted by SESS

Teaching Number in the Classroom with 4-8 year olds by Wright, Stanger, Stafford and Martland

More Trouble With Maths by Steve Chinn

Fun Friends

Socially Speaking

Friends for Life

Learning-Support Resources

 

Reading Material

 

Sails Readers Emergent First Wave to Early 4 level (Heinemann)

PM Library : Magenta to Silver

Oxford Reading Tree Stage 2 to Stage 16 (Oxford University Press)

Reading Zone Programme First to Sixth Classes

Fuzzbuzz: Levels 1 to 3 (Oxford University Press)

Livewire Real Lives (Hodder Murray)

Livewire Investigates (Hodder and Stoughton)

Livewire Non-Fiction (Hodder and Murray)

Wolfhill: Levels 1 to 5 (Oxford University Press)

Storyworld Stages Blue and Purple (Heinemann)

Literacy World Satellites Stages 1 to 4

Take-Off Series (Heinemann)

Chillers (Puffin)

Five Minute Thrillers (LDA)

Ten Minute Thrillers (LDA)

All Aboard Stage 1 Introductory (Ginn)

Dorling Kindersley Read Along

Easy Words to Read (Usborne Publishing)

I Wonder Why Series (Kingfisher)

Happy Families (Puffin/Viking)

Folen’s Reading Pack, Level 2

Guided Reading Resources ( 8 copies of each title, fiction and non-fiction)

Red Rocket from Emergent to Emerald stages – See inventory

PM Plus Readers: level 3, level 5, level 8, level 11 + 12, level 14 + 15, level 16 and level 17 – See inventory

Big Books

 

Storyworlds

Hide and Seek

Pirate Pete and the Monster

Mamba and the Crocodile Bird

The Shark with No Teeth

Bingo and the Bone

Voyage into Space

Comprehension and Listening Skills

 

Listening Comprehension Lower (Prim-Ed)

Listening Comprehension Middle (Prim-Ed)

SRA Reading Laboratory (Levels 1-12)

Multiple Choice Comprehension Lower (Prim-Ed)

Look! Listen! Think! Middle (Prim-Ed)

Comprehension Lifters Books 1 and 2

Digraph Sounds and Comprehension Stories Book 1 (Prim-Ed)

Differentiated Cloze Middle (Prim-Ed)

Reading Comprehension 1, 2 and 3 (Carson-Dellosa Publishing Company)

Understanding Sentences Reading for Comprehension (LDA)

Getting the Main Idea (LDA)

Sequential Thinking Set 3

Why Because

Teaching Comprehension Strategies, Books E and F

Engage Literacy Comprehension Kit, levels 16-22

Oral Language

 

“Of Course I Can” Language Programme (Victoria B. Sperry)

Chatterbox Basic Language (LDA)

Auditory Processing Activities (ECL Publications)

And Then Series of Language Development

Writing

 

Stop it, Editor! (Exercises in Punctuation)

Fine Motoring (Easylearn)

My Handwriting Workbooks A & B

Activities for Writing Adventure Stories (Scholastic)

Activities for Writing Fantasty Stories (Scholastic)

Let’s Write and Draw 1 (Nelson)

Fuzzbuzz Workbooks Levels 1-5

Quest Writing Workbooks 1 & 2

Write Here Books C & D

Creative Activities for Plots, Characters and Settings

Phonological Awareness

 

Sounds-Write Programme (Susan Case, Dave Philpot and John Walker)

Teacher Designed Sounds-Write Programmes for First, Second, Third and Fourth Classes

The Big Book of Early Phonics (Prim-Ed)

The Big Book of Phonics (Prim-Ed)

The Alpha to Omega Programme (Bev Hornsby and Julie Pool)

Toe By Toe

Spelling Made Easy, Introductory, Key Stages 1 & 2 (Violet Brand)

Phonic Code Cracker by Sylvia Russell

Quest Phonic Workbooks

Jolly Phonics Programme

Active Phonics, Books 1 and 2, Initial Blends and Digraphs (Prim-Ed)

Letts Literacy Basics, Key Stage 2

Sounds Activities, Key Stages 1 & 2 (Egon Publishers)

Initial Sounds Fold Ups (Prim-Ed)

Initial Sounds Through Art and Craft (Prim-Ed)

PM Library Blends (PM Library)

Phonic Pictures, Initial Sounds and Blends (Prim-Ed)

Finger Phonics Books 1-7 (Jolly Phonics)

Tune into Sounds (Ginn Phonics)

Sounds and Words 1 & 2

Literacy Skills Big Rhyme Books A & B (Stage 3)

Literacy Skills Big Rhyme Books A & B (Stage 4)

Games

 

Games on Rhyme:

Easylearn Rime Cards Sets 1-4

Slug in a Jug Rhyme Game (Orchard Toys)

Picture Rhymes (Carson Della Rose)

Smart Chute Rime Cards

Silly Rhymes (Dorling Kindersley)

Onset and Rime Starter Sets A, B & C (Philip and Tracey)

Rime Cards by Easylearn

Initial Sounds:

Smart Chute Card Games

Stile Phonics Book 1

Alphabet Train (Party Games)

Alphabet Puzzle (Galt)

First Letter Lines (Easylearn)

 

Consonant Vowel Consonant:

