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COLÁISTE CLAVIN

Teaching Assessment and Learning

Policy

Introduction

Teaching and learning is at the very core of school life and everything else revolves around

this activity. Teaching is the process used to present the curriculum to students and in order

for it to be effective it has to be well planned and executed in an appealing, varied and engag-

ing manner. Learning is the acquisition of knowledge or skills through teaching, independent

research or by involvement in some activity.

The school offers students a holistic education where the emphasis is on developing the stu-

dent as a total person so that s/he is fully equipped to play an active role in society. This is

achieved through a combination or formal and informal curricula which are taught in an en-

gaging manner using varied and active teaching strategies. Students are encouraged to think,

flourish and grow as individuals while being afforded the opportunity to fully maximise their

potential. One of the most fundamental objectives of the school is to develop students as in-

dependent and lifelong learners.

Rationale The purpose of this policy is to establish a common understanding of what constitutes quality

Learning and Teaching and to outline a blue print for best practice in the school

Mission Statement

The school’s mission statement which advocates a holistic education for students is the guid-

ing principle for this policy

Aims

To enhance the learning experience for students by making learning more engaging

and appealing for students.

To provide a roadmap for teaching and learning in the school.

To further develop the school as a safe stimulating and motivating learning environ-

ment.

To demonstrate that learning is a collaborative process in which each individual has a

role to play.

To outline the roles of all partners in the learning process.

To ensure that all students are offered the opportunity to achieve maximum potential.

To outline how students are supported and scaffolded in their learning journey

through the school.

To support, encourage and motivate staff to continue to develop as professionals.

To identify opportunities to involve parents.

To embrace change and to welcome opportunities to motivate and pioneer new teach-

ing practices.

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To encourage reflection and self-evaluation in teaching.

To incrementally set targets for improvement.

Responsibilities

Management

1. Shape and share a vision for academic success

2. Possess high expectations of staff and students

3. Provide the necessary resources for teaching and learning

4. Create a safe and caring learning environment

5. Recognise and reward effort and achievement

6. Encourage creativity and innovation in the delivery of the curriculum

7. Earmark suitable CPD and encourage staff to avail of this

8. Cultivate leadership in others

9. Involve all the partners in the enhancement of teaching and learning within the school

10. Provide advice and support as required

11. Encourage self- evaluation and ongoing school improvement.

Teachers

1. Plan and prepare adequately for each lesson and ensure up-to-date subject plans

are available

2. Be good role models for students

3. Create a clear structure to lessons

4. Make lessons interesting and stimulating

5. Ensure students are active participants in the learning process

6. Create a positive and orderly learning environment

7. Develop a rich learning environment

8. Avail of opportunities to create cross-curricular links

9. Match lesson activities to student abilities and learning preferences

10. Be willing to collaborate and share good practice and resources with colleagues

11. Keep in tune with modern trends and new developments in pedagogy through con-

tinuous professional development 12. Develop a positive and respectful relationship with students

13. Use a variety of assessments techniques to engage students and bring about im-

provement 14. Use self-evaluation as a means of enhancing the learning experience for students

15. liaise with support staff and substitute teachers to ensure continuity of work for

their classes and progress by students requiring additional support

16. Use all resources available, including ICT, to support and enhance teaching.

Students

1. Exhibit a willingness and a readiness to engage in the learning process

2. Be active participants in learning

3. Respect the opinions, views and rights of others

4. Take control of their own learning

5. Develop a balanced and healthy lifestyle

6. Be reflective and engage in self-evaluation

7. Ask for help when necessary

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8. Adhere to classroom and school standards

9. Improve your chances of success by knowing your learning style

10. Select a study technique that you are comfortable with

Parents

1. Ensure students attend school regularly and punctually

2. Exhibit an interest in their son’s/daughter’s learning

3. Take an active role in school affairs

4. Create a home environment which is conducive to learning

5. Be a resource provider for their offspring

6. Co-operate and engage with the school

7. Promote a positive attitude towards school and learning

8. Encourage their son/daughter to maximise his/her potential

Effective Teaching

Teaching is more likely to be effective when:

The teacher is enthusiastic and engaging

There are good, positive working relationships between teachers and pupils

A safe learning environment is created where students feel comfortable expressing

their opinions

Lessons are well planned and structured

Teachers have high expectations for students

A variety of teaching strategies are employed. Lessons should create opportunities for

working in pairs and in groups for reciprocal learning

Differentiation is an intrinsic element of the teaching

Learning intentions are shared with students

Effective questioning is a regular feature of the process

The teacher gives regular constructive feedback in line with school Assessment policy

Key skills are developed including literacy and numeracy

Teachers engage in regular reflection and evaluation

A variety of resources are used in teaching including ICT to stimulate and enhance

learning

Work should include opportunities to develop the students’ skills in reading, writing,

mathematics and ICT

Challenging homework is set to consolidate understanding.

The Learning Environnent

All teaching areas are expected to be kept to a high standard

The physical layout is flexible and adaptable to cater effectively for independent and

collaborative learning.

The students not the teacher are centre stage in the layout.

The learning space is bright and comfortable

The environment is well organised whereby each student has a designated position

The space is well resourced to cater for a variety of learning strategies

The environment is rich with relevant up to date displays and samples of students’

work to inspire and stimulate learning

The environment is safe, caring respectful and inclusive.

Learning is not confined just to designated spaces but also takes place informally

throughout the school campus and beyond

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Teachers are encouraged to use displays of learners’ work as a reward and motivation

tool for learners.

Transition areas, such as corridors, can also be effective places to support learning.

Planning In the school it is envisaged that each subject department would hold at least 3 full whole

subject department meetings during the academic year. At these meetings whole-department

matters are discussed. The subject department co-ordinator operates on a rotational basis and

is appointed at the first meeting of the year. Copies of the minutes of these meetings are for-

ward to school management. Other smaller meetings may take place throughout the year as is necessary as well as Subject

Learning Assessment Review meetings. A copy of the former should be stored in the subject

folder whereas a report of SLAR meetings needs to be forward to management. The long-term plans of each subject department should be stored on the SharePoint site as

well as a hard copy in the subject folder. The plans need to be reviewed and updated annually

by the members of the department.

Lesson Structure Each teacher is responsible for his/her individual lesson plans and preparation. The following

format applies to lessons in general: Learning intentions (What we Are Learning Today –WALT) are shared with stu-

dents at the outset or they are unearthed by the students during the lesson. These are

revisited as the lesson progresses Effective questioning (LOQ and HOQ) with Wait Time is used to discover students’

prior knowledge of a topic or to measure the quality of learning/understanding that

has resulted from a previous lesson. The Context of Learning (Task, Activity, and Methodology) is applied so that stu-

dents can achieve the Learning Intention. Differentiation of both content and process should be a feature of each lesson.

The teaching of the Key Skills for junior cycle is the responsibility of every teacher. Success Criteria (What I’m Looking For – WILF) is shared with students so that

they know when they have achieved the learning intention Teachers use a combination of Assessment of Learning (AOL) and Assessment for

Learning (AFL) in lessons.

It is expected that all teachers would use the following method when giving oral or

written feedback to students:

Success based on success criteria Needs improving Advice on how

Review by student Evaluate progress

Provision of personal work for students

Reflection and Self-evaluation following an evidence-based approach

Key Skills

The key skills of the Junior Cycle are:

Managing Myself,

Staying Well,

Communicating,

Being Creative,

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Working with Others,

Managing Information and Thinking.

Being Literate

Being Numerate

Each teacher will embed these skills and their elements into their teaching over the three

years of the Junior Cycle.

It is expected that all classrooms would have a poster of the key skills and their elements and

that this would be referred to frequently during the learning process.

Statements of Learning

The learning at the core of the Junior Cycle is described in the twenty-four statements of

learning. (Framework for Junior Cycle 2015) The statements of learning are accessible to all

junior cycle students over the three years of the programme.

Each subject department should reference, the statements applicable to their subject, at inter-

vals throughout the year and incorporate them into subject planning.

Supporting learning

The use of ICT such as interactive data projectors, wireless broadband, visualisers

and personal learning devices (Ipads) have greatly enhanced the learning experience

for students.

Management has high expectations of staff and students alike which encourages them

to perform to the best of their ability.

The preferred learning styles of students are identified and are used to inform and

shape teaching and learning.

Teachers attend both subject related and teaching related CPD to keep abreast of

changes and 21st century teaching strategies

A culture of collaboration and the sharing of resources and best practice is fostered in

the school so that teachers can support and learn from one another

Subject department personnel collaborate in drafting long-term subject plans under

specified headings and provide common assessment where practicable

All teachers are expected to keep a diary of short-term plans, and records of attend-

ance, homework, assessment and behaviour.

New teachers receive induction at school level and at LMETB level. They are also

assigned mentors and receive feedback, advice and support from senior management

Many teachers give freely of their free time to provide additional lessons for exami-

nation students to enhance their preparation for state examinations

Mock practical assessment, mock oral assessment and mock written assessment are

provided for students with feedback which boosts their confidence and helps in their

preparation for the state examinations

Teachers assess students at the end of topics and use a combination of AOL and AFL

to give instant feedback to students and to point out what is good and what needs im-

proving. The results achieved by students in state examinations are analysed and discussed by

subject departments using PDST template and action plans devised to further increase

the number of students taking higher level subjects and enhance their grades.

Standardised tests in reading and Maths are given to students at the end of first year

to monitor student progress. Any concerns are discussed with the student in question

and their parents

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Procedures and deadlines are in place for changing subjects and subject levels

The student diary is used to inform parents of student progress and behaviour. As a

means of involving parents in their children’s learning they are requested to monitor

homework and sign the journal at least once per week.

Formal reports are sent to first year parents at the end of the first half-term and again

at two stages during the year as is the case for students in other years.

A positive relationship exists between staff and students

Strategies as outlined in the school DEIS plan/SIP for literacy are used to ensure that

students are exposed to a supportive and positive learning experience

Staff are involved in self-evaluation

Management and staff endeavour to create a learning rich environment throughout

the school

A strong pastoral care system, guidance system and school completion system ensure

that students are well supported in their learning SEN personnel and the school SNA aide the quality of teaching and learning for spe-

cial educational needs students.

The JCSP programme and LCVP programme contribute significantly to the quality of

learning experienced by students in the school.

There are a variety of policies in place to aide and support the quality of T&L in the

school

The school awards system plays a significant part in this process.

Study skills programmes are provided for examination students

A homework club and supervised evening study are also available to students

Motivation

These strategies can be useful in engaging students who may lack self-motivation

Make learning relevant by linking student experience and the curriculum

Get to know students and build a relationship with them.

Be punctual and greet students on arrival to the classroom

Model respectful behaviour.

Demonstrate enthusiasm and preparedness

Use a variety of active teaching strategies

Create a stimulating and safe learning environment

Have realistic expectations of students

Be conscious of student capabilities and differentiate learning accordingly

Praise and acknowledge effort

Help students set realistic learning goals

Add positive comments to student journals whenever possible

Provide choice and flexibility

Endeavour to make learning interesting and enjoyable

Use a variety of assessment techniques and advise students how to improve

Demonstrate approachability

Have agreed classroom standards and be consistent and fair in imposing sanctions

Use co-curricular and extra-curricular programmes to reinforce learning

Involve parents when and where necessary.

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Teaching Strategies

The following methodologies amongst others are used by teachers at various stages

throughout the learning process in the school

Success Criteria (WILF)

Informing students about what they are going to learn and why they should learn it gives

students the tools they need to take more responsibility for their own learning and helps them

achieve learning independence. Involving students in the development of the criteria helps

deepen their understanding of what success looks like.

Think-Pair- Share Square This strategy allows you to quickly engage the whole class without losing any time moving

furniture or formulating groups. Think-Pair-Square-Share is a series of steps that enables the

students move through the stages of individual work, paired work and group work before

feeding back to the whole class very simply.

Formal Cooperative Learning Groups These groups can last for one chunk/section of learning i.e.: one chapter, one topic, one pro-

ject, report, experiment, problem or for a period of several weeks. Students work together to

ensure that they and their group members have learned/understood or completed the required

learning task. Any curricular area in any subject can be structured for cooperative learning.

Informal Cooperative Learning Groups Informal cooperative learning groups are ad hoc groups that last from a few minutes to an en-

tire class period. During direct teaching, demonstration or film/video, quick informal small

groupings are used to:

• focus students’ attention on the material to be learned,

• set a mood conducive to learning,

• set expectations as to what will be covered,

• ensure that students cognitively process the material being taught

• provide closure to the lesson.

Role Play Role-play is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. ... Role play can allow everyone to participate

Jigsaw The jigsaw technique is a well-structured cooperative learning structure that emphasizes both

individual accountability and achievement of group goals, both of which are critical for im-

proved student learning in cooperative settings. In a jigsaw, the class is divided into several teams, with each team preparing separate but re-

lated assignments. When all team members are prepared, the class is re-divided into mixed

groups, with one member from each team in each group. Each person in the group teaches the

rest of the group what he/she knows, and the group then tackles an assignment together that

pulls all of the pieces together to form the full picture.

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Group Presentations Students prepare a presentation on a topic in groups. It helps if the topic being studied can be

divided up so each group presents a different sub-topic. Don’t tell students what their sub-

topic is until after they have studied the topic as a whole, to ensure that they learn the whole

topic.

Placemats: In this strategy, students are divided into small groups of 4 students and gathered around a

“placemat”. The “placemat” is organised with sections for each student to record their ideas

and a central section for students to summarise their individual ideas. First, students individu-

ally think about a question and write down their ideas on their own section of the placemat.

Then students share ideas to discover common answers, which can be written in the centre of

the placemat.

Mind Maps Adapted from http://www.mindtools.com/pages/article/newISS_01.htm and

http://www.mind-mapping.co.uk/make-mind-map.htm

Mind Mapping can help students learn more effectively, by improving the way that infor-

mation is recorded. Mind maps support and enhance creative problem solving.

Concept Mapping Adapted from http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderly-

ingconceptmaps.htm

Concept maps are graphical tools for organising and representing knowledge. They include

concepts, usually enclosed in circles or box and relationships between concepts indicated by a

connecting line linking two concepts. Words on the line referred to as linking words or link-

ing phrases, specify the relationship between the two concepts.

Simulation This creative role-play activity is a useful tool for encouraging students to engage in discus-

sion about a particular issue and to share information.

Using Photographs Photographs can be used to stimulate discussion and in role play. Ask students to develop a

role play or simulation based on a photo, image or cartoon.

Conscience Alley This role-play strategy allows students to gain a quick synopsis of all the issues related to a

specific topic. It has the advantage over ‘standard’ role play in that it can be carried out rea-

sonably quickly.

Walking Debate The walking debate will give every student the opportunity to express their opinion on the is-

sues under discussion.

Gallery Walk Gallery Walk is a discussion technique that gets students out of their chairs and into a mode

of active engagement. A Gallery Walk can be conducted with computers (a "Computer

Run"), with pieces of paper on tables, or with posted chart paper. It can be scheduled for fif-

teen minutes (a "Gallery Run") or for several class periods. For teachers, it's a chance to

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gauge the depth of student understanding of particular concepts and to challenge misconcep-

tions.

Muddiest Point The purpose of this technique is to force the student to think about the material and to let you

know if there is something that is unclear or confusing them about the lesson.

Throw the Ball Throw a soft ball around the classroom to control and encourage discussion. Whoever catches

the ball answers the questions. This technique gives each student a voice. It encourages full

participation and focuses all the students on the task at hand. It stimulates class interest and

attention. It gives the teacher immediate feedback

Lesson Bingo Lesson Bingo makes a game of identifying important points in a lesson. The teacher creates a

variety of cards that have different key concepts in each of nine squares. Students participate

by marking boxes when they are brought up during the lesson. This ensures that students are

"actively listening" and participating in the lesson.

Student Portfolios

Student portfolios allow teachers to:

• Track student development

• Reveal learning progress

• Highlight the students’ best work

• Connect students to work

• Involve students in assessment process

Class Brainstorm The teacher requests as many ideas as possible from the whole class asking questions such as:

• What are the advantages of …………………….?

• What caused…………………………?

• What can you tell me about………………………?

The teacher or a student compiles the answers on the board, classifying them by writing them

in groups. It is important to be non-judgemental at this stage.

Decisions-Decisions (From 25 ways of Teaching with Talking by Geoff Petty) Students, working in pairs are given a text or watch a video etc., along with:

‘Summary cards’ which purport to summarise key points from the text, some of which are

true and some of which are false:

Skimming (From Between the Lines Page 48) Use this strategy when introducing a new textbook or topic. If introducing a new book allow

students time to savour the enjoyment of a new book when they get it for the first time. For

example students could: • Look at the cover and discuss impressions

• Examine the title

Scanning (From Between the Lines page 49) Scanning is used when we are looking for particular information. For example:

• Looking up a phone number

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• Finding the price of an item in a catalogue

• Finding a topic in an index.

Read and Explain Pairs This is an excellent strategy to use whenever you give material to students to read. Students

are more likely to read it more effectively in cooperative pairs than individually. It is useful

for any subject where a plethora of information or rather dense material such as theory etc.

has to be absorbed and understood by students

Reading Comprehension Triads This strategy works very well when the students need to be encouraged to create high quality

material to answer questions or to solve problems. It promotes higher order thinking and is

ideal for generating answers to questions, exam or otherwise, in all subjects.

Six Thinking Hats: Edward de Bono

This method allows students look at decisions from a number of different perspectives. It en-

courages critical thinking.

One Minute Paper This technique helps the teacher find out what students have learnt from a particular activity

or from a given day's class.

In its basic format, the teacher takes the last minute (or, realistically, three minutes) of class

and asks students to write down short answers to two questions:

• What was the most important point made in class today?

• What unanswered question do you still have?

Responses can be put on post it notes or on the student's own paper.

KWL This method can be used as an introductory strategy in order for students to document their

present level of knowledge and what gaps may exist in that knowledge, to structure progress

in their learning and to analyse what new information has been learned after research. This

activity builds upon prior knowledge and understanding and develops teamwork skills. If the

K-W-L is carried out in groups, it may consolidate communication skills and teamwork.

3B4Me: Three before asking me! 3B4Me encourages students to become independent learners. It allows them to attempt to fig-

ure out answers for themselves before asking their teacher. This will help them to fully under-

stand problems and help improve their knowledge and study skills without simply expecting

an immediate answer from the teacher.

Fishbowl Listening Activity: Fishbowl activities force participants to listen actively to the experiences and perspectives of

a specific group of people. A student fishbowl gives teachers an opportunity to hear the expe-

riences, ideas, and feedback of current students while giving the students an opportunity to be

active in their learning.

Bookends

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This can be used before a new topic is introduced. The group summarises together what they

already know about the subject and come up with questions they have about it. When the stu-

dents have done this, they answer questions, discuss new information and formulate any new

questions they have. This can be used for any type of activity.

Sustained Silent Reading Before silently reading, group members summarise to each other what they previously read

and predict what they will read this time. After reading, students share summaries and

evaluations of their books.

Three - Step Interview

Three – Step Interview (Kagan, 1990) is a co-operative structure in which members of a team

interview one another on a particular topic.

The Backward Test

Give students the test questions in advance. Then in small groups students prepare the an-

swers to each question and teach each other how to answer them in a test. The group should

take turns in the role of Explainer (explaining how to answer the question) and Accuracy

Checker (verifying that the Explainer is correct and seeking help as needed). The roles can be

rotated until everyone understands the material on which they will be tested. They could also

agree the marking scheme for each question.

RIP Marking (From the Lazy Teacher‘s handbook by Jim Smith) 1. Communicate the Assessment Focus at the start 2. Give students checking time in class before they hand up their assignment

3. Tell students to check their starting from the end

4. Do me out of a job! Ask students to write the comment they think you should write

5. Encourage experimentation and risk taking. Encourage students to experiment with new

words and expressions by including them in their written work and indicating that they are

experimenting by putting a question mark and a comment.

PPPB (Pose, Pause, Pounce, Bounce) This is a simple, yet sophisticated AfL questioning technique to help teachers move from

good to outstanding. It also helps address differentiation in the classroom and encourages

teachers to slow down, take risks and tease out student understanding. It is also a useful focus

for differentiating objectives and learning experiences by varying questioning techniques.

The above methodologies are taken from Active Learning Methodologies by PDST. For

detailed explanations of each strategy refer to the following URL. http://www.pdst.ie/sites/default/files/teaching%20toolkit%20booklet%20with-

out%20keyskills_0.pdf

These and other teaching strategies are available on the JCT website at the following URL:

https://www.jct.ie/wholeschool/strategies_result.php?strategy_id=23

Differentiation

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All teachers in the school are expected to be differentiating to engage with and meet the

needs of all students in their classes.

Differentiation makes tasks achievable for all students so that they experience success and

achieve their potential

Differentiating content by:

Less V more material/home work (extension) Easier V more difficult (differentiated worksheets) Provide prompts V little or no instructions Multiple choice V essay type answer Enlarge print and highlight/bold key words

Simplify the language and short sentences

Differentiating by process:

Key words and terminology list on board Low order questions to some and higher order questions to others. Waiting time Pre-teach new vocabulary Use the traffic light system to gauge understanding

Vary pace, voice and language Position in the room Extra time for some to complete tasks

Differentiating by product

Students will slot in at different levels finally so have different expectations for

them Allow students to present their answers in different ways- essay, diagram, poster,

typed, orally Accept a different standard of work from the less-abled.

Differentiating through assessment

Reward effort as well as knowledge Spelling and grammar waiver

Put in a variety of questions in tests-multiple choice, short answers, essay type AOL and AFL constructive comments Show model answers in each assessment grade

Demonstrate how they can improve. Involve students in the assessment process

Prioritise errors- not too much red pen for anyone

Co-Curricular Programmes

The following co-curricular activities (an extension of the formal curriculum) are available to

students:

Field trips

Tours and outings

Cinema and Theatre visits

Museum and Gallery visits

Seminars and workshops

Presentations and Talks

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Work Experience placements

Site visits

Mock interviews

College visits

Supervised study

Homework club

JCSP profiling.

