St. Dympna’s N.S, Kildalkey

Learning Support and Special Educational Needs Plan

Ratified by the B.O.M Date: 20-09-2017

Situation:

A total of 234 pupil attend St. Dympna’s N.S. Staff includes 9 class teachers, 1 principal

teacher, 3 full time Special Education Teachers.

Beliefs and Principles:

St. Dympna’s N.S strives to serve all children in our community under the motto of ‘Tré

neart le chéile’. St. Dympna’s N.S is a fully inclusive learning environment which strives

to provide an accessible curriculum for all pupils.

Aims:

In St. Dympna’s N.S, Kildalkey the principal aim in learning support/ resource teaching

is to optimise the teaching and learning process in order to enable students with learning

differences to achieve their highest proficiency in literacy and numeracy.

The secondary aims are to:

- Develop positive self-esteem and positive attitudes towards school and learning

- Enable pupils to participate in the full curriculum at their class level, with adapted

texts where necessary.

- Enable these pupils to monitor their own learning and become independent

learners.

- Involve parents in supporting their children.

- Establish early intervention programmes to prevent, reduce and identify

difficulties in learning.

- Implement effective assessment strategies which inform learning and gauge levels

of proficiency.

- Promote communication and collaboration between teachers to maximise learning

potential.

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Roles and Responsibilities:

The Board of Management:

- The Board of management has a role of overseeing, supporting, monitoring and

ratifying policy on Learning Support and Special Educational Needs within the

school.

The Principal:

- The Principal has overall responsibility for the operation of the school’s Learning

Support/ Resource programme and the operations of services for children with

special educational needs.

The principal will:

- Monitor the selection of pupils for supplementary teaching, ensuring that this

service is focused on appropriate students.

- Inform teachers about external assessment services which are available and the

procedures to be followed in initiating referrals.

- Inform teachers about any current career development programmes or services

which may benefit and enhance Learning Support Teaching in the school.

- Assume direct responsibility for co-ordinating Learning Support and Special

Needs assistance or identify a teacher to perform this role.

- Oversee all communication between teachers, outside agencies and all/ any

specialist services.

Class Teacher:

- The class teacher has the primary responsibility for the process of pupils in his/

her class, including those selected for supplementary teaching.

- The class teacher plays an important role in the initial identification of pupils who

may have general or specific learning difficulties.

- Having identified these pupils the class teacher will bring the matter to the

attention of the principal and administer the tests and adapt current teaching styles

to meet the learning needs of these pupils. The class teacher will thereby provide

the lower achieving pupils with strategies for reading and problem solving. The

teacher will also adapt learning materials sad resources accordingly.

- The class teacher will liaise with parents regarding this process and concerns.

- It is the responsibility of the class teacher to create an appropriate approved

classroom learning environment.

- The classroom teacher will consult and communicate with the learning support

teacher, resource teacher and parents when working on the development and

reviews of the Individual Education Plan.

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Learning Support and Resource Teacher:

The main role of the learning support teacher/resource teacher is to provide

supplementary teaching for pupils which have been identified for Learning

Support or Resource teaching. The Learning Support teacher and Resource

Teacher work to support the class teacher and parents in providing for the

children with learning difficulties.

The activities of the Learning Support Teacher will include:

- Administering of tests to diagnose difficulties and of required onward referral for

psychological or other assessment. In order to refer onwards written permission

and application will be filled in from NEPS recommended referral forms.

- Develop an appropriate Individual Education Plan in consultation with the class

teacher and parents.

- Hold regular learning support/resource team meeting and record minutes during

these meetings.

- Circulate an agenda prior to meetings for team members to add suggestions to.

- Maintain weekly planning for each group of pupils.

- Deliver early intervention supplementary teaching in English and Maths in the

school.

- Provide supplementary teaching to pupils who experience low achievement and or

learning difficulties.

- Provide support to areas of oral language, social interaction, behaviour and

application learning tasks if need arises.

- Contribute to the development and reviews of Learning Support Policy.

- Provide resources, advice to be made available to children in mainstream

classroom.