Smart Chute Card Games

Crossbow CVC Games

Sounds Write CVC Card Games

Blends/Digraphs:

Smart Chute Card Games

Sounds Write Games

Crossbow Blends/Digraphs Games

Initial Consonant Clusters 1 & 2 (Taskmaster)

Consonant Clusters Matching Game

Stile Phonics Games

Blends and Digraphs Puzzle Cards (Learning Resources)

Wordspell Blends/Digraphs Cards, Sets 1, 2 & 3

 

End Consonant Clusters:

End Consonant Clusters (Taskmaster)

Stile Phonic Games

End Consonant Clusters (Crossbow)

High Frequency Word Games:

Basic Words Bingo 1 & 2 (Easylearn)

Word Fun Match and Learn

Muddled Sentences

Word Blocks

Spiders Webs (Know How)

Read and Match Dominoes (Taskmaster)

Compound Words (Taskmaster)

Syllables, Levels 1, 2 & 3 by Smart Chute

Hex-a-Word Game (Taskmaster)

Sounds Write Word Games

ICT

 

Sounds Write

Phonic Code Cracker

Oxford Reading Tree, Levels 6, 7, 8 and 9

Word Shark

Teacher Designed Sounds-Write DVD for parents

Lexia SOS

Key Blaze Typing Tutor

Top Marks

Mathematics:

 

The Mathemagic Mathematics Programme by Fallons

The Action Maths Mathematics Programme by Folens

The Maths Matters Mathematics Programme by EDCO

New Wave Mental Maths Programme by Prim-Ed

100 Mental Maths Starters Years 1 to 5 by Scholastic

The Numicon Maths Programme.

Maths Made Easy Programme by Egon

Maths Together 4 and 5 by Mulberry Publications

Telling the Time by Easylearn

Table Talk for Addition, Subtraction, Multiplication and Division by E.E.C. Publishing

Time4Learning by NALA

Dienes Blocks

Unifix Cubes

Lollipop Sticks

Numicon Materials

Smart Chute Cards

Time Lotto

Shape Lotto

Data Lotto

Fraction Lotto

Maths Games Books 1, 2 and 3 by Prim-Ed

Donkey Derby for Counting

Spotty Dog for Addition

Racing Around the Clock

Tangrams

Maths Shark

Calculators

Addition, Subtraction, Multiplication and Division Bingo Games

Shopping Basket, Groceries and Coins

Till for Shopping

What Time Is It?

Social Skills:

Feeling Good About Yourself

I Take Responsibility For Me and it Shows

Socially Speaking- Board game and manual

Talk About (DVD)

Circle Time

Fun Friends

Friends for Life

 

Bibliography.

Department of Education and Science (1999) Primary School Curriculum. Your

child’s learning. Guidelines for parents, Dublin: Stationery Office.

Department of Education (1988) Guidelines on Remedial Education, Dublin:

Stationery Office.

Government of Ireland, Department of Education and Science (2005) Circular 202/05,

Dublin: Stationery Office.

Government of Ireland, Department of Education and Science (2004) Education for

Persons with Special Education Needs (EPSEN), Dublin: Stationery Office.

Government of Ireland, Department of Education and Science (2003) Circular 24/03,

Dublin: Stationery Office.

Government of Ireland, Department of Education and Science (2002) Circular 08/02,

Dublin: Stationery Office.

Government of Ireland, Department of Education and Science (2001a) Report of the

Task Force on Autism, Dublin: Stationery Office.

Government of Ireland, Department of Education and Science (2001b) Report of the

Task Force on Dyslexia, Dublin: Stationery Office.

Government of Ireland, Department of Education and Science (2000) Learning-

Support Guidelines, Dublin: Stationery Office.

Government of Ireland & National Council for Curriculum Assessment (1999a)

Primary School Curriculum, Introduction, Dublin: Stationery Office.

Government of Ireland & National Council for Curriculum Assessment (1999b)

Primary School Curriculum. English Language. Teacher Guidelines, Dublin:

Stationery Office.

Government of Ireland & National Council for Curriculum Assessment (1999c)

Primary School Curriculum. English Language, Dublin: Stationery Office.

Government of Ireland & National Council for Curriculum Assessment (1999d)

Primary School Curriculum. Mathematics, Dublin: Stationery Office.

Government of Ireland & National Council for Curriculum Assessment (1999e)

Primary School Curriculum. Mathematics. Teacher Guidelines, Dublin: Stationery

Office.

Government of Ireland, Department of Education and Science (1999f) Circular 08/99,

Dublin: Stationery Office.

Government of Ireland, Department of Education and Science (1998) The Education

Act, Dublin: Stationery Office.

Government of Ireland, Department of Education and Science (1993) Report of the

Special Education Review Committee (SERC), Dublin: Stationery Office.

Irish National Teachers Organization (2001) Literacy in the Primary School, Dublin:

I.N.T.O. Publication.

Irish National Teachers Organization (1997) Teaching and Learning: Issues in

Assessment, Dublin: I.N.T.O. Publication.

Irish National Teachers Organization (1994) Remedial Education. A Review, Dublin:

I.N.T.O. Publication.

Shiel, G; Morgan, M; Larney, R; (1998) Study of Remedial Education in Irish

Primary Schools, Dublin: Stationery Office.