1. General Policy Statement:
1.1 Our College was established in 1905 to fulfil, support and meet the educational needs of the Community.
2. Policy Statement:
2.1 Admission to Glenart College is open to all students who in the professional opinion of the school authority and based on appropriate documentation/reports, are suitable for the course applied for and whose educational needs can be met by the school, taking into account the safety and rights of all relevant persons and subject to the functions of the Minister pursuant to section 7 (1) of the Education Act 1998.
3. The rights of Children and Parents
3.1 Glenart College acknowledges the rights of all children, including children who have a disability, or who have other special educational needs, as they relate to education pursuant to the Education Act 1998 Section 6 (c) and subject to the functions of the Minister pursuant to section 7 (1) of the Education Act 1998.
3.2 Glenart College acknowledges its duty to promote equality of access to and participation in education pursuant to the Education Act 1998 Section 6 (c) and subject to the functions of the Minister pursuant to section 7 (1) of the Education Act 1998.
3.3 Glenart College affirms the data collected in relation to students and parents is governed by the Data Protection Act 1988 and the Data Protection (Amendment) Act 2003 and that information on file should be used only for the purposes for which it was intended.
4. Equality of Access:
4.1 Glenart College affirms its statutory obligations under the Equal Status Act 2000.
5. School of Choice:
5.1 Glenart College acknowledges the right of parents to send their children to a school of the parents’ choice, having regard to 1 above and the effective use of resources pursuant to the Education Act 1998 Section 6 (c).
6. Parental Responsibilities:
6.1 The parent of a child (or a student who is over 18 years of age) who had made an application for admission to the school shall be required to furnish the following information:
6.1.1 Name, age and address of the student
6.1.2 Date of birth and birth certificate of student
6.1.3 Passport sized photograph of student
6.1.4 Address of parent/s
6.1.5 Relevant telephone numbers, including home, places of employment and emergency numbers
6.1.6 Name, address and telephone number of previous/present school
6.1.7 Religion of student
6.1.8 Relevant medical information, including medical card number and review date, if applicable
6.1.9 Relevant information regarding access to the child, custody of the child and legal orders pertaining to the child
6.1.10 Information and records from previous/present school
6.1.11 Other information which may be of relevance to the school and/or its ethos
6.2 Prior to admission to the school, the parent and child (or a student who is over 18 years of age) shall be required to sign a written undertaking to comply with the school’s code of behaviour.
7. Procedures for Admission:
7.1 The procedures for Admission to 1st Year in Glenart College shall include the following:
7.1.1 Written application form
7.1.2 Closing date for applications – will be stated on the application form. Applications after this date will be considered on an individual basis
7.1.3 Community communications – open day, liaison with primary schools, parish announcements, advertisements in local media and other relevant forms of information release
7.1.4 School based entrance assessment
7.1.5 Interview, if deemed necessary
7.1.6 Attendance at familiarisation evening
7.1.7 Prescribed information to be sought from the parent/s, student and/or previous/present school
7.2 The management at Glenart College affirms that within 21 days of receipt of the relevant information as outlined at 6.1 above or within 21 days of the specified closing date for enrolments, the Board of Management or its nominee shall issue a decision to the parent/s of a child who has not yet reached the age of 18 years.
7.3 When a student, who is already a member of a second level school makes an application to transfer to Glenart College the following procedures must be adhered to before a decision is made in respect of the application:
7.3.1 The parent/s of the student must submit a completed form of enquiry seeking transfer to Glenart College, stating clearly the reasons for this request.
7.3.2 The Principal of the school which the student is attending or last attended must complete a form of enquiry and return same to the Principal of Glenart College together with photocopies of the two most recent term/examination reports and other relevant documentation in relation to the student.
7.3.3 When the requirements at 7.3.1 and 7.3.2 above are complied with the parent/s and child (or student who is over 18 years of age) must attend for interview with the Principal and other relevant personnel at Glenart College.
7.3.4 If the Management at Glenart College is satisfied that the application is bona fide and mindful of its statutory obligation, is in a position to cater for the educational needs of the applicant whilst not infringing the rights of the students who are already attending Glenart College, then a conditional place on the school course applied for may be offered to the applicant. Whereby the attendance of the applicant will contribute positively to the school programme and not infringe in any way upon the opportunities or rights of other pupils or staff.
7.4 Where a student has left Glenart College voluntarily to take up employment or to attend another educational establishment, subsequently makes a formal application for re-admission to the school the Board of Management shall take a decision as to whether or not to re-admit the student to the school, having thoroughly reviewed the application form, the student’s previous record in the school in relation to application to work, participation in school activities, attendance, behaviour etc as well as records submitted by any relevant previous school. Such a review shall include an interview with the student and his/her parents.
8. Criteria for Admission:
8.1 The following criteria shall be used when admitting students to the school:
8.1.1 The school’s mission re serving the Community and its catchment area please see map below.
8.1.2 Students who reside in the catchment area, please see map below.
8.1.3 Sibling preference
8.1.4 The availability of resources
8.1.5 The suitability of courses/programmes for the student.
8.1.6 The school’s professional assessment of supporting documentation/reports and of the student following interview and appraisal.
8.1.7 The health and safety of others in the school.
Traditional Feeder National Schools
9. Refusal to admit a student:
9.1 Glenart College shall not refuse to admit a student to the school except where in accordance with this policy and the policy of Kildare Wicklow ETB under Section 15 (2) (d) of the Education Act 1998.
9.2 The Management of Glenart College reserves the right to refuse to enrol a student where the said student has a disability/special educational need which the school cannot meet, even with the additional resources provided by the Department of Education and Science, or where the students would pose an unacceptable threat to the students, staff and/or school property.
10.1 Where admission to the school is refused the parent/s and child (or a student who is over the age of 18 years) shall be informed of the appeals procedure in accordance with the Education Act 1998 and the Education (Welfare) Act 2000.
In accordance the requirements of the Educational Welfare Act 2000 and the Code of Behaviour Guidelines issued by the NEWB, the Board of Management of Glenart College has adopted the following Anti-Bullying Policy within the framework of the College’s overall Code of Behaviour. The Policy fully complies with the requirements of the DES Anti-Bullying Procedures for Primary and Post-Primary Schools which was published in September 2013.
The policy will be reviewed by staff, Student Council, Parents Association, and the Board of Management on an annual basis. An extended version of this Anti-Bullying Policy will be posted on the school’s website and a copy made available to all students, staff and parents upon admission of first year students and upon request.
The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to following best practice in preventing and tackling bullying behaviour.
1.1. School Mission Statement.
Best Practice in our school is reflected in our mission statement.
Glenart College aims to provide an excellent education for all students in an inclusive, caring and supportive learning environment. The college is committed to promoting the values of respect, concern and consideration and we encourage positive contributions from all in the community. We aim to provide an education appropriate to each student’s intellectual, physical, personal, social, moral and spiritual needs in a changing world. We endeavor to help students to attain the knowledge and skills necessary to become lifelong learners and responsible citizens, who strive to reach their full potential.
The whole school community acknowledges that bullying exists in all schools and believes it is a responsibility of parents, students and staff alike to ensure that it is not accepted in Glenart College.
1.3. Definition of Bullying.
In accordance with the DES Anti-Bullying Procedures for Primary and Post Primary Schools September 2013, we consider Bullying to be defined as:
“Unwanted negative behaviour, verbal, psychological or physical, conducted by an individual or group against another person (or persons) and which is repeated over time.”
All students and parents of our school community should report incidents of bullying to a member of staff immediately and should not encourage bullying behaviour by ignoring, laughing along with, joining in or dismissing the incident.
1.4. School Anti-Bullying Co-ordinator
A Schools Anti-Bullying Co-ordinator will assist with record keeping issues in realtion to reports of Bullying in the school. This is a voluntary position and will be rotated. The duties of the Anti-Bullying co-ordinator are as follows:
1.To check the “Record of Incidences of Bullying” Folders (Junior and Senior), every Friday. The co-ordinator will be looking for any repeat offences by a student.
2.To File Incident reports in “Record of Incidences of Bullying” Folder. Students files will be created as a situation arises.
3.To impart any noticeable patterns/ repeat offenders of students to the Year Head/Care team.
2.1. Types of behaviour involved
The following diagram illustrates the types of bullying that exist. However, each case must be measured in its own right on a case to case basis to clarify if it is bullying or an incident under Code of Behaviour rules.
There are some specific examples of each type of bullying behaviour in the extended version of this policy (See the school website) . This list is not exhaustive.
2.2. Scope and Location of Bullying
No member of our school community may bully another member of our community either directly or indirectly (i.e. using others outside of the school community to bully members of the school community). This policy may apply where bullying occurs between students outside of the school premises but that impact on a student’s participation in school. The school also acknowledges that bullying can occur within and outside of the classroom setting, including outside of school gates, coming to and from school, in corridors, at break times, in school yard, in the toilets, at the lockers, school tours and other areas of unstructured activity.
The support of outside agencies such as the Gardaí, social work or community support services may also be utilized in dealing with these issues if deemed appropriate.
2.3. Prevention of Harassment
The Board of Management acknowledges it’s responsibilities under the Equal Status Act to take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified in the act i.e.: gender- including race gender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Travelling Community.
2.4. Identifying actions to prevent bullying behaviour
In Glenart College we utilise the following to prevent bullying behaviour:
|Teacher supervision and monitoring||Anti-Bullying Policy and Procedures (Folder Kept)/Anti-Bullying Co-ordinator||SPHE and RSE Class Content (H.A.R.D.)*||anti-bullying seminars||Regular year group assemblies||Weekly Care Team Meeting|
|Peer Mentors||Yellow Flag Programme||Show Racism the Red Card annual workshop||Paired Reading and Paired Maths Programmes||Counselling sessions available to all students||Student Council|
|Anti-Bullying Agreement in Journals||Promotion of the three R’s-Recognise, Respond and Report||Youth Mental Health Week||Transition programme for incoming students and parents||Staff Development Days||Friendship Week|
• *H.A.R.D. : Bullying is Hurtful, Aggressive , Repeated, Deliberate.
1. Policy Statement
1.1 Glenart College sibscribes to and conforms with all relevant statutory legislation. The school shall in as far as possible, seek to co-operate with the Educational Welfare Board and with the Eduational Welfare Officer and shall also seek to establish good and positive relationships with these authorities.
2.1 Glenart College affirms that parents have the primary responsibility for ensuring that children of compulsory school going age attend school regularly once they are enrolled in the school, and bearing in mind that they are obliged to complete three years of post primary education up to their birthday.
2.2 Glenart College affirms that parents have a social responsibility to ensure that students attend school regularly reguardless of age or status and they ensure that their children complete their education.
Glenart College affirms that parents have a statutory obligation to notify the school principal or his/her nominee, in the prescribed form, of absences on part if a school day, or on full school days as appropriate and the reasons for such absences.
3. The Principal
3.1 The Principal of Glenart College shall maintain a register of all students who have been admitted to the school.
3.2 Glenart College affirms that a student, who has not reached the age of 16 years or who has not completed three years of post primary education, cannot be removed from the register, except:
(a)For internal-school transfer and then only after all details reguarding attendance and education progress have been issued to the new school.
(b)Where for whatever reason a student is removed from the school under the Education (Welfare) Act 2000 Section 20(4).
3.3 Glenart College affirms that the Principal shall, after admitting a student from another second level school, notify the Principal of the said school that he/she has registered that particular student.
3.4 Glenart College affirms that the principal shall maintain a record of attendance and non-attendance on each school day or part of a day of each student registered at the school, which specifies the fact of attendance or failure to attend and the reasons for such failure to attend.
3.5 Glenart College affirms that the Principal shall notify the Educational Welfare Board as follows
Where a student is suspended for a period of not less that 6 days.
Where the aggregated number of school days on which a student is absent (for whatever reason) during a school year is not less than 20 days.
Where for whatever eason a student’s name is removed from the register on accordance with the Education (Welfare) Act 2000 Section 20(4).
Where in the opinion of the Principal a student is not attending school regularly and the reasons for such non-attendance.
3.6 Glenart College affirms that the Princial may at his/her discretion delegate duties reguarding school attendance to other professionals working in the school.
4. Board of Management
4.1 The Board of Management of Glenart College shall ensure that the statutory obligations of the school with regard to school attendance and participation are adhered to.
4.2 The Board of Management of Glenart College shall ensure that a report on attendance levels in the school is submitted to the Educaiton Welfare Officer, to the Parents’ Council and to Kildare Wicklow ETB. not later than 6 weeks after the end of the school year.
4.3 Glenart College affirms that all data stored on computers in relation to students and parents is governed by the Data Protection Act 1988 and that information on file should be used only for purposes for which it was intended.
4.4 Glenart College shall ensure that an evaluation of the effectiveness of the process, strategy and policy regarding attendance is carried out on a regular basis.
5. Statement of Strategy
5.1 A statement of strategy with regard to attendance/participation shall be drawn up by Glenart College as required under The Education (Welfare) Act 2000 Section 22(1) and 22(2) and subject to the functions of the Minister, pursuant to section 7(1) of the Education Act 1998.
5.2 In addition to the statutory requirements under 5(1) above, Glenart College uses the following strategy to promote good attendance/participation.
(a) The development of whole school structures in a positive and pro-active attempt to deal with the issues of attendance and non-attendance, supported by the Pastoral Care programme and the School Completion programme in the school and the School Completion Programme.
(b) The fostering of school and community awareness of the effects on school attendance of the following:
• Participation by students in employment.
• Entertainment/social activity.
• The abuse of alcohol and drugs.
(c) Communication with parents.
(d) The rewarding of students regarding good attendance/participation.
(e) Early identification of ‘at risk’ students.
(f) Estasblishment of a ‘care team’ for the purpose of identifying and supporting ‘at risk’ students.
(g) Establishment of close links with the purpose of identifying and supporting ‘at risk’ students.
(h) Fostering, promoting and establishing contacts by the school with other schools and bodies engaging in youth work.
(i) The development of whole school structures in a positive and pro-active attempt to deal with issues of attendance/participation.
(j) Regular evaluation of the School’s operation as it relates to attendance/participation with a view to encouraging an atmosphere conductive to good attendance/participation.
(k) Reasoning with the student.
(l) Reprimand including advice on how to improve.
(m) Loss of privilages.
(n) Detention during breaks or outside school hours.
(o) Prescribed additional work- lines are not recommended.
(p) Any other strategy that may be of relevance to the needs or circumstancesof the school.
5.3 In accordance with the school’s policy on homework it is the responsibility of students who are absent from class/ school for any reason to find out details of work missed. This applies also to students who miss calss due ot sporting or other extra-curricular activities.
5.4 Glenart College shall endeavour within the constraints of the state education system to put in place a curriculum that is interesting, relevant and responsive to the needs of all the students. Particular emphasis will be placed on the development of students’ self esteem through the provision of pastoral care and support services.
It is school policy to work closely with parents and students to rectify irregular or unacceptable patterns of attendance and/or punctuality. The school authority has an obligation to notify regular absenteeism and school refusal to the schools Attendance Officer. Occasionally it may be necessary for the school authority to refer school refusers, truants and regular absentees to the social services.
Attendance involves consistency. Regular attendance is a good habit to develop and is a prerequisite for future employment prospects. Regular attendance at school is necessary if progress is to be made by the student in the various areas of school activity. Learning in a school situation takes place over a long period of time, and absenteeism, either prolonged or intermittent can have a negative impact on the effects of schooling. Registers are checked on a regular basis and where suspicious, unacceptable or unexplained absence occurs parents will be notified. Where no improvement is forthcoming the situation will be discussed with the parents. It is school policy to explore all avenues with a view to bringing about an improvement in attendance patterns. However, when it becomes apparent that the positive efforts of the school are unrewarded, the position of the student in the school will have tobe reviewed.
Punctuality also involves consistency. Good punctuailty avoids disorder, disruption of others work and concentration. Lack of punctuality gives a poor public image to the school. It is a necessary habit for the future of each individual and so it is a good personal habit to develop.
Truancy (mitching) for any class period, part of the day or for a full day will entail a minimum of two hour detention on Wednesday afternoon. Repeated offences are usually an indicator of some personal difficulty or problem and will be dealt with in a caring and considerate manner.
6.1.2 Letter of Explanation:
When a student is going to be absent for any reason parents must contact the school in the morning of the absence. On returning to school after the absence the student must present a letter of explanation.
6.1.3 Blue Slip System:
Students are not allowed to leave the school premises during class time without the permission or the discretion of the Year Head. On receipt of a letter from home the Year Head will issue the student with a blue slip which entitles him/her to leave the school grounds. If this requirement is not adhered to the student will be detained on Wednesday afternoon for two hours.
6.1.4 Students who take ill:
In case of a student taking ill the school authorities will notify parents of the affected student. That student will then be issued with a blue slip by either the Year Head or Assistant Year Head. If at all possible parents should come to the school to collect the student. In exceptional circumstances the school will make arrangements for the student to be brought home.
The one rule for all of us in Glenart College is:
EVERYONE WILL ACT WITH COURTESY, CONSIDERATION AND RESPECT TO OTHERS AT ALL TIMES.
This means that:
1. You always try to understand other people’s point of view.
2. In class you make it as easy as possible for everyone to learn and for the teacher to teach:
• Always arrive on time for lessons, line up and wait quietly for your teacher.
• Always have the required equipment and books for lessons.
• Always begin and end lessons in a courteous and orderly manner.
• Always listen carefully and attentively.
• Always follow instructions.
• Help others when appropriate.
• Be quiet and sensible at all times.
• The most important words in this school are:
• Thank you
• Excuse me
3. You move gently and quietly about the school.
• Never run, barge or shout.
• Always be ready to help by opening doors, by standing back to let people pass.
• Always keep to the left hand side of the corridors.
4. You always speak politely to everyone (even if you feel bad-tempered) Shouting is always discourteous and unmannerly. Never use foul language to anybody in the school.
5. You must be silent when required to be so.
6. You keep the school clean and tidy so that it is a welcoming place we can all be proud of:
• Put litter in bins.
• Chewing gum is forbidden in the school building and grounds.
• Keep walls and furniture clean and unmarked.
• Unauthorised use of permanent markers, tippex or laser pens in not allowed in school, they will be confiscated.
• Keep toilets clean.
7. You always wear the full uniform which identifies you with this school.
8. Out of school, when walking locally or when you are with a school group always remember that the school’s reputation depends on how you behave. Remember SMOKING is strictly forbidden in or near the school. Students are not permitted to hang around outside the school gates or near our neighbour’s entrances.
9. The use of alcohol or unprescribed drugs is strictly forbidden. Any abuse of this rule will be considered a serious breach of school rules.
10. You must not leave the school during normal class hours without a written request from your parents and the permission of your Year Head, Deputy Principal or Principal.
11. You must always present a written note from your parents to explain absence/lateness. A phone call will not be sufficient.
12. Mobile phones are not to be switched on in the classroom, if they are thiswill result in immediate confiscation.
13. Students must not carry offensive weapons.
Classrooms are your places of work. Just as in any workplace there must be clearly understood rules and expectations to allow everyone to work successfully, safely and enjoyably.
1. Start of Lessons:
• Enter the room sensibly and go straight to your allocated place.
• Take off and put away coats and jackets.
• Take out books and equipment.
• Put bags away (not on desks).
• Never write on or damage school property.
• Remain silent until the teacher requires you to speak.
2. During lessons:
• When the teacher speaks to the whole class remain silent and concentrate.
• If the class is asked a question put up your hand to answer. Do not call out.
• You must have all required equipment and material for each lesson.
• Work sensibly with your classmates. Do not distract or annoy them.
• If you arrive late without justifiable cause, sanctions will be imposed.
• If you miss lessons because of games etc. It is your responsibility to find out what homework has been given and what work has been covered.
• Students are required to bring in all books/equipment etc. for all classes in the expectation that a game may be cancelled.
• All homework must be recorded in your journal and signed weekly by your Parent/Guardian and class teacher.
• Eating, drinking and chewing in class are not allowed.
• Equipment/materials liable to cause disruption are not permitted.
3. End Of Lessons:
• The bell is not for you- it is for the information of the teacher.
• You must not begin to pack away material until the teacher tells you.
• When told you may stand up, push in your chair and pick up any litter.
• Only when the teacher finally tells you to go, you may leave the room.
• School hours are from 8.55a.m. to 1.15p.m. and from 2.00p.m. to 4.00p.m. On Wednesdays school finishes at 1.15p.m. and the remainder of the afternoon is set aside for games, extracurricular activities and extra tuition as arranged by the staff. Students not participating in Wednesday afternoon events are allowed home. Students availing of the school transport scheme must have written permission from their parents/guardians to leave the school on Wednesday afternoons. Otherwise they must wait for the bus and they will be supervised by a member of staff.
• Students are expected to adhere to the school’s homework policy.
• Students are expected to exercise due care while coming to and going from school. Those students who come to school by bicycle should never give a lift to other students and they should always lock their bicycles when left in the school yard. The school authority will accept no responsibility for bicycles etc. damaged or stolen from the premises. Students who drive motorcycles or cars will be required to produce a current certificate of Insurance, Tax and where appropriate an NCT certificate to the school principal before driving the vehicle concerned onto school property.
5. Support Structures:
• The school operates a pastoral care structure whereby each class has a tutor who liaises with the Year Head, Deputy Principal, Principal and other appropriate staff.
• Reasonable efforts will be made to cater for students displaying worrying behaviour to see a counsellor and possibly be seen for psychological assessment.
6. Strategies for dealing with breach of Code of Behaviour:
• Any serious student misbehaviour will be recorded and records maintained.
• Parents/Guardians will be informed as soon as possible of instances of misbehaviour and that their co-operation in resolving same will be sought.
• Praise, encouragement and reward will be used to bring forth positive student behaviour and academic success.
• The school has in place a Home school Liaison Officer.
Students are frequently made aware of the behavioural expectation and sanction under the schools code of behaviour.
The school affirms that these strategies may be used to promote good behaviour:
• Communication with Parents/Guardians.
• The rewarding of students regarding positive behaviour.
• Early as possible identification of ‘at risk’ students regarding behaviour.
• Establishment of close links with the homes of ‘at risk’ students.
• Promoting contacts with other schools and bodies engaged in youth work.
• The development of programmes designed to encourage positive behaviour and personal responsibility in students.
• The school operates regular staff meetings in which our current strategies are evaluated.
• The development of whole school structures in a positive and pro-active attempt to deal with the issues of attendance and behaviour.
• Regular evaluation of the school’s operation as it relates to attendance and behaviour issues with a view to encouraging an atmosphere of positive behaviour in the school.
• Students are made aware of the possible adverse effects on behaviour of the following:
➢ Participation by students in employment.
➢ Entertainment/ social activity.
➢ The abuse of alcohol/ drugs.
• Communications with a view to modifying and improving misbehaviour.
• Reprimand student.
• Temporary separation from peers, friends and others.
• Loss of privileges eg. Extra-Curricular Activities.
• Detention during breaks or outside of school hours.
• Prescribed additional work.
• Suspension on a temporary basis.
• Other strategies that may be of relevance the school may employ.
• Suitable sanctions will be imposed to suit the particular needs and circumstances of the case.
• Students are made aware of the expectations under the school’s code of behaviour.
• The school will endeavour that the rules of natural justice apply in the context of dealing with student misbehaviour.
• Students who are removed from class should not be left in an unsupervised situation. Subject teachers are responsible for students allocated to them on the timetable and they have a duty to care for those students that must be adhered to.
• Where students are being detained outside of school hours, parents/guardians will be informed in advance of said detention. The school reserves the right to take immediate disciplinary action in the interests of the good management of the school.
Students attending the school may be suspended as follows pending investigation and/or discussion with parents/guardians:
• For serious misbehaviour.
• For an unacceptable level of repeated misdemeanours.
• For bullying, insulting, aggressive, threatening or violent behaviour towards others in the school or when identifiable with the school.
• For the supply/possession/use of alcohol and/or illegal drugs.
• For the supply/possession/use of weapons/dangerous materials/substances.
• For a behaviour that may be a danger to self or others under the terms of the Health and Safety Act 1989.
• For racist behaviour and/or the supply/possession/use of racist materials.
• For behaviour that is contrary to the terms of the Equal Status Act 2000.
• For sexual harassment and/or the possession/supply/use of pornographic materials.
• For abusive language/behaviour towards staff.
The Principal reserves the right to suspend the student for breaches of the Code of Behaviour.
Where there are repeated instances of misbehaviour the parents/guardians shall be requested to attend the school or other suitable location for discussion. If the parents and/or the student do not give an undertaking that the student will behave in an acceptable way in the future, the pupil may be suspended for a period to be determined by the Principal of the Board of Management as follows;
• Where the period of suspension is for 6 or more consecutive school days.
• Where the aggregate number of days on which a student had been suspended in any school year is 20 or more days.
The Education Welfare Officer will be informed.
9.1 Expulsion should be considered only in the gravest of circumstances and only after every reasonable effort at rehabilitation has failed and every other sanction has been exhausted except as outlined in subsection 9.2 below.
9.2 When an act of gross misconduct occurs expulsion may be necessary to protect the safety and rights of others in the school without recourse to the provisions outlined at 9.1 above. The principals of natural justice and fair procedure must continue to apply.
9.3 The procedure outlined hereunder should be followed prior to a student being expelled:
• Where expulsion may be the outcome of a breach of the Behaviour Policy of the school, the Principal, Deputy Principal and/or other appropriate person may conduct an investigation into any reported misbehaviour or breach of school rules.
• A Student may be suspended pro tempore pending a full hearing of the case, provided this does not interfere with the said students’ statutory rights or with the principals of natural justice and fair procedure.
• During the course of any investigation all relevant persons shall be interviewed and notes shall be taken of any such interviews.