Cross-curricular

In using this strategy students will begin to see knowledge as interdependent and connected

rather than compartmentalised in individual, isolated subjects. Ultimately this better enables

students to achieve higher level critical thinking and collaborative skills.

In subject planning teachers endeavour to identify overlap and links with other subjects on

the curriculum. Where links are identified teachers collaborate to ensure that the same

methodology is used in the teaching of similar topics.

In JSCP students complete a number of cross-curricular statements over the three years of the

programme.

To develop this further, it is hoped to have teachers team teach integration instead of one

teacher incorporating different subjects on his/her own

Digital Learning

Each learning space has a short-throw data projector

All classrooms have a teaching computer

The school has 100mbytes broadband connectivity

There is a networked printing service in operation throughout the school

All students have personal learning devices (Ipads/ Surface)

E-books are used for the most part in the school

An online staffroom is available for the storing and sharing learning resources

Teachers share resources and assignment electronically with students

The school’s eportal system is open to parents to assist them in tracking student

attendance, progress and behaviour.

Visualisers are available to teachers of the school.

Technical support and advice is freely available to the teaching staff

Digital displays are placed around the school to inform students of events taking

place.

CPD is made available to staff whenever necessary.

Many teachers use their own laptops for lesson preparation and for sharing these

with students

Digital cameras are available for the recording and capturing images, presentations

and projects.

Roll calls are done on the eportal system and student reports are also completed on

the eportal system

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The use of ICT is gradually being embedded into the Teaching and Learning process.

The school’s E-Learning plan will be replaced by The Digital Learning Plan as soon as

this has been drafted.

Resources

There is a wide range of human, physical and digital resources to support the learning process

in the school:

Modern school building with various specialist rooms and learning spaces

Each learning space equipped with modern equipment and resources

Dedicated teaching and ancillary staffs

A well informed Board of Management Committee oversees teaching and learning

The school is well supported by the Director of Schools and other LMETB personnel

A dedicated ASD Centre is incorporated into the building

Data projectors, computers and printing capabilities in all teaching spaces

Access to a variety of online resources

Each student has his/her own personal learning device

Learning support available to SEN students

Each class group has the same Tutor from 1st year to 6th year

The school’s Guidance Counsellor and an External Counsellor are available to

support students

A Care Team meets weekly to discuss student needs

The school has a Jigsaw Health Team and a Junior Jigsaw Health Team to oversee

the emotional needs of students

There is a Home School Community Liaison teacher and a School Completion

Coordinator operating in the school

A mentoring and induction system is in place for first year students

Both the Student’s Council and the Parents association are actively involved.

There is a wide range of policies and SIPs in place to support the learning process at

the school.

Students also have access to a variety of recreational facilities

Assessment In the school assessment is used as an aide to learning as well as a tool to measure progress.

Assessment should be an integral part of planning, learning and teaching

Marking/assessment should highlight strengths, areas for improvement as well advice

on how to achieve the desired improvement and include individualised targets. The

SNARE system to be used when giving oral and written feedback.

Various forms of assessment will be employed and will include teacher, peer and

self-assessment

Marking of student work needs to be prompt and regular

Comments should be linked to the specific learning intentions and success criteria

They should be personalised for each student

Identify next steps through constructive comments, ideas, suggestions and strategies

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for improvement

Feedback

Helps pupils to make progress, encourages them to aim higher and build self-esteem by:

Highlighting and celebrating their successes by making explicit what they have done

well

Indicating aspects which need attention, improvement or further development

Giving pupils insight into the teacher’s expectations

Helps teachers teach effectively by: Providing them with an opportunity to make diagnostic assessments Providing a record of significant progress or targets which pupils are working on Providing a starting point for the next steps in learning and a focus for intervention

(inform future planning)

Recording

Teaching is informed by pupil learning and the recording of where a pupil is in relation to

his/her learning is at the core of good teaching. Teachers are advised to keep concise accurate

records and store them safely in manual or electronic form. All records, irrespective of format, (i.e. both textual and electronic, including e-mails) created

or received by LMETB staff in the course of their duties on behalf of the ETB, are the prop-

erty of the LMETB and subject to its overall control. Employees leaving LMETB or chang-

ing positions within the LMETB must leave all records intact for their successors.

(LMETB Records Management Policy)

The following student records are usually maintained by staff:

Daily attendance and punctuality

Behaviour during lessons

Non-completion of homework or assignments

Assessment grades and descriptors

Subject levels

Special Educational Needs information and Individual Educational Plans

Seating arrangements

Group assignment

Health issues which may impact on learning

Trips undertaken

JCSP statement progress

Parental attendance record at Parent-Teacher meetings.

Email addresses

This information is kept in the teacher diary or in electronic form. All records are to be safely

stored and password protected in the case of electronic records. Teacher diaries are the prop-

erty of the school and must be returned to the school when the teacher retiring or changing

schools.

Reporting

Reporting should:

Encourage authentic engagement with parents

Provide opportunities for students through feedback to reflect on their learning

Value the professional judgements of teachers

Use the language of learning to provide effective feedback

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Be manageable and not take time away from learning and teaching

Clearly communicate students' progress in learning

Provide information on a broad range of achievement

Be sensitive to the self-esteem and general wellbeing of students and take an inclusive

approach

(NCCA Reporting Guidelines 2018)

Oral reporting

Most reporting is in the form of oral communication between the teacher and student. This

may happen as a result of questioning, discussion, presentation, observation etc. It may also

be as a result of a written assignment presented by the student. Oral communication with parents takes place at parent-teacher meetings once per year or at

meetings requested by the teacher or the parent.

Written reporting

Reports are sent to parents

Outcomes from Classroom Based Assignments in Junior Cycle

In first year at the end of the first half term.

At the start of the second term

Following mock examinations

At the end of the academic year

In individual cases throughout the year at the request of a parent or a teacher

Results of state certified examinations incorporating Assessment Task

Achievements in the area of Wellbeing

Other learning achievements

Outcomes of short courses/priority learning units

Refer to the school’s Assessment, Recording and Reporting policy at Appendix 1 for a

detailed outline of assessment practices at the school.

Data Protection

Data on students compiled for Teaching and learning purposes is done so in line with

LMETB Data Protection Policy.

Types of Data

The following data may be compiled by staff or shared with staff on students:

Specific learning difficulties

Physical impairments or Health issues that may impact on learning

Family circumstances that may arise from time to time

Attendance and punctuality records

Behavioural records

Assessment data and progress reports

Seating arrangements

Optional subject choices

Specific programmes that students may be following

Students in receipt of learning support or being targeted for special support

Students who have exemptions from learning Irish or a Modern language.

Data pertaining to alleged bullying behaviour

17

Storage and Protection of Data

This data is stored in electronic and in hardcopy format.

In as far as practicable codes are used to protect the identity of students.

Teachers are advised to ensure that personal data is carefully protected and that class

diaries are never left on open display. Electronic files storing personal data should be

encrypted.

Personal data should never be shared by email where the subject’s identity is appar-

ent. Data recorded needs to be accurate, as concise as possible, and easily retrievable.

Teachers will be require to fully comply with a Data Access Request (DAR)

A suspected data breach should be reported to the principal immediately

Refer to LMETB Data Protection policy for a more detailed account of data protection

Health and Safety

The school has a Health and Safety policy in place which covers various aspects of

safety and health throughout the campus and on co-curricular and extra-curricular ac-

tivities. In general the following precautions and procedures are in place:

On an ongoing basis staff monitor the physical environment for any potential risks or

hazards. A major risk assessment of each learning space is undertaken annually.

Students are not permitted to enter classrooms until the teacher is present.

Evacuation plans are posted in each learning space and fire drills are held twice

yearly.

Students are not permitted to use equipment until they have received training on how

to use it.

All staff, volunteers, and guest speakers are garda vetted.

All visitors must sign in at reception and remain in the administration area until met

by a member of staff.

For safety reasons students must be signed out by the teacher if they wish to leave the

broom during a lesson

All students going home during the day must be signed out by a parent/guardian The majority of staff has basic first aid training and Defibrillator training. There are

two occupational First Aiders on the staff.

All co-curricular and extra-curricular trips are strictly supervised and are organised in

line with the criteria outlined in LMETB Tours and Trips policy.

Health promotion is one of the school’s improvement plans so healthy eating and fit-

ness are high priority.

Refer to the school’s Health and Safety policy and LMETB Tours and Trips policy

for more comprehensive details.

Continuing Professional Development (CPD) Staff should:

Update their subject knowledge regularly especially when curriculum changes are in-

troduced.

Keep their teaching practice and strategies up to date with current trends and initia-

tives.

Actively discuss and share good teaching and learning strategies

18

Actively engage with whole staff development

Support the development of colleagues through collaborative planning and feedback

from in-service training.

Informally engage in peer observation of learning (POOL) to showcase and share new

ideas and methodologies with colleagues.

Teachers are facilitated in attending in-service in their subject areas and may also use part of

their additional hours to avail of CPD.

It is expected that teachers attending CPD will update other members of the subject depart-

ment on CPD content at the earliest possible opportunity. The school also organises in-house CPD for staff on whole school matters.

Self-Evaluation.

School self-evaluation involves reflective enquiry leading to action planning for improvement

that is informed by evidence gathered within each school’s unique context. Self-evaluation

requires a school to address the following key questions with regard to an aspect or aspects of

its work:

• How well are we doing?

• How do we know?

• How can we find out more?

• What are our strengths?

• What are our areas for improvement?

• How can we improve? (School Self-Evaluation Guidelines Post Primary 2016-2020)

In the first cycle of SSE the school developed and implemented the following improvement

plans:

Literacy

Keywords, Keywords testing

CUPS initiative

Book in the bag

Literacy moments Drop Everything and Read

Numeracy

Spot checks on calculators in class with reward for adherence.

Posters in every classroom demonstrating a common method for converting

between fractions and percentages.

Celebrate Maths week.

Celebrate Pi Day.

Weekly problem solving challenge.

Problem Solving Poster in every classroom.

S.A.L.T. Poster (for graphs) in every classroom

Provide course on maths skills for parents

Numeracy moments numeracy placemats

All test results given in fraction form and students to convert to percentages

19

Health Promoting School

Healthy eating policy;

Positive mental health and wellbeing weeks;

DEAC (Drop Everything & Colour) to be implemented.

Positive quote for the week to be displayed on website and school screens.

Parents’ information talks on nutrition & wellbeing

Noticeboard to display information on wellbeing.

In the second phase of SSE 2016-2020 the focus is on the school’s DEIS Plan with initial at-

tention being placed on attendance.

Rationale:

1. Research points to the benefits of good school attendance and the impact on students

of poor attendance for example:

the established links between good attendance, student engagement and staying at

school to complete the Senior Cycle (Smyth, 1999; McCoy et al, 2007; Byrne and

Smyth, 2010); the well-established impact of poor attendance on a student’s educational outcome

(McCoy et al, 2007);

the research evidence that even when they stay at school to Leaving Certificate stage,

those students with poor attendance do less well in the exam and are less likely to go

on to further study (McCoy et al, 2007);

the impact of poor attendance on wider aspects of a student’s life, such as weak peer

relationships, risks of engagement in anti-social activity and poor family relation-

ships (Hibbett and Fogelman, 1990; Carroll, 2011);

ƒ. (Tusla, Developing the Statement of Strategy for School Attendance)

2. The school has a number of habitual poor attenders and a couple of school refusers.

3. Certain students had a tendency to get collected from school before the end of the day.

4. A minority of students arrive late for school and consequently disrupt learning 5. Some parents didn’t realise that absence for a half day was counted as non-attendance.

Strategies

1. Attendance task group established

2. Attendance and Punctuality policy drafted

3. Statement of Strategy drafted and approved

4. Parents notified of mounting absences as early as possible

5. Parents asked to collect students during recreational breaks if they are being taken out

of school during the day.

6. The School Completion Coordinator and the Home School Community Liaison coor-

dinator target chronic absenteeism offering advice and support to students and fami-

lies. 7. External counselling is made available to students who are frequently absent

8. The Education Welfare System, Tusla and other external agencies are consulted.

Self- Reflection

Teachers are beginning to engage with the LAOS Quality Framework for Post Primary

Schools to reflect individually and in departments on the practice in Standards of their

20

choice. These standards are then evaluated using the statements of practice. Subsequently

an improvement plan is developed and put into action using the SSE process.

Monitoring and Evaluation

The school will constantly assess and review teaching, assessment and learning through

ongoing monitoring by individual teachers and subject departments. Feedback from students

and parents; teacher self-evaluation, subject meetings, staff meetings parent association

meetings and annual reviews, will form part of the monitoring and evaluation process.

This policy will be reviewed annually to reflect new developments in the Teaching

Assessment and Learning process.

Associated Policies/Plans

Child Safeguarding Statement

DEIS Plan

Attendance and Punctuality Policy

Homework Policy

Assessment Recording and Reporting Policy

Data Protection policy

Code of Behaviour Policy

Anti-Bullying Policy

Whole School Guidance Plan

Health and Safety Policy

Extra-Curricular Tours and Trips Policy

Pastoral Care Policy

Mobile phone Policy

JCSP Plan

LCVP Plan

School Improvement Plans

Critical Incident Plan

Subject Department Plans

Staff Consulted:

Students Consulted:

Parents Consulted:

BOM Consulted:

Ratified by BOM:

Ratified by LMETB:

21

Appendix 1

Coláiste Clavin

Assessment Recording and Reporting Policy 2012 & 2018

Introduction

This policy has been drafted in consultation with the whole school community to raise aware-

ness of the categories and purpose of assessment in the school and to formalise assessment

procedures throughout the school. School personnel are very aware that assessment is a vital

element of the learning process but to achieve maximum success students and parents need to

be also on board.

Definition

Assessment can be defined as the systematic and ongoing method of gathering, analysing and

using information from measured outcomes to improve student learning in terms of

knowledge acquired, understanding developed and skill and competencies gained.

Relation to the Mission Statement

The school adopts a holistic approach to education and the development of pupils at every

level so that they will be equipped to achieve their full potential and proceed to be lifelong

learners. Effective assessment allows for early interventions to be developed to assist students

with their learning and to help them to judge the quality of their own work against well- de-

fined criteria which is a critical skill for lifelong learning.

Rationale

The Education Act 1998 places an onus on schools to regularly evaluate students and

to periodically report results of the evaluation to students and parents.

To streamline and formalise current practices and procedures with regard to assess-

ment

The purpose of assessment

To monitor student progress and to rate performance in relation to peers or in relation

to defined benchmarks

To advise and show students how to improve performance and to empower them to

acquire the skills to judge their own standard vis-à-vis class or national norms.

To establish baseline data in relation to student attainment and to identify students

who may be in need of additional supports

To enable teachers to monitor the effectiveness or otherwise of their teaching method-

ologies and strategies so that adjustments may be made where necessary.

To compile records of individual student progress and attainment.

To motivate, encourage and improve the confidence and self-esteem of students

To facilitate communication between parents and teachers about pupils’

development, progress and learning needs.

22

Aims

To raise awareness of the importance of assessment in the learning process

To identify the various assessment strategies being used in the school

To outline how different assessment modes may be used

To streamline and formalise the assessment structure in the school

To embed formative assessment in the school’s assessment system

To promote self-assessment amongst students

To co-ordinate the assessment, recording and reporting systems in the school

To inform planning for, and coverage of, all areas of the curriculum

To involve parents and students in identifying and managing learning strengths or dif-

ficulties.

Roles and Responsibilities

School Management

1. Ensure an assessment policy is drafted in the school and that all partners have con-

sulted in its development

2. Publicise the policy and ensure that it is accessible to all the partners.

3. Monitor the implementation of the strategies outlined in the policy

4. Consult with staff, students and parents in relation to training needs

5. Ensure that the policy is evaluated and reviewed at regular intervals

6. Oversee the reporting of assessment results to students and parents

Teachers

1. Carryout assessment of student work in accordance with the procedures outlined in

this policy.

2. Record all assessment grades given to students and give feedback to students and par-

ents.

3. Monitor student progress and analyse results

4. Use assessment results to evaluate and review teaching strategies

5. Match assessment methods to learning outcomes and inform students in advance how

particular topics will be assessed as outlined in subject department plans.

6. Vary assessment techniques to appeal to different learning styles

7. Provide opportunities for student self-assessment and peer assessment

8. Liaise with parents if there is a concern about student progress

Special Needs Coordinator

1. Test all new students entering the school to identify candidates who may be in need of

special needs.

2. Give feedback on these results to students, teachers and parents

3. Assess Special Educational Needs on an annual basis to see if intervention strategies

are having the desired effect on student learning

23

4. Administer standardised testing of students in accordance with the guidelines outlined

in this policy or as directed by the DES

Students

1. Be familiar with the assessment procedures as outlined in this policy

2. Submit assignments at specified times and be present for individual or whole class as-

sessments.

3. Analyse assessment results and feedback from teachers and implement suggestions

proffered in feedback

4. Develop self- assessment skills

Parents

1. Monitor assessment results and discuss progress trends with student

2. Familiarise themselves with the assessment techniques used in the school

3. Attend parent-teacher meetings to discuss progress with teachers.

4. If there are concerns contact the relevant teacher

Types of assessment

A standardised test is an instrument of assessment that contains standardised procedures for

its administration and scoring and for the interpretation of its results. It tests reading and

mathematical skills and progress in these areas.

A psychometric test is used to measure attributes like intelligence, aptitude, personality and

beliefs.

Summative Assessment/ Assessment of Learning (AOL) is used to measure progress in

and understanding of a topic and involves a grade or a mark being awarded at the end of a

unit of work. It determines how well a student has achieved the learning outcomes of each

particular topic

Formative Assessment/ Assessment for Learning (AFL) is used to provide feedback to stu-

dents on learning and to advise them how to maintain or improve progress. It is diagnostic

giving information on strengths, on areas of weakness and on potential. It can assist teachers

in adjusting teaching to meet needs. The sooner the feedback is imparted the more beneficial

the information.

Continuous Assessment is assessment carried out over time as a student progresses through

a topic. If this is combined with AFL where feedback on assessment is regularly given to the

student on how s/he can improve then a more accurate picture of the student’s capabilities

will emerge.

Peer Assessment is where students assess each other’s work. This can be summative or form-

ative in nature but there has to be agreement of criteria and students must take it seriously. Peer

assessment can benefit both the giver and the receiver of feedback. Student self-Assessment is where students check their work and rate it in relation to peer work,

model answers or other criteria. Self-assessment has been defined as “the involvement of stu-

dents in identifying standards and/or criteria to apply to their work and making judgements

about the extent to which they have met these criteria and standards” (Boud, 1991 Implement-

ing Student Assessment)

24

Norm‐referenced – assessment that measures learner performance against the standard

of the group rather than against a pre‐determined standard, assessment that ranks students on their spread about the norm (or results from a test graded and ranked)

Criterion referenced ‐ assessment that assesses how far students meet or match criteria

School Assessment

Standardised Testing

In February each year all prospective first- year students for the subsequent academic year are

administered the following standardised tests:

Non-Reading Intelligence Test (NRIT) which assesses language and thinking. The

questions are called out to the students and they circle the correct answer on an an-

swer sheet.

General Reasoning Test (GRT2) measures verbal reasoning, basic vocabulary, ver-

bal fluency and ability to reason using words. It also measures numerical reasoning

( the ability to use numbers in a logical way) as well as abstract reasoning(the ability

to understand abstract logical problems and to use new information outside the range

of previous experience)

Progress in Maths 12/14 are used to identify specific strengths and weakness in

Mathematics

The tests are corrected in the school and the scores are recorded. Soft copies and hard copies

of these scores are filed by the Special Educational Needs Co-Ordinator. These scores are an-

alysed to identify special educational needs students and students which may be exceptionally

abled. Students who miss this assessment date are tested as early as possible in the new aca-

demic year. Students transferring into the junior cycle in the school during the year also have

to undertake this test.

Reporting Test Scores

A copy of these scores are given to teachers at the start of the new school year and are

discussed at the initial staff meeting

The scores are also reported and explained to parents by the HSCL co-ordinator dur-

ing the first meeting with parents.

Re-testing takes place at the end of first year and at the end of second year and at the end of

third and scores are compared and analysed. Special Educational Needs Students and JCSP

students are also assessed annually in the junior cycle.

Psychometric Testing

The Differential Aptitude Test (DATs) is administered to 5th year students by the Guidance

Counsellor to assess intellectual characteristics and educational aptitudes of students. These

tests are corrected externally and the results and feedback are given individually to students

by the guidance counsellor. This test gives a picture of the student’s strengths, weaknesses

and interests.

Psychological Assessment

25

On the school’s enrolment form parents are asked to tick a box if their child has a psychologi-

cal report. If this box is ticked and the student completes the enrolment process then the Spe-

cial Educational Needs Co-ordinator (SENCO) follows up on this report with the parents. The

report is examined and an application is made by the SENCO to the National Council for

Special Education (NCSE) for resource hours for this student. Adjudication is made on this

application by the local Special Educational Needs Organiser (SENO) and the school is noti-

fied in due course of the results.

If a student doesn’t have a psychological report and the school is of the opinion that the stu-

dent needs to be assessed then an application will be made, with parental consent, to the Na-

tional Educational Psychological Service (NEPS) to have a psychological assessment carried

out. The school is granted two free psychological assessments each year and students are se-

lected on a priority basis as agreed by school management, guidance counsellor and SENCO.

The assessment is carried out by a NEPS psychologist and the resulting report is forwarded to

the school and to the parents. If the school has exhausted its two assessments then a recom-

mendation may be made to parents to have the child assessed privately.

When the school makes an application for reasonable accommodation in state examinations

(RACE) it may be necessary for the NEPS psychologist to assess the student’s suitability for

this support.

Assessing Student Knowledge

Teachers use a variety of techniques to gauge student understanding and knowledge of a

topic:

1. Questioning both low order and high order

2. Quizzes

3. Homework

4. Crosswords

5. Word searches

6. Written assignments

7. Class tests

8. Project work

9. Orals

10. Portfolios

11. Practical Tests

12. Questionnaires

13. Multiple choice questions

14. Essays

15. Presentations

16. Mini interviews

17. Observation

18. Peer teaching

19. Demonstrations

20. Continuous Assessment

21. Peer assessment

22. Self- assessment

26

Portfolio

Creating a portfolio of learning is used to develop self-assessment skills in students. It also

helps them to take responsibility for the quality of their work. Portfolio assessment is a multi-

faceted process characterized by the following recurrent qualities:

It is continuous and on-going, providing both formative (i.e., on-going) and summa-

tive (i.e., culminating) opportunities for monitoring students' progress toward achiev-

ing essential outcomes. It is multidimensional, i.e., reflecting a wide variety of artefacts and processes. It provides for collaborative reflection, including ways for students to reflect about

their own thinking processes as they monitor their own comprehension, reflect upon

their approaches to problem-solving and decision-making, and observe their emerging

understanding of subjects and skills.

School Tests/Examinations

1. Formal progress reports for 1st years are completed in the first half-term.

2. Classroom Based Assessments (CBA’s) are administered in 2nd year and in 3rd year

3. Christmas Examinations are timetabled for all students prior to the Christmas holi-

days each year. The marks from these written tests are combined with a continuous

assessment mark to produce an overall end of term grade for each student. Teachers

collaborate in subject departments to design common examination papers, where pos-

sible, for year groups.

4. Mock Examinations are administered to 3rd and 6th year students each year in the

month of February. Each teacher is responsible for sourcing examination papers, col-

lecting fees from students and organising the correcting of the student scripts. Teach-

ers may correct student scripts themselves or arrange to have them corrected exter-

nally. Mock oral examinations in Irish and French are held for Leaving Certificate

students. A combination of staff and external examiners are used to assess students’

oracy in these subjects.

5. Summer Examinations are organised in May each year for 1st, 2nd and 5th year stu-

dents. The final grade awarded to students is the aggregation of the continuous assess-

ment marks for the term and the marks achieved in the written examinations.

Formal Examinations

1. Assessment Tasks (ATs) are held in 3rd year in Junior Cycle subjects

2. Projects are completed in 3rd year and in 6th year in some subjects

3. Practical examinations are undertaken in in 3rd year and in 6th year in certain subjects

4. Oral examinations are conducted in 6th year.

5. Recorded interviews are held in 6th year for students following the LCVP.

6. The link modules examination for LCVP students is held in May of their final year

7. The Junior and Leaving state written examinations are undertaken in June each year.

Correcting of Examinations

1. For all house examinations, teachers correct their own teaching group examina-

tions or share the correcting with colleagues in the case of common tests.

27

2. All corrected scripts are returned to the candidates with an overall mark and a con-

structive comment attached.

3. In the case of mock examinations a combination of internal and external correct-

ing is used. Scripts corrected externally are checked by the teacher to monitor the

quality of the marking.

4. Following the distribution of scripts teachers are required to analyse the answers

with students and to present them with model answers where possible and with the

marking scheme for the test.

Feedback

Good quality feedback is a very important in driving student learning. Feedback should tell

students what they have done well and inform them how they could improve on their answer

(AFL). If the feedback is taken on board then there should be and incremental improvement

in the quality of subsequent answers and in the grades achieved. Teachers are thus expected

to give comprehensive and timely feedback as an integral part of the school’s assessment pro-

cedures.

Recording

Teachers record all grades awarded to students in their class diaries and on the school Learn-

ing Management System (LMS). In the case of formal school based examinations the results

and appropriate comment are entered by the teacher on the school’s eportal system

These records are kept for the following reasons:

a) To assess student progress

b) To evaluate the effectiveness of teaching and learning

c) To facilitate reporting to parents and guardians

d) To provide a learning pattern for students

Result Analysis

The results of house and state examinations are analysed by teachers and in the case of the

latter are compared with the national averages. This analysis is used to improve standards

where necessary. These records are filed in the subject planning folder.

Reporting

a) Class test and continuous assessment marks are shared with students and are re-

ported to parents by means of the school LMS, through the student journal or at a par-

ent-teacher meeting.

b) Formal school based examinations results are reported to students and parents via

the eportal system and by means of a generated report which is posted home.

c) State examination results are handed directly to students at the school or may be as-

sessed on the State Examination Commission website by using personal login details.

d) Reports are send home on first year students at the November break to advice par-

ents of how their child has settled in each subject

e) Reports on CBAs are sent to parents/guardians.

28

Response to Reports

Students may approach teachers privately at mutually agreed times if clarification or advice

on examination results are required.

Parents may also make an appointment with a specific teacher to discuss reports

At parent teacher meetings, which are held for all classes, parents have an opportunity to dis-

cuss at length student progress with teachers.

Parent-Teacher Meetings

These meetings are arranged every half-term from 4.15pm to 6.45pm for different year

groups. Parents are notified at the start of the year of the dates and receive a reminder by text

closer to the date. The dates are also marked on the calendar on the school website.

Parents sign in on arriving at the school and then they queue at the various stations to consult

with staff. Parents are requested to come with the most recent school report and a pen for re-

cording feedback from teachers. Pastoral issues may be discussed with the class tutor or the

Guidance councillor.

If a teacher is unable to attend the meeting then a parent may contact the school to arrange to

talk with the teacher concerned.

Should a parent not be in a position to attend the meeting then a telephone conversation may

be arranged with specific teachers by contacting the school.

Storage of information

All data is stored in line with the school Data Protection policy.

Success Criteria

The following indicators will be used to gauge the success of this policy:

1. A variety of assessment modes are being successfully used by all teachers.

2. Assessment and reporting procedures run smoothly

3. Students are making incremental progress in each subsequent assessment

4. All SEN students are identified and are in receipt of appropriate interventions

5. There is high attendance at parent-teacher meetings.

Monitoring and Review

This policy will be monitored by the planning steering committee and a review will be under-

taken in light of feedback from teachers, students and parents. A major review will be under-

taken 5 years after the policy has been implemented.

Students consulted: 17.5.2012

Teachers consulted 9.5.2012

Parents consulted: 3.5.2012

BOM consulted: 6.5 2012

Ratified by VEC: 11.5.2012

Implementation Date: 28.8.2012

Reviewed : 12.04.2018

29

Appendix 1

Methods of Assessment

Appendix 2

Coláiste Clavin

Attendance and Punctuality Policy

Introduction

As there is a direct correlation between regular attendance at school and educational

attainment it is paramount that students are encouraged to maintain a good attendance record.

There is also a link between poor attendance and school drop-out, antisocial behaviour and

unemployment. Our school aims to foster a culture of regular attendance through a

combination of efficient monitoring, intervention strategies and reward systems.

Rationale

A policy is required to fulfil the legal requirements as set out in the Education (Welfare) Act

2000. The school also wishes to put in place incentives and procedures to enhance the

attendance records of students.

Scope

30

This policy applies to all students enrolled in the school. Coláiste Clavin wishes to instil in

students the importance of punctuality and attendance as a life skill and as a means of

maximising their potentiality in school.

Aims of the Policy

1. Raise awareness of the importance of regular attendance.

2. To effectively monitor student attendance

3. To identify pupils at risk.

4. To put in place interventions and strategies to address irregular and poor attendance

5. To foster an appreciation of learning amongst students.

Relation to the Mission Statement

The fundamental objective of this policy is to encourage consistent attendance so that

students may derive full benefit from school and proceed to achieve maximum capability,

which is in line with the school mission statement.