- Co-ordinate communication between teachers and outside agencies.

- Co-ordinate communications on secondary school transfers.

- File confidential records in a secure facility.

- Participate in continued professional development in the area of Learning

Support.

Allocation of Learning Support and Resource teaching time to pupils

In determining eligibility of learning support teaching, priority should be

given to pupils whose achievement is at or below the 10th-

12th

percentile

(Sten 1-3) on standardised test in reading or mathematics namely

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Drumcondra Primary Reading Test Revised (DPRT-R) or Drumcondra

Primary Mathematics Test Revised (DPMT-R).

Pupils with learning difficulties will receive appropriate learning

support/resource teaching time. These difficulties include: pupils with

speech and language or social and emotional difficulties and pupils with

co-ordination or attention difficulties.

Pupils who have been formally assessed as low or high incidence

disability will receive allocated support through the direction of the school

Special Educational Needs Officer.

Support for these pupils may arise in the form of one to one teaching,

small group setting or in class team teaching.

Supplementary Teaching – Selection and Implementation (developed using

Learning Support Protocol See Appendix 1)

A Staged Approach to Meeting the Needs of Pupils with Special

Educational Needs

Stage One Process Personnel Involved

Class teacher/parent

has concerns

regarding a pupil’s

academic, physical,

social, behavioural or

emotional

development.

Class teacher

administers

appropriate screening

measures. Class

teacher devises an in

class plan, which

aims to meet the

pupil’s needs within

the normal classroom

setting. The success

of this plan is

regularly reviewed in

consultation with

parents of the child.

Class teacher

Parent

NEPS

psychologist

NEPS

recommended in

class individual

programme

templates in use.

If concern remain after in-class plan implementation and review the

learning support team may be consulted about moving to stage 2.

Stage Two Process Personnel Involved

Child is referred to

learning support

team within the

school for further

diagnostic testing

If diagnostic testing

indicates that

supplementary

teaching would be

beneficial and the

child is within the

recommended

percentile in

standardised testing or

B.A (below average)

range in MIST test

suitable supplementary

Class teacher

Parent

Learning Support

teacher

NEPS

psychologist

NEPS

recommended

planning

templates.

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teaching is arranged.

If significant concerns remain after a period of at least two terms, it may

be necessary to implement stage three.

Stage Three Process Personnel Involved

School formally

requests a NEPS

assessment and or

refers parent to

private availability of

formal educational

psychologist or when

necessary child

psychiatrist via

general practitioner

referral.

Personnel involved

devise an individual

education learning

plan. Parents will be

consulted as part of

this planning

process and IEPs

will be regularly

review by personnel

involved.

Class teacher

Parent

Learning Support

teacher

Resource teacher if

necessary

NEPs psychologist

Scheme for

Commissioning

Psychological

Assessments

Speech and

language Therapist

Occupational

therapist

Psychiatrist

Audiologist

Paediatrician

Individual Education Plan (IEP)

In September of each school year the IEP will be drawn up in conjunction with

parents and class teacher. AN IEO may contain the goals relating to academic or

cognitive development and also those relating motor skills, social skills, self-help

and or emotional development.

A copy of the IEP will be given to the class teacher and learning support/resource

teacher. The IEP will be discussed and reviewed with parents in the first term and

reviewed in the second term during parent teacher meetings. The class teacher

will keep a copy of this working document in the child’s individual file in class.

The IEP will be reviewed for the coming school year at the end of the school year.

For template see Appendix 2.

Student Support File

The Student Support File allows the school to track the student’s pathway through the

Continuum of Support. The Student Support File will be opened for a child who receives

Stage Three support as recommended in NEPS Guidelines.

For template see Appendix 3.

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Individual Profile and Learning Programme (IPLP)

IPLP will contain targets for a child receiving learning support. Differentiated

targets for the individual pupils will be contained within. The IPLP will be drawn

up by the learning support teacher and class teacher. A copy of IPLPs will be

supplied to class teacher and learning support teacher will keep a copy of this

working document on file also. For template see Appendix 4.