• The Principal shall write to the parents of the student concerned (or to the student if s/he has reached the age of 18 years) informing them of the allegations and inviting them to the school or other suitable location for discussion.
• The Principal may at his/her discretion call an emergency meeting of the Board of Management and recommend that the student be suspended pending a full hearing, if this is considered to be in the best interest of the student and/or of others in the school.
• The Principal may make a decision to recommend expulsion and s/he shall then notify in writing the parents/guardians of the student concerned (or the student if s/he has reached the age of 18 years) and the Education Welfare Officer, where appropriate, of the decision and that the decision is subject to the approval of the Board of Management. Copies of notes taken and statements made in the course of the investigation should be forwarded to the parents and/or the Education Welfare Officer. Where there may be a breach of confidentiality a summary of notes taken and statements made shall be forwarded instead.
• The Principal shall notify the parents/guardians of the student concerned (or to the student if s/he has reached the age of 18 years) and the Education Welfare Officer, where appropriate, of their right to be heard before the Board of Management. The Principal may also invite the parents/guardians to make a written submission, in advance, of the Board meeting.
• A meeting of the Board of Management shall be convened within 10 working days of the notification as outlined at 9.3 above.
9.4 The procedure outlined hereunder should be followed in the course of the Board of Management hearing at which it is proposed to expel a student.
• The Principal shall present the case on behalf of the school and shall propose expulsion.
• The parents/guardians of the student concerned (or to the student if s/he has reached the age of 18 years) and/or the Educational Welfare Officer, where appropriate, shall be afforded the opportunity to respond.
• Members of the Board of Management shall have the right to question the Principal and/or parents/guardians of the student concerned (or to the student if s/he has reached the age of 18 years) or the Educational Welfare Officer as appropriate.
• Each side shall be afforded the opportunity to cross-examine each other through the chair.
• Each side shall be afforded the opportunity to sum up by way of final comment.
• The Principal, parents/guardians of a student/s under the age of 18 years, or the student if s/he has reached the age of 18 years, the Educational Welfare Officer and their representatives shall withdraw to enable the Board to make a decision, but shall remain available for clarification purposes if required.
• In the absence of the Principal, the members of the Board shall elect a recording secretary from among their members.
• The Board may make the following decisions;
1. To recommend to Kildare Wicklow ETB that the student be expelled.
2. To suspend for a period to be decided by the Board.
3. To refer the matter back to the Principal for further investigation.
4. To reinstate the student in the school.
9.5 The Board shall not decide to recommend the expulsion of a student without first having considered the following:
• The age of the student.
• The student’s previous record at the school and the degree to which the student was offered help and support in the context of his/her misbehaviour within the school.
• Any particular aspect of the social, cultural and/or environmental context of the student which should be taken into account.
• The extent to which parental, peer or other pressure may have contributed to the behaviour.
• The gravity of the offence.
• The seriousness and/or frequency of the behaviour and the likelihood of it recurring.
• Whether or not the behaviour impaired or will impair the normal functioning of staff and/or other students in the school.
• Whether or not the behaviour occurred on school premises or when the student was otherwise in the charge of school staff or when the student was identifiable with the school.
• The degree to which the behaviour was a violation of one or more of the rules contained in the school’s Code of Behaviour and the relative importance of the rule(s).
• Whether the incident was perpetrated by the student on his/her own or as part of a group.
• Whether consideration was given to seeking the support of other agencies.
9.6 The procedure outlined hereunder should be followed at the conclusion of a hearing before the Board of Management at which it is decided to recommend that the student/s be expelled or suspended:
• Where the board decides to recommend expulsion or suspension, parents/guardians of students who have not yet reached the age of 18 years (and students who have reached the age of 18 years) and the Educational Welfare Officer, shall be informed in writing by the Principal of the decision of the Board of Management and the reasons therefor. A student shall not be considered expelled before the passing of 20 days from the receipt of such notification by the Educational Welfare Officer. This is without prejudice to the right of the Board of Management and of the ETB to take such other reasonable measures, as it considers appropriate to ensure that good order and discipline are maintained in the school concerned and that the safety of students is secured.
• If the recommendation of the Principal is approved and confirmed by the Board or by the Chair (the board having delegated this authority to them) after the 20 days have elapsed the parents or, (in the case of a student over 18 years) the student must be informed of their right to appeal the decision to the ETB.
• If having considered the Board of Management decision or an appeal of the decision, the ETB decides to uphold the recommendation of the Board of Management and expels a student , the parents of a student who has not yet reached the age of 18 years (and students who have reached the age of 18 years) and the Educational Welfare Officer, where appropriate, shall be informed of their right to appeal this decision to the Secretary General of the Department of Education and Science under the terms of the Educational Act 1998 Section 29.
10. Corporal Punishment
10.1 The use of corporal punishment is strictly forbidden.
11.1 Smoking by students is prohibited in schools under The Public Health (Tobacco) Act and breaches of this may have serious implications for students and for schools.
FINALLY, but most importantly:
Teachers are in the position of parents/guardians while you are in school. This means in particular:
• There is no excuse for insolence, disrespect or rudeness towards teachers or any member of the school staff.
• Any reasonable request from a teacher or member of school staff should be carried out at once.
BREAKING EITHER OF THESE BASIC RULES WILL BE TREATED AS A VERY SERIOUS MATTER AND WILL BE SEVERLY DEALT WITH.
While the school authority shall make every effort to bring about changes in student behaviour and performance, there shall be different levels of sanctions within the school:
‘Report System’ - Student Monitoring
Written Punishment – lines are not recommended
Glenart College has adopted the Department of Education and Skill’s Child Protection Policy as school policy in this area. www.education.ie -Schools/ College- information- Child Protection-Child Protection Procedures.
The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, practices and activities. Accordingly, in accordance with the requirements of the Department of Education and Skills’ Child Protection Procedures for Primary and Post Primary Schools, the Board of Management of Glenart Community College has agreed the following child protection policy:
1. The Board of Management has adopted and will implement fully and without modification theDepartment’s Child Protection Procedures for Primary and Post Primary Schools as part of this overall child protection policy.
2. The Designated Liaison Person (DLP) is Louise Kearns.
3. The Deputy Designated Liaison Person (Deputy DLP) is Damien Cloney.
4. In its policies, practices and activities, Glenart Community College will adhere to the following principles of best practice in child protection and welfare:
The school will
• recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations.
• fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters.
• adopt safe practices to minimise the possibility of harm or accidents happening to children and protect workers from the necessity to take unnecessary risks that may leave themselves open to accusations of abuse or neglect;.
• develop a practice of openness with parents and encourage parental involvement in the education of their children; and
• fully respect confidentiality requirements in dealing with child protection matters.
The school will also adhere to the above principles in relation to any adult pupil with a special vulnerability.
5. The Board has ensured that the necessary policies, protocols or practices as appropriate are in place in respect of each of the items listed below:
• Code of Behaviour/ Anti-bullying Policy
• Attendance/ Participation Strategies
• Supervision of pupils
• Sporting Activities/ School Outings/ Pupil
• Work Placements
6. This policy has been made available to school personnel and the Parents’ Council and is readily accessible to parents on request. A copy of this policy will be made available to the Department and the patron if requested.
7. This policy will be reviewed by the Board of Management once in every school year.
The purpose of this policy is to ensure that staff members who have responsibilities in relation to personal data are aware of the requirements of the Data Protection Acts 1988 and 2003.
WHO IS RESPONSIBLE?
All staff members of Kildare Wicklow ETB who collect personal data on individuals in the course of their work. This data may be stored electronically or in manual files.
WHAT IS DATA PROTECTION?
It is the safeguarding of the privacy rights of individuals in relation to the processing of personal data. The Data Protection Acts 1988 and 2003 confer rights on individuals as well as placing responsibilities on those processing personal data. They regulate the collection, processing, keeping, use and disclosure of personal information that is processed either on computer or on structured manual files.
• Data Controller
The Data Controller is the person or Body which controls the contents and use of personal data. Kildare Wicklow ETB is the registered controller of data with the CEO being the contact person. School Principals, Centre Administrators, Programme Coordinators and all staff who gather data in the normal course of their duties are doing so on behalf of Kildare Wicklow ETB.
• Data means information in a form which can be processed. It includes both automated data and manual data. However, the application of certain parts of the 2003 Act to existing manual data is deferred until October 2007.
• Manual data means information that is kept as part of a relevant filing system, or with the intention that it should form part of a relevant filing system. Relevant filing system means any set of information that, while not computerised, is structured by reference to individuals, or by reference to criteria relating to individuals, so that specific information relating to a particular individual is readily accessible.
• Personal data means data relating to a living individual (not a company) who is or can be identified either from the data or from the data in conjunction with other information that is in, or is likely to come into, the possession of the data controller.
• Data Subject is an individual who is the subject of personal data.
• Data Processor is a person who processes personal information on behalf of a data controller, but does not include an employee of a data controller who processes such data in the course of his/her employment. An example would be a company who processes Payroll on behalf of a Data Controller.
• Sensitive personal data relates to specific categories of data which are defined as data relating to a person’s racial origin; political opinions or religious or other beliefs; physical or mental health; sexual life; criminal convictions or the alleged commission of an offence; trade union membership. These require a higher level of protection.
DATA PROTECTION PRINCIPLES
The data protection principles listed below must be adhered to by the data controller i.e. Kildare Wicklow ETB It will be the responsibility of all staff members who collect data on behalf of the ETB to be familiar with them and to observe them.
1. Data should be fairly obtained and processed
Staff in Head Office, Schools and Centres gather a wide range of data in the normal course of their duties. Individuals providing the data should be made aware that the data being provided will be used for one or more specified purposes and they should be made fully aware of the persons or category of persons to whom it will be disclosed. Data which is collected for specific purposes should not be used for other purposes without the consent of the individual. It will be necessary to have a footnote on Application forms to make the individual aware of the uses to which the data may be put and also the name of the data controller i.e. Kildare Wicklow ETB. If data which has been collected by a School/Centre or a Department in Head Office is subsequently used by another section within the ETB, it should only be used within the parameters dictated by the original purpose(s) for which it was intended. Otherwise, the consent of the individual should be obtained.
2. Data should be kept for one or more specified, explicit and lawful purpose(s)
Data should be kept for purpose(s) that are specific, lawful and clearly stated. It should only be processed in a manner compatible with the purpose for which it was intended.
Schools/Centres should identify the different types of personal data collected and list the purposes for which that data is collected. Data collected for one purpose within the ETB should not be used for a different purpose e.g. data collected for grants/scholarships should not be used to determine eligibility for book grants. The consent of the data subject should be obtained beforehand.
3. Data can only be used in a manner compatible with the purpose(s) for which it was collected.
Any use or disclosure must be necessary for the purpose(s) or compatible with the purpose(s) for which the data is collected. Exceptions to this might be when the disclosure is required by law or where the consent of the data subject has been given. An example of this principle is that data kept on employees for personnel or administration purposes should not be used for direct marketing purposes unless specified for this purpose in advance.
4. Data should be kept securely
Kildare Wicklow ETB and its agents must ensure that all computerised and manual data is secured against unauthorised access to, or alteration, disclosure or destruction of, the data and against their accidental loss or destruction.
A minimum standard of security in a School/Centre or a Department in Head Office would include the following:
• Access to the manual and computer information restricted to authorised staff on a ‘need-to-know’ basis in accordance with a defined policy.
• Computer systems should be password protected.
• Information on computer screens and manual files should be kept hidden from callers to your offices. Manual information should be securely locked.
• Back-up procedure in operation for computer held data, including off-site back-up.
• All reasonable measures should be taken to ensure that staff are made aware of the organisation’s security measures, and comply with them.
• All waste papers, printouts, etc. should be disposed of carefully.
• A designated person should be responsible for security and there should be periodic reviews of the measures and practices in place.
5. Data should be kept up to date, complete and accurate
(While this rule applies to all computer held data and any new manual records created from July 2003, it will only apply to existing manual records from October 2007.)
Every care must be taken to keep data accurate and up to date as the VEC and its agents have a duty of care to the data subject. Inaccurate or out of date data may cause damage to an individual.
6. Data should be adequate, relevant and not excessive in relation to the purpose(s) intended.
(While this rule applies to all computer held data and any new manual records created from July 2003 it will only apply to existing manual records from October 2007.)
You should keep only the minimum amount of personal data which you need to keep to achieve the purpose(s) intended. Schools/Centres or a Department in Head office will need to judge whether some details are unnecessary or irrelevant and which may not need to be collected.
7. Data should not be retained for longer than is necessary for the purpose(s) intended.
(While this rule applies to all computer held data and any new manual records created from July 2003 it will only apply to existing manual records from October 2007.)
Each School/Centre or Department Head at Head Office should ensure that files are constantly revisited with a view to disposing of data which is no longer necessary. The length of time for which data would be retained will vary with the type of data kept and the purpose(s) for collecting that data. This does not include data of a statistical or historical nature. The length of time may in some instances be specified by the Department of Education and Science or the Office of the Comptroller and Auditor General. Other data may be disposed of when the reason for collecting it no longer exists. Each School/Centre or Department Head at Head Office should devise a retention policy relating to the nature of the data kept. Advice can be got from the Contact Person (CEO) when needed.
8. A Data Subject can be given a copy of his/her personal data on request.
On making an access request any individual about whom you keep personal data is entitled to:
• a copy of the data you are keeping about him or her
• know your purpose(s) for processing their data
• know the identity of those to whom you disclose the data
• know the source of the data, unless it is contrary to public interest
• data held in the form of opinions, except where such opinions were given in confidence
It is important that there are clear co-ordinated procedures in place to ensure that all relevant manual files and computers are checked for the data in respect of which the access request is being made.
A data subject who requests access to his/her file must
a) do so in writing
b) give sufficient details or information to enable the relevant file to be located
An access fee will not normally be payable. Kildare Wicklow ETB reserves the right to charge access fees in cases where it feels these are appropriate.
An access request should be responded to within 40 days of the receipt of the request. The information must be provided in a manner which will be clear to the data subject. The time limit for responding to requests for Examination Data is 60 days.
Each member of staff who has responsibility for collecting data (computerised or manual) must be familiar with the main points and principles outlined above. The range of data being collected in Schools, Centres, Head Office and Outreach centres under the administration of the ETB is very wide. School Principals, Programme Co-ordinators, Department Heads (Administrator) are requested to devise policies in accordance with the principles of the Data Protection Acts.
Data being collected includes information in:
1) School and Class registers.
2) Application forms e.g. Entrance/Enrolment, Job applications, Financial Waiving of Examination Fees, Book Grants, Scholarship Grants.
3) Examination Results
4) Student Records
5) Personnel Files
The list is not exhaustive. Some of the above will be manual as well as computerised. When there is a doubt as to the use of personal data, the Contact Person i.e. the C.E.O. should be consulted.
Students who are persistent offenders in relation to poor levels of conduct in class or otherwise may be placed on a Lunchtime detention if all other measures attempted by the classroom teacher has not remedied the situation.
Students placed on this lunchtime detention who fail to attend will be placed on a Wednesday afternoon detention from 2 pm to 4 pm.
Failure to attend a Wednesday detention is deemed a more serious matter and students will then be placed on a one day internal detention.
Misbehaviour on a Lunchtime or Wednesday Detention is also considered a more serious matter and will result in a one day Internal Detention.
Parents/Guardians of students placed on Wednesday detentions or Internal Detentions will be informed of same (including the reasons for the detention) via post or web text.
It is only Year Heads, Deputy Principal and Principal who will place students on Wednesday Detentions and Internal Detentions.
I understand and accept Glenart College’s Policy on Detentions and agree that my son/daughter will comply with the above rules.
Studying at home is an important part of a child’s education. Homework is described in two ways:
• Formal homework which is set by subject teachers during each class and checked the following day. This homework involves writing, memorising, translating, problem solving etc.
• Voluntary homework which requires the student to review and revise work complete at an earlier stage of he school year.
Objectives of Homework:
Homework should have an educational purpose which helps the student to understand what s/he is learning at school.
Homework leads to a development of ability, willpower, self-reliance, responsibility, pride in achievement and valuable study habits outside the classroom.
Teachers in the school are expected to set regular homework on topics covered in class.
Teachers should ensure that all homework is recorded immediately in journal.
Teachers are expected to check homework quickly after each assignment and record and report on performance.
Homework not done should be stamped in journal.
Homework should not be pitched beyond the ability of the student, and it should be of value to the student.
Where possible parents should provide their children with a quiet, warm and relaxed atmosphere in which to complete their homework. The amount of time taken to complete homework will vary from student to student and from year to year. In general terms the amount of time spent at homework each day should not be less than one and a half hours. Senior cycle students should spend at least two and a half hours studying each school day.
Parents are expected to actively involve themselves in helping and supervising the student at his/her homework. The homework journal should be checked daily and signed weekly for Wednesday tutorials.
Parents should encourage their children to manage their time in such a way as to get full benefit from time after school. A study timetable would be helpful in this area.
This policy incorporates all directives issued by the Department of Education and Skills and Kildare Wicklow ETB. The aim of this Acceptable Usage Policy [AUP] is to ensure that pupils will benefit from learning opportunities offered by Glenart College’s Computer and Internet Resources in a safe and effective manner. Before signing, this policy should be read carefully to ensure that the conditions of use are accepted and understood.
• Students should enter the computer room [or any room with computer or IT equipment] in a calm and orderly manner in the presence of their teacher. Internet sessions should always be supervised by the teacher.
• No food, drink or chewing gum should be consumed in the computer room. Mobile phones must be turned off at all times. No tippex is allowed.
• All bags and coats should be placed neatly and safely under chairs or in a place specified by the teacher.
• Students should only commence work on the computers with the permission of the teacher and should follow instructions carefully on work to be completed for the class. Computer equipment must be handled with due care and respect at all times. If a problem develops with the operation of a computer the students should immediately bring this to the attention of the teacher and must not seek to rectify this problem in any other way.
• Computer resources are strictly for school-related work and any damage, misuse or wastage of such resources will be severely dealt with through the normal disciplinary procedures of the school. A student will be required to produce the cost to repair or replace any damaged computer equipment if found guilty of such damage. Permission must be obtained prior to any printing work by a student.
• Students are prohibited from altering any computer settings such as:
2. Screen savers
3. Printer Settings
• Students must be careful so as never to access, change or remove any work saved on computer which belongs to another student.
• Students work can be stored on their own personal school onedrive. The use of personal CD-ROMs or memory sticks in school requires a teacher’s permission.
• Internet access is only available in the school at the discretion of the teacher. Students will always be supervised by a teacher while using the Internet for educational research.
UNDER NO CIRCUMSTANCES SHOULD ANY STUDENT ACCESS THE INTERNET WITHOUT TEACHER SUPERVISION.
• Access to chat rooms / social networking sites is forbidden in the school. Students are warned that the use of chat rooms / social networking sites and the provision of personal information to anyone on the Internet can be extremely dangerous. Further information regarding safety on the internet is available from the school on request.
• Uploading or down-loading of non-approved software is forbidden. Students are not permitted to access, download, save, create or transmit unauthorised software, games or other entertainment software, or save inappropriate materials on any of the school’s computers.
• Virus protection software will be used and updated on a regular basis on computers.
Any student who is found to be in breach of the above terms shall have his/her computer privileged revoked for a period set at the discretion of school management.
Please review the attached School Computer Internet Acceptable Use Policy, sign and return this permission form to the Principal.
Name of Pupil:______________________
I agree to follow Glenart College’s Acceptable Use Policy on the use of School Computers and the Internet. I understand the implications of non-compliance with this policy.
Pupil’s Signature:__________________________________ Date:____________
Parent’s Signature:_________________________________ Date:____________
In order to protect all individuals associated with Glenart College the following regulations and sanctions with regard to all mobile phone and digital media devices apply.
1. Mobile Phones/Digital Media devices are to be turned off at all times in the school building.
2. The use of Mobile Phones/Digital Media devices are only permitted to be used outside the school building prior to and after school, during morning and lunch breaks.
3. It is not permitted to use Mobile Phones/Digital Media devices during break of classes, supervised classes or any class being held outside the school building.
4. Taking any digital photo or recording of any type is strictly prohibited.
There is no reason for any Mobile Phone/Digital Media device to be confiscated if the regulations set out above are followed.
In the event of the above rules being broken the following sanctions will be imposed;
1. Breach of any of these rules will result in Mobile Phones/Digital Media devices (in their entirety e.g. sim card) being handed up when requested and given to the Principal/Deputy Principal.
2. Parents/Guardians will be required to come to the school and collect the Mobile Phone/Digital Media device.
3. In the event of Parents/Guardians being unable to attend the school another adult nominated by the Parents/Guardians may collect the Mobile Phone/Digital Media device in their stead.
The Principal/Deputy Principal must be informed of this alternative through the school office.
Glenart College does not accept responsibility for the loss, theft or damage to Mobile Phones/ Digital Media Devices.
I/We accept and agree to the above mobile Phone /Digital Media Device Policy.
Glenart College considers punctuality to be an essential element of a students education. In light of this, students who are persistent offenders will be sanctioned as follows.
Following the accumulation of 3 Lates, Parents/Guardians will be contacted to inform them of the number and type of Lates.
Students who amass 3 Lates (of any type) will sit a Lates detention. (To be covered by the Principal or other designated member of Staff).
Following this detention students will start with a clean slate as it is hoped that their punctuality will improve.
I understand and accept Glenart College’s Policy on Lates and agree that my son/daughter will comply with the above rules.
Pupil Signature: _____________________________Date:_____________________
1. No student is to be allowed home to collect sports gear. It is the responsibility of each student to ensure that he/she has all of his/her necessary equipment/sports gear in school on the day concerned. In exceptional circumstances, parents may bring sports gear to the school and leave for collection in the Main Office.
2. Students must report any injuries to the teacher on the trip.
3. When students are going away on any sports or extra-curricular activity, they must arrive into school in full uniform before they leave, and change back into their uniform before returning to their class. The only exception to this rule may be where students are departing school before school begins or during the first class.
4. Only students who have signed this school policy on extra-curricular activities are permitted to partake in extra-curricular activities.
5. All students involved in sports or extra-curricular activities must comply
with school rules of behaviour and safety standards.
6. Students who are away on a sporting and extra-curricular activity, must ensure that they catch up on class notes and work missed, including homework.
7. Students must promptly return a signed permission slip from Parents/ Guardians to the teacher involved in the extra-curricular activity.
(1) I accept that my conduct, attendance, application to studies and attitude must be deemed to be satisfactory in order to be allowed to represent the school in extra curricular activities (outings, sport, trips, competitions etc.)
(2) I accept that I must act with courtesy, consideration and respect to all others while I am involved in these activities.
Students Signature _________________________________
Students who fail to return this form fully completed will not be allowed to participate in the school’s extra-curricular programme.
The class caters for secondary age students who meet all of the following criteria:
- Have a diagnosis of ASD.
- Has a report from a relevant professional or team of professionals stating that he/she has complex or severe learning needs that require the support of a special class setting and the reasons why this is the case.
- The diagnosis is without significant intellectual impairment or severe behavioural difficulties. (Significant intellectual impairment means the child scores below the range of mild general disability)
- If a student presents with a general learning disability it should fall within the general average or mild range.
- Students are capable of integrating within a mainstream secondary school with the support of the ASD class.
- Students are capable of accessing the mainstream curriculum/part of mainstream curriculum with the support of the ASD class.
Parents/guardians who wish to enrol their child should do so through the school’s enrolment procedure and provide all the relevant documents pertaining to their child’s diagnosis and previous education.
Closing date for applications will be stated on the application form. Applications after this date will be considered on an individual basis.
After the application has been accepted by the school the parent/guardian and child must attend an interview with the school.
Reports should not be older than 2 years.
The ASD class provides a setting where a student’s educational needs are supported. The ASD class supports the participation of students in mainstream activities where appropriate. Within the ASD class individual programmes are provided for students. The individual programmes may include areas such as literacy, numeracy, developing and enhancing social skills and living skills. These programmes focus on developing the student’s organisational skills, life skills and strategies to help them cope with everyday life.
Managing applications and admission to the ASD class
Applications will be evaluated in line with the criteria approved by Kildare and Wicklow Education and Training Board and Glenart College as set out in this policy document.
An admission team will be established in order to apply the admissions criteria and decide on the allocation of places in the ASD class. It will consist of the following:
- The Principal of Glenart College.
- The SEN teachers of the ASD classes.
- Any other person as nominated by the Principal.
The decision to allocate places in the classes will be determined in the first instance by the availability of places. The admissions team will then examine all fully completed applications with up to date supporting documentation. Places will be allocated on the basis of the ability of the ASD class to meet the needs of the applicant.
Admission to the ASD class will not be offered if, following a full examination of all application information, the admissions team forms the opinion that the ASD class cannot properly meet the needs of the applicant.
In the event that more applicants meet the entry requirements than there are places available then the admission team will offer places to the eligible applicants using the following priority:
- Applicants from the student body.
- Applicants from feeder schools in Glenart College’s catchment area.
- Applicants with siblings in Glenart College.
- Applicants from special units in local feeder schools.
- If at this point there are more applicants than there are available places, random selection will take place.
- It is the opinion of the Board of Management that the student poses an unacceptable risk to other students, to school staff or to school property.
- The student has special needs such that even with additional resources available from the Department of Education and the Department of Health the school cannot meet such needs and/or provide the student with an appropriate education.
- Admission of the student would be inconsistent with the best interest of the child or with the effective provision of education for other children.
- Any applicant who applies for and is not offered a place in Glenart College has the right to appeal that decision.
All students in Glenart College are bound by the County Kildare and Wicklow Education and Training Board Admissions Policy which states that admission to a particular course/activity is subject to places being available and is governed by three principles:
- That in the professional judgement of the School Authority (the term ‘School Authority’, as in these regulations, indicates the Chief Executive Officer or an officer delegated to act on his behalf), and following an interview (if deemed appropriate) the student/participant is suitable for the course/activity.
- That in the professional judgement of the School Authority, the student/ participant, because of previous education, training or experience, is considered likely to benefit from attendance.
- That participant will contribute positively to the course/activity and in no way infringe upon the opportunities or rights of other students or staff.
A shorter school day may be required for a student who is receiving the majority of the educational instruction in the ASD class.
Glenart College reserves the right to review the student’s progress after each term to determine whether this is indeed an appropriate school placement for the child.
If the school cannot meet the required needs of a student or if a student does not meet the criteria for placement in the ASD class the following actions take place:
- The school will notify, in writing, the parents/guardians of the decision and the requirements necessary for the school and the appropriate authorities to meet the specified needs of the student.
- The school will notify, in writing, Beechpark Services/HSE, The National Education Welfare Board and the Special Education Needs Council, Department of Education of the decision and the requirements necessary for the school to meet the specified needs of the student.
Criteria for Admission
Any applicant for a place in this class must supply the following documents when called for interview with the admissions team. No application will be considered in the absence of any of the following documents:
A psychological report or a multi-disciplinary team report. A multi-disciplinary team can consist of a psychologist, occupational therapist, speech and language therapist, social worker, physiotherapist etc. Both private and public professional reports will be accepted. The report must be recent i.e. within 2 years of the final application date.
A diagnosis of Autism/Autistic Spectrum Disorder. The report outlined above must clearly diagnose ASD. Where an individual has multiple or co-occurring disabilities it is essential that Autism or ASD is the primary need or disability.
The report must state that placement in a special class within mainstream school is the professionally recommended option for the applicant in question.
The following criteria must also be met:
The applicant should have spent six years at mainstream primary or in a special class placement at mainstream primary level or have completed the primary level curriculum.
The applicant should be functioning in the average to mild range of cognitive ability.
The educational provision being given to the students currently in the ASD class programme should not be detrimentally affected by the level of specialised intervention required for the new student.
Parental permission has been given to access the applicant’s primary school/previous educational setting records – including copies of most recent IEP and records of academic attainment.
In addition to the above criteria a place can only be offered if the school have in place, within the school staffing compliment and schooling facilities, and in terms of clinical services, the resources to meet the special educational needs of the student.
Schedule for Admission
Application for enrolment will be made through the school’s application form. The closing date for return of applications is 14 days after the school’s open evening in the year prior to commencement. Applications intended for the ASD class must also include a letter indicating the application is for a place in the ASD class.
The admission team will meet, review the documentation provided and inform the parent/guardian of their decision. The primary school/previous educational setting is contacted by the SEN teacher. The student is encouraged to participate in a transition programme for the ASD class which will take place in the academic year prior to commencement.
End August/Beginning September:
Enrolment and admission to the ASD class.
Any recommendations by the Admission Team regarding the enrolment of an applicant will be handled in accordance to the Kildare and Wicklow Education and Training Board and Glenart College PPS mainstream Admissions Policy.
[Above schedule consists of suggested dates. Sufficient time should be allowed to assess a student’s application since accessing information, reports, interviewing parents and student and observation of student in current placement if necessary will be very time-consuming.]
Moderate General Learning Disability Class Admissions Policy
Students with special educational needs, where possible, are educated in mainstream classes with their peers with additional supports provided where necessary.
Special classes are part of a continuum of educational provision that enables students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools. In Glenart College our Moderate general disability class (moderate base class) aims to provide a supportive learning environment to students who are unable to access some of the curriculum in a mainstream class setting.
Our focus in the moderate base class is on the Level 2 Learning Programme (L2LP). This programmes is built around Priority Learning Units (PLUs) that develop the basic, social and pre-vocational skills of the students involved. The priority units that we work on are as follows:
- Communications and literacy
- Personal Care
- Living in a community
- Preparing for work
- S/he has a moderate general learning disability and
- S/he has complex or severe learning needs that require the support of a special class setting within mainstream school and the reasons why this is the case.
- Reports should not be older than 2 years.
- The professional report must meet Department of Education requirements for moderate general learning disability. The report outlined must clearly diagnose Moderate General Learning Disorder or Mild General Learning Disorder with additional needs. Where an individual has multiple or co-occurring disabilities it is essential that Moderate General Learning Disorder or Mild General Learning Disorder with additional needs is the primary need or disability.
- The educational provision being given to the students currently in the moderate base class programme should not be detrimentally affected by the level of specialised intervention required for the new student.
- Parental permission is requested to access the applicant’s primary school/previous educational setting records – including copies of most recent IEP and records of academic attainment.
- The total capacity for the group is determined by the NCSE.
- All students enrolled within the moderate support class are required to co-operate with the School/Board of Management’s Code of Behaviour as well as all other policies on curriculum, organisation and management.
- A place can only be offered if the school have in place, within the school staffing compliment and schooling facilities, and in terms of clinical services, the resources to meet the special educational needs of the student.
- A shorter school day may be required for a student who is receiving the majority of the educational instruction in the moderate base class.
- Glenart College reserves the right to review the student’s progress after each term to determine whether this is indeed an appropriate school placement for the child.
In addition, students following L2LPs undertake 2 short courses.
Criteria for Admission
Parents/guardians who wish to enrol their child should do so through the school’s enrolment procedure and provide all the relevant documents pertaining to their child’s diagnosis and previous education. Applications intended for the moderate base class must also include a letter indicating the application is for a place in the moderate base class.
Closing date for applications will be stated on the application form. Applications after this date will be considered on an individual basis.
In order to access the moderate base class a student must have an up to date report from a relevant professional or team of professionals (for example, psychologist, speech and language therapist, psychiatrist) stating that:
Managing applications and admission to the Moderate base class Applications will be evaluated in line with the criteria approved by Kildare and Wicklow Education Training Board and Glenart College as set out in this policy document. An admission team will be established in order to apply the admissions criteria and decide on the allocation of places in the moderate base class. It may consist of the following:
- The Principal of Glenart College
- The SEN teacher of the moderate base class.
- Any other persons as nominated by the Principal.
The admission team will examine all applications for places in the class within the time schedule outlined in this policy. It will ensure that applications comply with the criteria for admission to the class. It will also assess the applicant’s needs and will satisfy itself that the classes are able to meet those needs.
The decision to allocate places in the classes will be determined in the first instance by the availability of places. The admissions team will then examine all fully completed applications with up to date supporting documentation. Places will be allocated on the basis of the ability of the moderate base class to meet the needs of the applicant.
Admission to the moderate base class will not be offered if, following a full examination of all application information, the admissions team forms the opinion that the moderate base class cannot properly meet the needs of the applicant.
Any recommendations by the Admission Team regarding the enrolment of an applicant will be handled in accordance to the Kildare and Wicklow Education and Training Board and Glenart College mainstream Admissions Policy.
In the event that more applicants meet the entry requirements than there are places available then the admission team will offer places to the eligible applicants using the following priority:
Any applicant who applies for and is not offered a place in Glenart College has the right to appeal that decision.
All students in Glenart College are bound by the Kildare and Wicklow Education and Training Board Admissions Policy which states that admission to a particular course/activity is subject to places being available and is governed by three principles:
Junior Cycle Assessment Policy
The Board of Management recognises the importance of assessment as a valuable learning opportunity for students. This policy has been put in place to ensure the smooth running of in-class assessments which take place as part of the Junior Cycle programme.
2.1 It is recognised that assessment is an important part of the Junior Cycle programme as it “provides information about progress in learning, and achievement in developing skills, knowledge, behaviours and attitudes” (NCCA Glossary note on assessment).
2.2 It is important that procedures are put in place to facilitate Junior Cycle assessment to allow students the opportunity to reach their full potential and engage positively with the Junior Cycle programme.
2.3 The school shall endeavour to facilitate student assessments in a way that is reasonable and fair to all.
2.4 All procedures are in keeping with the assessment procedures as outlined in Framework for Junior Cycle, 2015 and Circular Letter 0015/2017.
3 Aims and Objectives
This policy aims to:
- provide a transparent mechanism for students, parents/guardians and teachers as to how assessment takes place in Junior Cycle.
- encourage full participation in assessment procedures
- support and enhance student wellbeing when completing assessments
- provide clear guidelines as to how assessment takes place when a student is unavailable for assessment
- clarify the roles and responsibilities of all staff involved in the Junior Cycle assessment process
4 Assessment OverviewThere are three strands to Junior Cycle assessment: Classroom Based Assessment, Assessment Task and Final Assessment.
- Classroom Based Assessment (CBA): All subjects and short courses engage with this form of assessment. CBAs take place in 2nd and 3rd Year. This assessment is conducted by teachers, and where appropriate, is moderated by means of a SLAR (Subject Learning and Assessment Review) meeting.
- Assessment Task (AT): A number of subjects (but not short courses) engage in the Assessment Task in 3rd Year. This is marked by the State Examinations Commission (SEC). The AT takes place during class time.
- Final Assessment (FT): The Final Assessment applies to a number of subjects (but not short courses) and takes place by means of an exam in June of 3rd Year.
- It should be noted that CBAs and ATs should be considered formative modes of assessment.
- All strands of assessment are reflected in the Junior Cycle Profile of Achievement (JCPA) which is awarded to students following completion of the Junior Cycle programme. This includes students accessing Junior Cycle at Level 2.
- The JCPA will also reflect learning that has occurred outside of the classroom. This is recorded in the Other Areas of Learning section.
5 Role of Individual Teachers
In relation to JC assessment, individual teachers shall:
- familiarise him/herself with assessment procedures and requirements. Information is available at www.curriculumonline.ie
- facilitate assessment events when necessary
- keep attendance records at all assessment events
- inform the Year Head in the event where a student is absent from an assessment event and provide additional details if required
- provide the Junior Cycle Co-ordinator with results from CBAs
- provide the State Examination Aide and the Year Head with records of attendance at ATs by providing them with a copy of the official role
- follow procedures laid out by the relevant department in regards to assessment (see Point 10)
- engage in the SLAR process where appropriate
- enter results of CBAs into P-POD when this facility is made available
- contact Year Head if student refuses to participate or is school refusal
6 Role of SEN Key Teachers
In relation to JC assessment, SEN key teachers shall:
- approach individual teachers to discuss which supports are necessary for students with extra needs
- ensure that appropriate supports are put in place, e.g. reader, laptop etc.
- inform students with special needs and their parents/guardians, as to what supports are in place
- organise USB keys/CD and print to save assessment materials where appropriate. Such USB keys/CD should be labelled with the individual student’s exam number
7 Role of Junior Cycle Co-ordinator(/s)
In relation to JC assessment, the Junior Cycle Co-ordinator shall:
- share all relevant assessment dates with staff when they are made available
- communicate with parents/guardians providing information regarding assessment events
- answer any queries or concerns regarding assessment procedures
- locally store all results from CBAs - collate information for the JCPA in relation to the ‘Other Areas of Learning’ component
8 Role of Exam Aide
In relation to JC assessment, the State Examinations Aide shall:
- distribute relevant booklets and examinations material as they are made available - distribute examination numbers
- collect examination booklets and other relevant material from teachers, and post them to the State Examinations Commission
- collect students’ signatures where appropriate. The tasks prescribed for this position are subject to review in light of the increased workload envisaged as new assessment procedures are rolled out.
9 Role of the SEN Co-ordinator
In relation to JC assessment, the SEN Co-ordinator shall:
- liaise with RACE to ensure that digital booklets and other relevant material are made available
- oversee the special supports put in place for SEN students
- liaise with key workers and management where appropriate
In relation to JC assessment, subject departments shall: - discuss assessment procedures and put appropriate plans in place - compose a tick-list particular to the subject department. This will detail what needs to be submitted to the State Exam Aide and how it should be submitted (e.g. numerical order by exam number) - nominate one teacher to act as SLAR Facilitator as outlined in Circular Letter 0015/2017 11 Role of Year Heads In relation to JC assessment, Year Heads shall: - liaise with management and other teachers where appropriate - receive information from teachers and key workers regarding attendance - make contact with home where appropriate, particularly in the case of absence - liaise with Senior Management regarding ‘mop-up’ assessment events where appropriate (see Points 13 & 14 below) - If student refuses to participate in CBA they will contact home. 12 Role of Senior Management In relation to JC assessment, Senior Management shall:
- facilitate teachers to carry out all roles as outlined in Points 5-11 above - oversee all assessment events - liaise with teachers and other management as appropriate 13 Role of the Parent/Guardian In relation to JC assessment, Parents/ Guardians shall: -endeavour to provide for all aspects of the students wellbeing, thus enabling students to realise their full potential, -endeavour to ensure that students can cope with the normal stresses of life, and have a sense of purpose and belonging to a wider community 14Role of the Student In relation to JC assessment, Students shall: - reflect on how they are progressing. - take ownership of their learning and their development as self-directed learners - complete CBA’s in all subjects and short courses with agreed deadlines. - complete a project or reflective Assessment Task 15 Assessment in the Event of Student Absence 15.1 It is recognised that the Junior Cycle programme presents a large number of assessment events. It is likely, that on occasion, circumstances will result in student absences during these times. Students and parents/guardians should look to minimise such occurrences. 15.2 To allow for planning of medical, dental and other essential appointments, Glenart College shall provide dates of assessment events as they become available. 15.3 Parents/guardians are encouraged to schedule essential appointments outside of school time where possible. Parents/guardians are advised not to schedule appointments during the times of assessment events. 15.4 In the case where illness precludes a student from engaging with an assessment event, a ‘mop up’ session will be offered to students who provide a medical certificate. This is in keeping with the practice in other state examinations. Certificate of illness MUST be provided within 5 working days. 15.5 In exceptional circumstances where a student is precluded from engaging with an assessment event, parents/guardians should contact the Year Heads. The Year Heads, following discussion with Senior Management, will exercise his/her discretion as to whether students may avail of a ‘mop up’ session to engage with the assessment event. 16 Assessment Procedures in the Case of Extra Need Glenart College is an inclusive school and looks to meet the needs of all students. In the case where a student has a particular need identified by a psychologist, or a medical condition identified by a doctor, the school shall endeavour to put arrangements in place to facilitate engagement with the assessment event. 17 Monitoring This policy will be reviewed taking into account any legislative changes, new policy and strategy documents from within Glenart College or from the Department of Education and Skills. Feedback from students, parents/guardians, teachers, non-teaching staff and management will inform any future policy changes.
In relation to JC assessment, subject departments shall:
- discuss assessment procedures and put appropriate plans in place
- compose a tick-list particular to the subject department. This will detail what needs to be submitted to the State Exam Aide and how it should be submitted (e.g. numerical order by exam number)
- nominate one teacher to act as SLAR Facilitator as outlined in Circular Letter 0015/2017
11 Role of Year Heads
In relation to JC assessment, Year Heads shall:
- liaise with management and other teachers where appropriate
- receive information from teachers and key workers regarding attendance
- make contact with home where appropriate, particularly in the case of absence
- liaise with Senior Management regarding ‘mop-up’ assessment events where appropriate (see Points 13 & 14 below)
- If student refuses to participate in CBA they will contact home.
12 Role of Senior Management
In relation to JC assessment, Senior Management shall:
- facilitate teachers to carry out all roles as outlined in Points 5-11 above
- oversee all assessment events
- liaise with teachers and other management as appropriate
13 Role of the Parent/Guardian
In relation to JC assessment, Parents/ Guardians shall:
-endeavour to provide for all aspects of the students wellbeing, thus enabling students to realise their full potential,
-endeavour to ensure that students can cope with the normal stresses of life, and have a sense of purpose and belonging to a wider community
14Role of the Student
In relation to JC assessment, Students shall:
- reflect on how they are progressing.
- take ownership of their learning and their development as self-directed learners
- complete CBA’s in all subjects and short courses with agreed deadlines.
- complete a project or reflective Assessment Task
15 Assessment in the Event of Student Absence
15.1 It is recognised that the Junior Cycle programme presents a large number of assessment events. It is likely, that on occasion, circumstances will result in student absences during these times. Students and parents/guardians should look to minimise such occurrences.
15.2 To allow for planning of medical, dental and other essential appointments, Glenart College shall provide dates of assessment events as they become available.
15.3 Parents/guardians are encouraged to schedule essential appointments outside of school time where possible. Parents/guardians are advised not to schedule appointments during the times of assessment events.
15.4 In the case where illness precludes a student from engaging with an assessment event, a ‘mop up’ session will be offered to students who provide a medical certificate. This is in keeping with the practice in other state examinations. Certificate of illness MUST be provided within 5 working days.
15.5 In exceptional circumstances where a student is precluded from engaging with an assessment event, parents/guardians should contact the Year Heads. The Year Heads, following discussion with Senior Management, will exercise his/her discretion as to whether students may avail of a ‘mop up’ session to engage with the assessment event.
16 Assessment Procedures in the Case of Extra Need
Glenart College is an inclusive school and looks to meet the needs of all students. In the case where a student has a particular need identified by a psychologist, or a medical condition identified by a doctor, the school shall endeavour to put arrangements in place to facilitate engagement with the assessment event.
This policy will be reviewed taking into account any legislative changes, new policy and strategy documents from within Glenart College or from the Department of Education and Skills. Feedback from students, parents/guardians, teachers, non-teaching staff and management will inform any future policy changes.