Roles and Responsibilities

School Management

1. Maintain an attendance register of all students in the school.

2. To ensure effective procedures are in place for monitoring and recording attendance.

3. To submit attendance records to The National Educational Welfare Board (NEWB) at

specific periods during the year.

4. To notify the Education Welfare Officer (EWO) of students at risk and of students

suspended for 6 days or more

5. Analyse attendance and punctuality trends.

6. Contact parents of students with poor attendance records.

7. Co-ordinate a strategy to encourage regular attendance.

Teachers

1. Take a roll call at the start of the first period each morning and at the start of the first

period after lunch-break.

2. Call the roll for each class period and enter the results in the Teacher Diary.

3. Be especially vigilant in respect of afternoon attendance.

4. Encourage students to be punctual for class and follow up on persistent tardiness.

5. Record notes presented by students.

Parents

1. Ensure son/daughter attends school regularly and punctually.

2. Contact the school in the morning if their son/daughter is absent.

3. Furnish a written note of explanation in the school journal upon the student’s return to

school.

4. Sign students out if they have to go home early.

31

5. Provide a copy of a medical certificate if a student is attending is attending a medical

practitioner and is absent for medical reasons

6. Contact the school if a student is reluctant to come to school.

Students

1. Strive for maximum attendance at school.

2. Present notes explaining absences to school personnel

3. Use school phone to contact parents if it is necessary to leave the school early.

4. Be punctual for all class periods.

5. Familiarise themselves with the content of this policy

Attendance officer

1. Manually check student absences each day.

2. Check for absence notes and follow up on defaulters.

3. Collaborate with the deputy principal in finalising daily attendance registers.

4. Contact parents who have not contacted the school in relation to their son’s/daughter’s

absence

5. Keep a record of irregular/poor attendance

6. Draft a monthly report on attendance and post it on student notice board.

7. Liaise with the School Completion Programme co-ordinator in relation to student at-

tendance especially those most at risk.

8. Check punctuality register and inform relevant class tutor of persistent latecomers.

Class tutor

1. Monitor tutor group attendance and punctuality records

2. Motivate tutor group to strive for school best attendance award

3. Speak with students who have poor or inconsistent attendance records to ascertain the

reasons for this and to offer advice on addressing these issues.

4. Acknowledge student effort in respect of improving their attendance records.

Home School Community Liaison Officer (HSCL)

The HSCL officer has an important role in advising parents of the educational implications of

poor attendance and in supporting parents who are experiencing difficulties in getting a

student to attend school.

School Completion Programme Co-ordinator (SCP)

The SCP co-ordinator has a role in working with students at risk to encourage them to

improve attendance.

Policy Content

Monitoring Punctuality in the Morning and After Lunch

All students are obliged to be on the school premises at least 5 minutes before classes are due

to commence. Those who go home for lunch are required to be back on the premises 5

minutes prior to the commencement of afternoon classes.

32

1. Students arriving after the start of class are to report to the office to have the time of

arrival recorded in the punctuality register.

2. They are also obliged to notify the attendance officer or deputy principal that they are

in school so that the attendance register can be updated.

3. A written reason for tardiness, if available, is to be presented in the office.

4. Persistent latecomers will be spoken to by the class tutor so as to come up with a plan

of improvement. This may involve contacting parents.

5. If the student makes no effort to improve then sanctions will be imposed.

Punctuality during the Day

1. All students are expected to be in their timetabled class on time in order to avoid dis-

ruption to learning for the rest of the students.

2. Students should move swiftly from classroom to classroom without any deviation un-

less given permission to do so.

3. If students are late for class they are obliged to have a note in their journal as to the

reason why. Students who arrive without a note are not permitted to join a lesson that

has already commenced

4. Individual teachers are to monitor punctuality and take measures to address regular

offenders.

5. Students persistently late for class without a note or loitering between classes will

have disciplinary sanctions imposed on them.

6. Students are to remain in the classroom until dismissed by the teacher. Under no cir-

cumstances should students be dismissed prior to the school bell ringing unless

there is an emergency and/or the fire emergency bell sounds and then evacuation

procedures, as outlined in the Health and Safety Policy applies.

Attendance Monitoring

1. The attendance roll is called at the start of the first class each morning and again im-

mediately after lunch and the results are entered in the school eportal system.

2. Notes of explanation for previous absences are checked during the first class by the

class teacher and/or attendance officer.

3. The attendance officer also manually checks for student absences each morning.

4. Following roll call the deputy principal and the attendance officer check the attend-

ance record and manual registers are completed.

5. Messages from parents for the day are checked and un-notified absences are followed

up with a phone call from the attendance officer.

6. Throughout the day teachers call their class group rolls and the office is notified of

any discrepancies.

Leaving the school early

1. School management must be informed in writing or by telephone if a student has

permission to leave the school before the end of the day. Notes to this effect should

be presented to the deputy principal first thing in the morning.

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2. If a student has to go home unexpectedly during the day then s/he must contact a

parent on the office phone. Under no circumstances should correspondence be

made via a mobile phone. A student may incur a disciplinary sanction if a mobile

phone is used for this purpose.

3. All students going home early have to be signed out by a parent or someone who has

parental permission to do so. The school reserves the right to checkout such authori-

sation.

4. Any student leaving school grounds without permission will be severely sanctioned.

Truancy

Truancy from class or school is considered a very serious disciplinary offence because of the

Health and Safety implications. Truant students will be suspended from the school for a

definite period in consultation with their parents.

Informing Parents/Guardians

Parents will be notified of the following;

1. Attendance record of son/daughter twice yearly

2. If a student has an unexplained absence

3. If a student is regularly late for school and/or for class

4. In the case of a student leaving school grounds without permission

5. If a student is reported as playing truant from class/school

6. In the case of a student who has a high level of absenteeism for the term.

7. When a student has accumulated a total of 20 days absent and the NEWB has been in-

formed of this.

Informing Outside Agencies

Attendance returns are made to Tusla at specific periods during the year.

The Educational Welfare Officer is notified

If a student is refusing to attend school subsequent to the failure of all efforts

by the school to rectify the situation.

If a student has been suspended for six days or more

If a student has accumulated twenty days suspension from school during any

one academic year.

Incentives and Rewards

1. Monthly attendance figures are publicised on the student notice board. This creates

competition amongst the various classes.

2. At end of year Award Ceremony certificates are presented to students who have a

good attendance record. In addition presentations are made to students who have

achieved full attendance.

3. Participation in some extracurricular trips is conditional on students maintaining a

regular attendance record,

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4. Class tutors discuss attendance with students and support and encourage them to im-

prove their record.

5. In addition the School Completion Co-ordinator has organised a breakfast club each

morning for students and speaks with students who have poor attendance records.

6. The school “Care Team” identify students who have difficulties with absenteeism and

try to put measures in place to support them.

7. The Home School Liaison Officer discusses attendance in an informal manner with

parents during home visits.

Monitoring and Review

The implementation of the policy will be monitored by the Steering Committee. Attendance

will feature regularly as an item on the agenda of staff meetings. Amendments will be made

as required

There will be a major review of this policy 5 years after its implementation.

The policy of students absenting themselves during house examinations is to be

discouraged.

Staff consulted on:

Parents consulted on:

Students consulted on:

Board of Management consulted on:

Ratified be Board of management on:

Ratified by LMETB on: