IPPN

Published: 23 March 2023

The Department of Education has announced a time revision for the operation of the Summer Programme for 2023. The length of the day will be reduced from the full school day to 10.00am – 2.00pm. The introduction is part of the pilot for special schools only and does not apply to mainstream schools or special classes in mainstream schools.

A Summer Programme webinar took place yesterday evening (Wednesday, 22 November). It involved a panel discussion, providing information on the key features of the pilot programme, some vignettes from successful programmes and addressed some challenges.

Click here to view last night’s webinar 

On Tuesday, 28 March at 7.00pm, an online panel discussion on the Summer Programme with four Principals of Special Schools will be facilitated. This webinar is aimed at those who are considering organising a Summer Programme, or considering working on a Summer Programme in a Special School. It will provide an overview of how the Summer Programme has run in individual schools, as well as looking at some of the challenges the schools have faced, the successes and practical tips that may help other schools considering running a Summer Programme.

Click here to register for the webinar 

Published: 09 March 2023

The NCSE is undertaking an evaluation of how it delivers frontline services, such as the work of SENOs in allocating SNAs, Visiting Teachers, CPD and the provision of advice/support. NCSE wants to understand the experiences of schools who engage with the NCSE. IFF Research are conducting a survey on behalf of the NCSE, in partnership with the University of Derby and Mary Immaculate College (Limerick).

The findings from the evaluation will be used by the NCSE to inform how it can improve services and learn more about what it does well. All responses will be treated in the strictest confidence, go directly to the research team and not to the NCSE. The NCSE will receive a report on the overall findings, which will not identify individual responses.

You are encouraged to complete the survey and take this opportunity to have your say on how you perceive the work of the NCSE.

Click here to complete survey

Published: 09 March 2023

Friday, 10 March is the first meeting of the staffing appeals board to consider appeals for the 2023/2024 school year. Subsequent meetings will take place in June and October. Deadline for submission of appeals for these meetings is to be confirmed.

The DE has advised that schools who had a significant enrolment of pupils since 1 October 2022 may be eligible to appeal their staffing for the 2023/2024 school year. Schools in this situation are advised to submit their appeals for additional teachers for 2023/2024 school year referencing: Circular 006/2023, Appendix F (a), Appendix F (g). Additional appeal options are outlined in the circular.

Appeals must be submitted to Primary Teacher Allocations Section, Department of Education, Cornamaddy, Athlone, on the standard application form.

Published: 09 March 2023

There has been some debate among school leaders, as to whether a BoM should frame and adopt a “Behaviours of Concern” policy, in respect of children whose behaviour is disruptive of teaching and learning in the classroom.

Every school has a Code of Behaviour/Discipline Policy and an Anti-Bullying Policy. These policies apply to every child in the school. Some children, for a variety of reasons, including having additional educational needs, can find it difficult to conform to the normal classroom rules.

Applying the above policies to these children, without reference to their individual needs, could be seen as unfair and likely be challenged as such. Schools are expected to make exhaustive efforts to deal with behaviours of concern. In essence, a school is expected to adjust the learning environment to suit the needs of the child, consider how this is to be done and carefully record all efforts to do so.

Looking at Our Schools states that schools are expected to ‘foster a commitment to inclusion, (and) equality of opportunity … establish an orderly, secure and healthy learning environment... and manage challenging and complex situations in a manner that demonstrates equality, fairness and justice’. To this end, schools must try everything possible to provide a safe and suitable learning environment for children and staff, including having a code of behaviour that takes account of individual needs.

The Department has set out the Continuum of Support framework to assist schools in identifying and responding to students’ needs. This framework recognises that special educational needs occur along a continuum, ranging from mild to severe, transient to long term and students require different levels of support depending on their identified educational needs. Using this framework helps to ensure that interventions are incremental, moving from class-based interventions to more intensive and individualised support and informed by careful monitoring of progress.

An Individual Behaviour Plan for a particular child would outline clearly:

• the difficulties the child has in relation to teaching and learning in the school
  
• the triggers and behaviours of concern the child exhibits in the school environment and clearly states the school’s concerns about each behaviour
• the Behaviour Plan to address the behaviours of concern, specifically
  o Which behaviours are to be addressed and in what order
  o What indicators for success will apply to each behaviour
•  a record of the child’s progress, or lack of progress, in relation to the Behaviour Plan
• a record of home / school communication in relation to the Behaviour Plan.

It is of the utmost importance that the child’s parents are fully involved in developing the Individual Behaviour Plan. Where parents refuse to become involved, their invitation and refusal to participate should be recorded. Full and open communication between home and school is the keystone to success. Where parents and school reach the conclusion that the school cannot cater for the needs of a particular child the above records and parental agreement will prove vital in securing a more appropriate placement for the child.

Every child is unique and behaviours of concern exhibited by a particular child are individual to that child. Behaviour policies that include a reference to Individual Behaviour Plans and take account of needs of individual children could help avoid the necessity of developing a separate Policy on Behaviours of Concern. The policy could include templates for developing an Individual Behaviour Plan, and emphasise the vital nature of effective communication with and involvement by parents / guardians.

School leaders who are considering these issues are advised to read the IPPN Resource Bundle on Behaviours of Concern