Learning Support Policy

Introductory Statement

This policy was drawn up by the Principal, Staff and Learning Support team of  Scoil Naomh Eoin  at a series of consultative meetings.

Rationale

The purpose of this policy is to provide practical guidance for teachers, parents and other interested persons on the provision of effective learning support to pupils experiencing low achievement and/or learning difficulties and to fulfil or obligations under the Education Act, 1998.

Relationship to the characteristic Spirit of the School

In our school we are dedicated to helping each child to achieve his/her individual potential. The provision of a quality system of Learning Support is integral to this commitment.

Aims

Through the implementation of this policy we strive to:

1. Develop positive self-esteem and positive attitudes to school and learning.
2. Facilitate pupils to participate in the full curriculum for their class level.
3. Involve parents in supporting their children’s learning.
4. Promote collaboration among teachers.
5. Enable pupils to monitor their own learning and become independent learners within their own ability.

Guidelines

The following procedures are being implemented as a means of responding effectively to pupils’ individual learning needs.

1. Prevention Strategies

As a means of preventing the occurrence of learning difficulties, the following strategies are being implemented:

1. Class-based early intervention by the class teacher resulting in the provision of additional individualised support;
2. Development and implementation of agreed approaches to language.
3. Development e.g. Phonetic analysis & phonological awareness and the teaching of other aspects of the English programme and Maths programmes e.g. Maths language;
4. Promotion of parental involvement. The provision of the “Tips for Parents’ booklet, the arrangement of formal and informal Parent/Teacher Meeting and the delivery of programmes for parents.
5. Implementation of Paired Reading programmes; and
6. Ongoing observation and assessment.

2. Early Intervention Programme

1. Early intervention begins for pupils in Senior Infants in response to the class teacher’s observations and/or the results of the Screening Tests and The Bury Infant Test.
2. The school year is divided into two instructional terms.
3. Taking account of the level of provision of Learning Support to our school, lessons take place at least three times per week and are of a thirty to forty minutes duration.
4. The Learning Support Teacher decides the size of groups, taking into account the individual learning needs of pupils and the overall caseload.
5. One–to–one teaching is provided where necessary.
6. Lessons focus on the development of phonetic skills, phonemic awareness, word identification strategies, oral work, silent reading, comprehension skills and mathematical procedures and concepts.

3. Selection of Pupils for Supplementary Teaching

1. From Senior Infants upwards, all pupils are screened annually using standardised tests. The tests in use are Micra T, Drumcondra Tests, Stigma T Tests and are administered by the class teacher.
2. Priority for Learning Support is given to those pupils who perform at or below the 12th percentile, excluding in the main pupils who receive Resource Teaching.
3. In the case of pupils performing at or below the 12th percentile, the screening process is followed by a consultative meeting between the class teacher, the parent s and the Learning Support teacher concerning the pupil’s performance.
4. Parental consent is sough for the conducting of diagnostic assessment. The tests in use are The Aston Index, Bury Test and NRIT and are administered by the Learning Support Teacher. A further consultative meeting then takes place to consider the outcomes of the assessment.

4. Provision of Supplementary Teaching

1. The primary work of the Learning Support Teacher is the provision of supplementary teaching to the pupils identified in section 3 above.
2. The class teacher and the Learning Support Teacher meet to devise Education Plans and/or Group Education Plans in consultation with the Principal and all concerned.
3. Such plans address the pupils’ full range of needs and include:

• Details from the pupils’ class teachers;
• Assessment results;
• Other relevant information e.g. reports from other agencies;
• Learning strengths and attainments;
• Priority learning needs;
• Learning targets;
• Class-based learning activities.
• Home support activities

1. A detailed review takes place at the end of each instructional term. The Learning Support Teacher and/or the class teacher meet the parents to discuss their child’s progress in the light of the review.

1. The Learning Support Teacher maintains the following documentation in individualised files:

• Individual profile and learning programme;
• Short-term planning and programme record;
• Other records e.g. tape recordings of oral work;
• Samples of written work; and
• Reading analysis running records.

1. A system of withdrawal and/or in-class support operates in response to the needs of the individual pupil.

5. Procedures for Continuing/Discontinuing Pupils

1. Following the end of instructional term review as detailed in section 4 above, a decision is made to continue/discontinue the provision of supplementary teaching.
2. The criteria on which this decision is based include:

• Has the pupil achieved some/all of the learning targets set?
• Will the pupil be able to cope independently/semi-independently in the classroom  learning context?

1. The decision-making process involves consultation between the class teacher, the Learning Support Teacher and the pupil’s parents and account is also taken of the overall Learning support demands in the school.

6. Communication Strategies

The operation of an effective communication system between all parties involved in meeting the learning needs of the child is considered essential. The various strands of this system include:

1. Class teacher and Learning Support Teacher following a low score on a screening test;
2. Principal and/or class teacher and parents following a low score on a screening test, including the seeking of approval for diagnostic assessment and provision of supplementary teaching; and
3. Ongoing communication between the Learning support Teacher and the class teacher throughout the instructional term.

7. Parental Involvement

1. Regular communication takes place between the Learning Support Teacher and parents.
2. Specific support is available to parents to assist them to work effectively with their child. This support is available form the Learning Support Teacher and Resource Teacher.
3. Parents are actively involved in the achievement of the targets set for their child e.g. through shared reading.
4. The parents and Learning Support Teacher meet at the end of each instructional term (end of January and end of May) to review the child’s progress.

8. Referral to Out-of-School Agencies

1. The Learning Support Teacher co-ordinates the referral of pupils to outside.
   1. agencies e.g. Educational Psychologist.
   2. The Principal and/or Learning Support Teacher and/or class teacher meet
   3. with the parents to discuss the need for the referral and to seek consent.
   4. The Learning Support teacher completes the necessary referral form in consultation with the appropriate school personnel.
   5. The external professional visits the school to meet with the pupil, parents, Principal, class teacher and Learning Support Teacher (as appropriate) and the assessment is conducted.
   6. This is followed by a return visit at which findings are discussed, recommendations are considered and an appropriate response is agreed.
   7. Where concern arises regarding the manner or speed of the follow-through post assessment, such concern is pursued by the Principal with the out-of-school agency concerned.

9. Provision of Resources

1. Resources for the provision of Learning Support include a variety of
2. textbooks, library books and ancillary materials and oral language programmes e.g. Chatterbox. A variety of testing materials are also in use which include standardised, diagnostic, screening, non-reading intelligence, reading experience, reading attainment phonological awareness and Maths attainment.
3. Following consultation between the Learning Support Teacher, Principal
4. and class teachers, funding for materials may be provided from the Learning
5. Support Grant, Materials Grant and/or funding that may be available
6. through the Board of Management and/or Parents’ Association
7. Learning Support resources will primarily be used in the Learning support
8. unit. These resources may be made available to class teachers following consultation with the Learning Support Teacher.

10. Timetabling

1. The provision of Learning support is in addition to the regular class teaching in English and Maths.
2. Effort is made to ensure that pupils do not miss out on the same curricular area each time they attend learning support. A Flexible approach to timetabling is adopted by class teachers while disruption is minimised.
3. The provision of learning support includes withdrawal of pupils from their classroom and in-class tuition.

11. Learning Support Teacher’s Work Schedule

1. The work schedule of the Learning Support Teacher, in addition to providing supplementary teaching, may include the overseeing of early intervention and prevention programmes, the conduction of diagnostic assessment, the maintenance and review of pupil records, the co-ordination of special needs services and consultation with teachers and parents.
2. In recognition of this varied role, the caseload of the Learning Support Teacher will be regularly review. She is, it must be emphasised, in a “shared” capacity dealing with schools.

Success Criteria

The school-wide implementation of this policy will result in enhancement of pupil learning in the following ways:

1. Improved standards of academic achievement within the pupil’s individual learning programme;
2. Enabling of the discontinuation of the provision of Learning support based on positive assessment results;
3. Enhanced parental involvement in supporting their child’s learning needs;
4. And
5. Increased opportunities for effective communication between school
6. personnel in relation to pupils’ progress.

The achievement of these success criteria will be assessed through feedback form teachers, pupils and parents.

Roles and Responsibilities

The implementation of our policy will be supported as follows:

Roles                                                                                        Person(s) Responsible

Co-ordinate Learning Support and                                         Principal

Special Needs services

Provide supplementary teaching,                                           Learning Support Teacher

conduct diagnostic assessment,

maintain and review pupil records,

and liase with Principal, teachers and parents

First line responsibility for the pupil’s                                    Class Teacher

learning needs

Support for and participation in their                                    Parent

child’s learning

Development, implementation and                                        Pupil

review of their own learning

Oversee implementation and review of the                          Board of Management

Learning Support policy and provision of

adequate resources, accommodation and storage.