Pupil Personal Plan (PPP)

A pupil personal plan will be completed for each pupil who has access to SNA

support. This will form part of the pupils support file and can be shared with the

SENO and parents/guardians. (Circular 0030/2014). For template see Appendix 5.

Timetabling

The Special Education team will provide relevant fellow colleagues with a

provisional learning support/ resource timetable in June. Adaptations and revision

to this timetable will be made in September. A copy of provisional and final

timetables will be given to the principal.

Assessment:

All standardised testing and result correlation is carried out in May of each school

year. At present the standardised testing namely the Drumcondra Primary

Reading Test Revised DPRT-R and the Drumcondra Primary Mathematics Test

Revised DPMT-R are used to assess all pupils from 1st- 6

th class on a yearly basis.

The Non-Reading Intelligence Test NRIT is also used in second and fifth class.

Senior Infant are assessed using the Middle Infant Screening Test MIST.

Additional Assessment Available are:

Language Difficulty Tests:

RAIN

Schonell Spelling Test

Burt’s Reading Test (Pre-literacy lift off assessment – senior infants)

Dyslexia Screening Test Junior DST-J

The Bangor Dyslexia Test

Teacher and Parent Dyslexia Indicator checklist

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Mathematical Difficulty Tests:

M.A.L.T

ICT

Pupils availing from learning support/ resource have access to a classroom p.c and

full suite of p.c’s in computer room in school. The pupils also have access to a a

suite of tablet computers with relevant educational apps included. Some pupils

have use of a personal laptop which will be used accordingly to benefit the

specific needs the child in question.

Ratification and Communication

- This policy will be reviewed by principal and circulated within the school for

teaching staff to review and add suggestion.

- The Board of Management will review this policy at BOM meeting.

- The policy will be communicated to the Parents Association and will be available

to all parents on request.

- A copy of the ratified policy will be available on the school website

- A copy of ratified policy will be supplied to all teaching staff.

- The policy will have a yearly review in the month of April.

Signed on behalf of the Board of Management

Chairperson: ____________________________________ Date: 15-09-2017

Principal: _______________________________________ Date:15-09-2017

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Appendix 1 Learning Support Assessment Protocol

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Appendix 2 IEP Template

St. Dympna’s NS

Date: _ __ Individual Education Planning

Name: __ _______________________

DOB: _________ C.A: _____________

Parents: __ ___ SNA:__ ___________

IEP Coordinator: _ __ Psychologist: _ ____

Date of IEP Planning Meeting: _ ___

Date of Review: __ ___

Present:

Nature of Special Educational Need (SEN):

Impact of SEN on Educational Development:

Special Education Provision:

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Present Level of Educational Performance

A) Formal Assessment

Date Name of Test Administered by Outcome

B) Informal Assessment: Information Gathered from Parents, Class teacher, Resource Teacher, SNA

Literacy:

Numeracy:

Communication:

Social Skills:

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Life skills:

C) Summary of Abilities and Learning Needs

Abilities, Skills, Talents and Interests Learning Needs

All at the meeting agree that the following are priority areas of learning:

Priority Learning Needs

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D) Summary of Targets

Targets

Strategies and Resources Curricular Areas Personnel Involved Start/ Review

Dates Progress

Appendix 3 Student Support File

STUDENT SUPPORT FILE

Name of Student

Date of Birth

School

Date File Opened

Date File Closed

A Continuum of Support

ACADEMIC SUCCESS

SOCIAL, EMOTIONAL & BEHAVIOURAL COMPETENCE

St. Dympna’s NS

Developing a student support plan is the outcome of a problem solving

process, involving school staff, parent(s)/ guardian(s) and the student. We

start by identifying concerns, we gather information, we put together a plan

and we review it.

School Support Plus

for a Few

School Support

for Some

Wholeschool & Classroom

Support for All

Student Support File, Log of Actions

Date Actions

Support Checklist

Name: Age: Class:

General Information Date

Checked

Comments

1. Parents/ Guardians Consulted

2. Information from previous school/preschool gathered

3. Hearing

4. Vision

5. Medical Needs

6. Basic Needs Checklist completed

7. Assessment of learning- screening

8. Observation of learning style/approach to learning

9. Observation of behaviour

10. Interview with pupil

11. Classroom work differentiated?

12. Learning environment adapted?

13. Yard/school environments adapted?

14. Informal or formal consultation/advice with outside professionals?

15. Advice given by learning support/resource teacher or other school staff?

16. Other interventions put in place in school?

Action needed

Helpful references: SEN: A Continuum of Support: Resource Pack for Teachers, pp. 13-16, 18 to 20; BESD: A Continuum of Support, p 7; A

Continuum of Support for Post-Primary Schools, Resource Pack for Teachers, pp32-36; Student Support Teams in Post-Primary Schools, pp20

SUPPORT PLAN* Classroom Support

School Support (Support for SOME)

School Support Plus (Support for A FEW)

To be completed by the teacher(s). For help, see SEN: A Continuum of Support - Guidelines for Teachers: BESD: A Continuum of Support – Guidelines for Teachers pp.71-

74; A Continuum of Support for Post-Primary Schools, Resource Pack for Teachers, pp. 51, 53, 54, 57.

Student’s name Age

Lead teacher Class/year

Start date of plan

Review date of plan

Student’s strengths and interests

Priority concerns

Possible reasons for concerns

Targets for the student

Strategies to help the student achieve the targets

Staff involved and resources needed

Signature of parent(s)/ guardian(s)

Signature of teacher

*A consultation with a NEPS psychologist/ other professionals may contribute to this plan.

SUPPORT REVIEW RECORD* Classroom Support

School Support (Support for SOME)

School Support Plus (Support for A FEW)

To be completed by the teacher(s) as a review of the plan and as a guide for future actions. For help, see SEN: A Continuum of Support - Guidelines for Teachers; BESD: A Continuum of Support – Guidelines for Teachers; A Continuum of

Support for Post-Primary Schools, Resource pack for Teachers; Student Support Teams in Post-Primary Schools.

Student’s name Class/ Year

Names of those present at review Date of Review

What areas of the plan have been most successful and why?

Since the start of the plan, has anything changed in relation to the original concerns? If so, what are these

changes, and what have we learned from them?

Have the student’s needs changed since the start of the plan, and if so how?

Recommended future actions – what, how, who, when?

Any comments from the student?

Any comments from the parent(s)/guardian(s comment?

Signature of parent(s)/ guardian(s)

Signature of teacher(s)

Outcome of review (tick as appropriate)

Revert to previous level of support- Support

for All/ Classroom Support OR Support for

Some/ School Support

Progress to next level of support- Support for

Some/ School Support OR Support for a Few/

School Support Plus

Continue at Current Level of Support

Request consultation with other professionals

*A consultation with a NEPS psychologist/ other professionals may contribute to this review.

Appendix 4 IPLP Template

St. Dympna’s NS

INDIVIDUAL PROFILE AND LEARNING PROGRAMME

Name: Class:

Class Teacher:

Address:

L.S. Teacher:

Commencement date of

supplementary teaching: Telephone:

Date of Birth: Review Date:

Screening

Assessment

Date Result Date Result

Diagnostic

Assess.

Date Result Date Result

Informal Assessment before

Supplementary Teaching

Informal Assessment after

Supplementary Teaching

Summary of other information (For example from parents, class

teacher, psychologist, speech and language therapist ...)

Learning Strengths and Attainments

Priority Learning Needs

Learning targets for the period

Date Achieved

Learning Support Activities – Learning Support Teacher

Learning Support Activities – Class Teacher

Learning Support Activities - Home

Supplementary Teaching:

Day Mon. Tues. Wed. Thurs. Fri.

Time:

Location:

Appendix 5 Personal Pupil Plan

St. Dympna’s NS

Name:

Date

of

Birth:

Disability: Class:

Primary

Care

Needs

Secondary

Care

Needs

Role of SNA:

Plan for Independence

Date: Action: Aim: Review Date: