Scoil Bhride BNS

Learning support policy
Review 2010

Scoil Bhríde

Tullamore

18524k




This policy was previously reviewed in 2008 by the Learning support team. This followed on from the last policy review which took place in September '06. The '06 review was conducted by C. Guilfoyle(RTT), D. Sheridan (RTT) and J. Healy (LST).

The later review(Aug/Sep '08) was conducted by J. Healy (LST), C. Guilfoyle R.T.T. and M. Buckley(Language S Teacher).

This latest policy review is being conducted by J. Healy (LST), C. Guilfoyle (RTT) and J. Dunne (Resource Teacher).




















Situation.

Scoil Bhríde is a senior, urban boys primary school. We cater for boys from 2nd to 6th class. We currently have one special needs class and we cater for boys from many varied backgrounds and cultures, including recent immigrants and members of the travelling community. In formulating our school plan, we intend to take cognisance of these factors and it is our intent to provide the highest quality learning opportunities, taking into account these and other factors.
Aims of Learning Support.

The principal aim of learning support is to optimise the teaching and learning process in order to enable pupils with learning difficulties to achieve adequate levels of proficiency in literacy and numeracy before leaving primary school.

The following subsidiary aims relating to the provision of learning support services for pupils with low achievement and/or learning difficulties arise from the principle aim of learning support.
" to enable these pupils to participate in the full curriculum for their class level where possible;
" to develop positive self esteem and positive attitudes about school and learning in these pupils;
" to enable these pupils to monitor their own learning and become independent learners;
" to provide supplementary teaching and additional support and resources for these pupils in English or Maths;
" to involve parents in supporting their children's learning through effective parent-support programmes;
" to promote collaboration among teachers in the implementation of whole-school policies on learning support for these pupils;
" to prevent/reduce difficulties in learning.






Staff Roles and Responsibilities.


Role of the Board of Management.

The Board of Management has an important role in developing, supporting and monitoring school policy on learning support and special needs.
The Board of Management will:
" oversee the development, implementation and review of school policy on learning support;

" oversee the development, implementation and review of school policy on special needs services in general;


" ensure that adequate classroom accommodation and teaching resources are provided for the learning support teacher;

" provide a secure facility for storage of records relating to pupils in receipt of special needs and learning support services.




Role of Principal.

The principal has overall responsibility for the schools learning support programme and for the operation of services for children with special educational needs. This also involves ensuring that the teachers and parents of pupils who are selected for diagnostic assessment and supplementary teaching are enabled to fulfil their roles as outlined in the school plan
The principal will:
" assume overall responsibility for the development and implementation of the school's policies on learning support and special needs;

" work with teachers and parents in the development of the school plan on learning support and special needs and consult with class teachers on how they can contribute to the implementation of the school plan on learning-support;

" establish school policies which enable parents and other members of the community to become involved in contributing to the learning-support programme for example, by inviting them to participate in activities such as paired reading , story telling and library time


" monitor the implementation of the school plan on learning support and special needs on an on-going basis;

" monitor the selection of pupils for supplementary teaching, ensuring that this service is focused on the pupils with very low achievement;


" assume direct responsibility for co-ordinating learning-support and special needs services or identify a teacher to perform this role;

" oversee the implementation of a whole school assessment and screening programme to identify pupils with very low achievement and/or learning difficulties so that these pupils can be provided with the support they need;

" keep teachers informed about the external assessment services that are available and the procedures to be followed in initiating referrals;

" help teachers to increase their knowledge and skills in the area of learning-support teaching by encouraging teachers to avail of relevant in-career development and encouraging them to attend courses on matters relating to learning-support and creating an environment where the learning-support teacher can share knowledge and skills with other teachers;

" ensure that class teachers are centrally involved in planning and directing the appropriate learning activities and implementing recommendations in the IPLP of each pupil in their class in receipt of supplementary teaching;

" develop an awareness among class teachers of the characteristics and effects of learning disabilities , the support services that are available and the arrangements that need to be made to meet the needs of these pupils;

" facilitate communication between class teachers and parents of pupils;




Role of Class Teacher.

The class teacher has primary responsibility for all children in his /her class including those selected for supplementary teaching. The class teacher should try to create a classroom where learning difficulties are prevented or at least alleviated. The class teacher may also contribute to each pupil's IPLP. When supplementary teaching cannot be provided or is being phased out, the class teacher will need to develop a programme for the pupil in question.
The class teacher should:

" implement teaching programmes to optimise the learning of all pupils and prevent the emergence of learning difficulties;

" implement the school policies on screening and selecting pupils for supplementary teaching by administering and scoring appropriate screening measures and by discussing outcomes with the learning support teacher

" collaborate with the learning support teacher in developing an IPLP for each pupil by identifying targets and organising classroom activities to achieve those targets;

" implement appropriate learning activities, especially those outlined in the IPLP, review the pupils progress and contribute to the Weekly Planning and Progress Record;


" adjust the class programme in line with the agreed learning targets and maintain a record of pupils progress towards achieving those learning targets;

" differentiate the class curriculum to meet the needs of all pupils

" participate with LS teacher in a review of each pupils progress at the end of each term and at the end of the school year.


Role of the Class Teacher in collaborating with parents of pupils in receipt of supplementary teaching
" make parents aware of the concerns of the school about their child's progress;
" outline the school's practices regarding the administration of diagnostic tests by the learning-support teacher and seek the approval of the parents to proceed with the assessment;
" outline the support available in the school for the pupil;
" indicate to the parents that a meeting with the LS teacher will follow the assessment;
" after the assessment, attend the meeting between the parents and the LS teacher and indicate how the pupil's class programme will be modified in order to reach the targets set out in the IPLP.
The class teacher should maintain contact with parents and keep them informed of progress. When supplementary teaching is being withdrawn or discontinued, the class teacher should indicate to the parents the arrangements in the mainstream classroom that will continue to support their child's learning needs.






Role of Learning-Support/ Resource Teacher.

The main focus of the learning support teachers work will be the provision of supplementary teaching to pupils, either in the pupil's own classroom or in a learning support room . We concur with the assertion in the LSG 2000 that the LS teachers' room cannot be regarded as the most suitable setting for all supplementary teaching. We endeavour to use in- class support strategies in an inclusive model. Presently, each mainstream class has been allocated a support teacher to assist pupils with SEN. This Teacher may employ a variety of strategies, including peer coaching, parallel teaching, station teaching and withdrawl, both in groups and individually. This teacher, it is envisaged, will address all SEN, including the areas of literacy and numeracy in that particular class, exclusive of Language support.
The roles of RTT, LST, and RT then are interchangeable and the caseload of the LS Teacher, for example, may include Traveller pupils.

We consider that the benefits of this inclusive approach can be summarized as follows:

Benefit for the pupil:

" Enables the pupils to be grouped according to their needs
" Supports inclusion. This should avoid the stigma of withdrawl..
" Allows full access to the curriculum.
" Provides another focus for the children within the classroom.
" It allows differentiated teaching approaches which will benefit all children.
" Allows for different modes of working.


Benefit for the Teacher:

" It allows the support Teacher to reach a larger grouping
" It can avoid Teacher isolation.
" It can diffuse potential behavioural problems in the classroom.
" Planning, workload and good practice can be shared.
" It also provides opportunity for shared decisions.

Benefits for the school:

" It can help to promote positive relationships between pupils and Teachers.
" It can make additional support available to a greater number of pupils.
" It supports inclusion of pupils with special Educational needs.

The support team will also:

" Assist in the implementation of a broad range of whole-school strategies designed to enhance early learning and to prevent learning difficulties.

" Develop an Individual Profile and Learning Programme for each pupil who is selected for supplementary teaching, in consultation with class teachers and parents.


" Maintain a weekly/fortnightly planning and progress record, or equivalent, for each individual or group of pupils in receipt of learning support.



" Co-ordinate the implementation of whole-school procedures for the selection of pupils for supplementary teaching, giving due consideration to:
" The selection criteria specified in this Learning-Support Policy
" Teachers' professional observations
" Input from parents

" Contribute to the development of policy on Learning-Support at the whole school level.
" Contribute at the school level to decision making regarding the purchase of learning resources, books and materials to be made available to pupils in their mainstream classrooms and in the learning-support teacher's room.
" Liaise with external agencies such as educational psychologists, speech and language therapists etc… to arrange assessments and special provision for pupils with special needs.
" Collaborate with the principal teacher and meet with him / her at least once each school term to discuss issues relating to the development and implementation of the school plan on learning-support, and to the provision of Learning-Support.
" In addition to providing supplementary teaching to pupils, the learning-support teacher is involved in administering a range of formal and informal assessments and in maintaining records of the outcomes of those assessments. The learning-support teacher may:
" Conduct an initial diagnostic assessment of each pupil who has been identified as having low achievement and / or a learning difficulty, if such a measure is required, based on results of an appropriate screening measure and record the findings of the assessment in the pupil's Individual Profile and Learning Programme.
" Monitor the ongoing progress of each pupil in receipt of supplementary teaching in relation to the attainment of agreed learning targets and short-term objectives that arise from them, and record the observations in the Weekly Planning and Progress Record, or equivalent.
" Review the progress of each pupil at the end of an instructional term and record it on the pupil's Individual Profile and Learning Programme.



Special Needs Assistants

Their duties are assigned by the Principal Teacher in accordance with Circular 10/76:
"Duties and responsibilities of Principal Teachers" and sanctioned by the Board of
Management. Their work should be supervised either by the Principal or by a class teacher.
Those duties involve tasks of a non-teaching nature such as:
" Preparation and tidying up of classroom(s) in which the pupil(s) with special needs is/are being taught.
" Special assistance as necessary for pupils with particular difficulties e.g. helping physically disabled pupils with typing or writing.
" Accompanying individuals or small groups who may have to be withdrawn temporarily from the classroom.
" General assistance to the class teachers, with duties of a non-teaching nature.



Prevention Strategies & Parental Involvement.
Our strategies for preventing learning difficulties include:
" The development of agreed approaches to the teaching of English and Mathematics in order to ensure progression and continuity from class to class.
" Provision of additional support in language development and relevant early literacy and mathematical skills to pupils who need it
" Implementation of a whole school parent involvement programme that focuses on developing children's oral language skills, shared books with children and developing their early mathematical skills.
" Implementation of paired reading programmes involving adults/parents and pupils in the school
" In Class support for children with high- incidence SEN


Assessment & Reporting:
Identification of Children Needing Supplementary Teaching:
The following criteria assists our school in identifying children needing supplementary teaching.
" pupils who are eligible for learning-support teaching; In determining eligibility for learning-support teaching, priority is given to pupils whose achievement is at or below the 10th percentile on standardised tests of reading or mathematics.
" pupils with learning difficulties, including pupils with mild speech and language difficulties, pupils with mild social or emotional difficulties and pupils with mild co-ordination or attention control difficulties associated with identified conditions such as dyspraxia, ADD, ADHD;
" Pupils in the two categories described above can be considered to have learning needs that require intervention at stage II (i.e. where the classroom support plan has not succeeded and it is considered necessary to refer the pupil to the learning support/resource teacher for further diagnostic testing) of the Staged Approach to Assessment.
" pupils who have special educational needs arising from high incidence disabilities (borderline mild general learning disability, mild general learning disability and specific learning disability).
Some of the pupils who have borderline mild general learning disability and virtually all of the pupils described above with mild general learning disability or with specific learning disability, can be considered to have learning needs that require intervention at stage III of the staged approach (i.e. where significant concerns remain following interventions and adaptations to the learning programme at stage II and the pupil may require more intensive intervention) of the staged approach.
Most of the pupils described above will receive additional teaching support in the classroom or in small withdrawal groups in addition to the support they receive from the class teacher. However, some pupils may also require intensive additional one to one teaching support for a specific period of time.

Assessment, Identification and Programme Planning:
Stage I
A class teacher or parent may have concerns about the academic, physical, social, behavioural or emotional development of certain pupils. The teacher will then administer screening measures, which may include standardised, norm-referenced tests for pupils and behavioural checklists where appropriate. All 2nd class new entrants are screened on an annual basis.
The class teacher/ member of support team will draw up a short, simple plan for extra help to be implemented within the normal classroom setting, in the relevant areas of learning and/or behavioural management. The success of the classroom support plan will be reviewed regularly, with appropriate parental involvement. If concern remains after a number of reviews and adaptations to the plan, the special education support team or the learning support/resource teacher in the school will be consulted about the desirability of intervention at stage II.
Stage II
If intervention is considered necessary at stage II, then the pupil will be referred to the learning support/resource teacher, with parents' permission, for further diagnostic testing. Diagnostic testing used in the school include
Aston Index
Neale reading analysis
Quest
Marino word identification scale
If this diagnostic assessment suggests that supplementary teaching would be beneficial, this will be arranged. The parents and the class teacher will be involved with the learning-support/resource teacher in drawing up the learning programme, which would include appropriate interventions for implementation in the home, in the classroom, and during supplementary teaching.
The learning support/resource teacher and the class teacher will review regularly, in consultation with the parents, the rate of progress of each pupil receiving supplementary teaching. If significant concerns remain after a number of reviews and adaptations to the learning programme, then it may be necessary to provide interventions at stage III.

In the case of pupils with emotional or behavioural difficulties, it is recognised that, with serious difficulties, more urgent action may be needed. In these cases the pupil's needs will, with parents' permission, be discussed with the relevant NEPS psychologist and/or the case should be referred to the clinical services of the Health Services Executive. This may lead to a more detailed behavioural management programme to be implemented at home and in class, or to referral for further specialist assessment (stage III).
Stage III
Some pupils who continue to present with significant learning needs will require more intensive intervention at stage III. The school may formally request a consultation and, where appropriate, an assessment of need from a specialist outside the school in respect of pupils with learning difficulties or with mild or moderate behavioural problems (or both) who have failed to make progress after supplementary teaching or the implementation of a behavioural programme and in respect of pupils with serious emotional disturbance and/or behavioural problems. Such specialist advice may be sought from psychologists, paediatricians, speech and language therapists, audiologists, etc.
The learning support/resource teacher, resource teacher, if available, and the class teacher, in consultation with the relevant specialist or specialists will then draw up a learning programme that includes identification of any additional available resources that are considered necessary in order to implement the programme. The parents will be fully consulted throughout this process. This programme will be the subject of regular reviews, leading to revisions of the learning programme and referral for specialist review, as necessary.
In the case of pupils identified at an early age as having very significant special educational needs, intervention at stage III will be necessary on their entry to school. Support in the classroom will be an essential component of any learning programme devised for such pupils, and primary responsibility for the pupil will remain with the class teacher, in consultation with the learning support/resource teacher.

Supplementary Teaching:
The primary work of the learning support teacher is to provide supplementary teaching to pupils who experience low achievement and / or learning difficulties.
Programme Planning:
At the beginning of a term of supplementary teaching, planning will be based on the targets and learning activities outlined in the Individual Profile and Learning Programme. Once supplementary teaching has begun, the records and evaluations of supplementary teaching sessions can be used as the basis for on-going planning and teaching.
The Individual Profile and Learning Programme is used to record relevant information relating to a pupil's learning attainments and his/her learning strengths and needs. Much of this work in carried out by the Learning Support teacher in consultation with persons who have knowledge of the pupil. An inclusive approach is adopted by this school involving the pupil's class teacher, parents and the pupils themselves. Information to be included the Individual Profile and Learning Programme:
o Details of the Pupil, class teachers
o Information from assessment
o Other information
o Learning strengths / attainments and priority learning need
o Learning targets



Programme Implementation:
The following will be taken into account in the supplementary teaching of Scoil Bhríde:
" Time Management
" Development of oral language
" Development of word identification skills
" Reading comprehension strategies
" Linking reading and writing
" Conceptual knowledge in mathematics - concrete materials; semi-concrete level; abstract level
" Using ICT to support children with learning difficulties

Programme Monitoring & Review:
Pupil activities will be monitored from the activities completed during supplementary teaching eg oral work, reading, written work. Observations can be recorded on the child's monthly report and Individual Profile & Learning Programme.
Progress will be reviewed at the end of the instructional term. This review will determine if agreed learning targets have been achieved and to decide on the level of supplementary teaching, if any, that should be provided in the following instructional term. This involves:

" Reviewing monthly reports
" Discussing pupil progress with class teacher
" Discussing pupil progress with parents / guardians
" Establishing new learning targets for those children continuing supplementary teaching.



Continuing and Discontinuing Supplementary Teaching.
" An instructional term is generally taken to mean 13-20 weeks of instruction. A meeting may be held at the end of each instructional term with the parents in cases where supplementary teaching is to be continued to discuss the revised learning targets and activities in the pupil's Individual Profile and Learning Programme.
" Supplementary teaching will normally be discontinued where the targets have been met and the pupil (on assessment) is performing above the percentile laid down in the criteria for receiving learning-support.
" The school may decide to discontinue supplementary teaching with some pupils (who have made satisfactory progress), in order for the learning-support teacher to provide early intervention / prevention for the youngest pupils of the school. Due consideration will be given to the overall needs of the school and all of its pupils.
Monitoring progress


Monitoring the academic progress of the pupils in this school will be accomplished by:
¢ Ongoing structured observation and assessment of the language, literacy and numeracy skills of the pupils,particularly pupils in junior classes.
¢ Formal and informal testing and observation of work by the class teacher.
¢ Implementing the school policies on screening and the selection of pupils for supplementary teaching in English and / or in Mathematics by administering and scoring appropriate measures:
" For 2nd to 6th Class pupils: Micra-T and Sigma-T each year in May
" For 2nd to 6th Class pupils: NRIT in September of each year.
¢ Standardised and diagnostic testing by the learning-support teacher as appropriate
¢ Record keeping (Children have a file where records, test results and assessments are kept in a secure filing cabinet).
¢ Non-academic progress of pupils in this school will be reviewed informally, for example under the headings of improvements in the pupil's self esteem; school attendance; attitude to learning; attitude to school and general behaviour.


Parent Liasion:




Effective communication with parents is critically important to the success of a learning-support programme.
¢ Teachers will take every opportunity to make parents familiar with the purpose and procedures of the school's learning-support team.
¢ Activities may be organised in our school, from time to time, to increase the involvement of parents in their children's learning, e.g. Paired / Shared reading.
¢ Parents will be encouraged to support their child's learning through:
" Developing children's oral language through discussion
" Motivating children to read widely
" Creating a home environment where literacy can thrive
" Selecting books that interest children
" Counting, measuring and other activities involving number.

Role of the Principal:

While the learning-support teacher will consult with parents and outside agencies on an ongoing basis, the principal teacher can facilitate the involvement of parents in the learning-support process by:
¢ Establishing school policies and procedures, which enable parents to become involved effectively in the provision of learning-support.
¢ Encouraging the organisation of information sessions for all parents on issues relating to the school's learning-support service.
¢ Overseeing the development of links between teachers and the providers of assessments and other services.
¢ Facilitating the involvement of other members of the community (for example, grandparents, older siblings, retired adults) in contributing to the learning-support programme by inviting them to train for and participate in activities such as paired reading, story telling and library time.


Role of the class Teacher:


¢ Once a pupil has come to the attention of the school because of low achievement it will be possible for the class teacher in the context of ongoing contact with the parents to make them aware of the situation and to ascertain the parent's views about the child's performance at school.
¢ Seek the parent's approval to proceed with diagnostic assessment, which may lead to supplementary teaching. Permission for diagnostic testing by the learning-support teacher must be given by parents in writing. When a child is selected for learning-support the parents must accept or decline the place in writing .
¢ Indicate that a meeting with the learning-support teacher and the parents will take place following diagnostic assessment and prior to the commencement of supplementary teaching.
¢ Seek the parent's permission for their child to attend supplementary teaching with the learning-support teacher

The learning support team and Parents:

In addition to providing general information to parents about the learning-support services that are available in the school, the learning-support teacher should:
¢ Meet with the parents of each pupil who has been selected for diagnostic assessment (if the Parents request such a meeting)
¢ After the initial diagnostic assessment has been completed, meet with each pupil's parents to discuss the outcomes of the assessment.
¢ Discuss the learning targets in the child's Individual Profile and Learning Programme with the parents, the actions to be taken by the school to meet those targets and the ways in which attainment of the targets can be supported at home (if it is decided that supplementary teaching will be provided by the learning-support teacher).
¢ Communicate on an ongoing basis with the parents of each pupil who is in receipt of supplementary teaching so that progress can be positively affirmed and any difficulties in implementing the pupil's learning programme at school or at home can either be anticipated and avoided or addressed without delay.
¢ Consult with the parents of each pupil who is in receipt of supplementary teaching at the end of the instructional term to review the pupil's attainment of agreed learning targets, to discuss the level of supplementary teaching (if any) that will be provided in the next instructional term and to revise the pupil's Individual Profile and Learning Programme as necessary.
¢ Consult with parents when supplementary teaching is to be discontinued and identify ways in which the pupil's learning can continue to be supported at school and at home.
¢ Demonstrate techniques and strategies to parents that will enable them to help with their child's development in such areas as oral language, reading, writing, spelling and mathematics.
¢ Where relevant, collaborate with other teachers to advise parents on ways in which they can support their children's learning at home.


Outside Agencies:

The school intends to implement the General allocation model as outlined in Circular Sp Ed 02/05. With regard to outside agencies procedures have been already outlined within this policy.



Monitoring of Special Education Needs/learning support policy:

Monitoring of this policy shall be ongoing, as the School's profile will change from year to year. Revisions and amendments will be applied as necessary.

Monitoring on a more frequent basis can be accomplished by regular meetings including the Principal and the learning support team, in order to examine implementation of the School plan. It is envisaged that a meeting take place each term.

These meetings may:

" Evaluate the screening and selection policies
" Discuss the implementation of parental involvement policies
" Discuss Timetabling issues
" Discuss Resources
" Discuss Teacher concerns with regard to any pupil not currently in receipt of learning support.



REVIEW: This plan is due for review in 2012.