1. Introduction

This policy was developed through a review of current practises and through consultation with parents, staff and the Board of Management in September 2018. This policy has been formulated to facilitate and promote the inclusion of all children at St. Joseph’s Convent NS. It also outlines the practises and procedures in place to meet the needs of children for whom English is a second language.

  1. Rationale

This policy was formulated becauseour school’s demographic reflects the change in the composition of the Irish population. Enrolments from the international community have been increasing each year and we continue to have a steady number of children from the Traveller Community enrolling each year also. We feel it is necessary to acknowledge the diversity of our school population, to instil in our pupils the need to respect difference, to facilitate an intercultural curriculum and to equip pupils to participate in an increasingly diverse society.

 

  1. Relationship to Characteristic Spirit of the School

In keeping with the inclusive ethos of St. Joseph’s Convent NS, this EAL policy wishes to recognize, affirm and in so far as possible provide for cultural diversity.

  1. Aims

We aspire to achieve the following by endeavouring to:

  • To create an inclusive culture and environment, so that all pupilsincluding EAL pupils and those from ethnic minorities have a sense of belonging in our school.
  • To promote a recognition of and respect for ethnic and cultural diversity in our school, so that all pupils feel valued and affirmed.
  • To make the curriculum as accessible as possible for EAL pupils and pupilsfrom minority ethnic groups, by providing supplementary teaching and additional support and resources for those pupils.
  • To promote EAL pupils’ development of English Language proficiency.
  • To promote effective home school links and increase parental involvement among parents of pupils from ethnic minorities and of EAL pupils.

 

  1. Interculturalism/Inclusion

The policy is addressed under the following headings and is informed by good practice as set out in Intercultural Education in the Primary School, Guidelines for schools, NCCA (2005) and Toolkit for Diversity in the Primary School (2007).

 

The Inclusive School

 

5.1 Enrolment of newcomer pupils

Our school’s Enrolment Policy governs enrolment of all pupils.

  • The enrolment procedure for non-national pupils is exactly the same as that for Irish pupils
  • Overseas children are welcome to enrol in our school, provided there is a place in the appropriate class, in line with our enrolment policy.
  • The enrolment form refers to ethnicity, religion and country of origin. This information is optional for parents to answer. It is also used to complete the Primary Online Database.
  • Parents of overseas children will be afforded help in completion of enrolment documentation, should they require it. An introductory meeting is held for all new entrants prior to the commencement of the school year.
  • Every effort will be made to create a warm and welcoming environment for overseas parents who approach the school to enrol their children.

 

5.1.1 Admission Policy

St Joseph’s Convent School supports the following underlying principles in our admission policy:

  • Inclusiveness, especially with reference to the enrolment of pupils with Special Education Needs.
  • Equality of access and participation in the School.
  • Parental choice in relation to selection of school, having regard for the Characteristic Spirit of that School.
  • Respect for diversity. The School respects diversity of traditions, values, beliefs, language and way of life.

 

5.2 Vision statement/school ethos

The School recognises the central role of the family as the Primary Educator of the child.  The School also accepts and supports the constitutional right and duty of the parents to provide for the Religious, Moral, Intellectual, Physical and Social Education of their children.

The School aims to provide the best possible environment to cater for the Cultural, Educational, Moral, Physical, Religious, Social, linguistic and Spiritual values and traditions of all its children with the resources available to us.  The focus of the School Philosophy is the Education of the whole child to reach his/her full potential.  We show special concern for the disadvantaged, respecting the dignity and uniqueness of each child.  Our School upholds the values and principles of a Mercy Education in the Catholic tradition.  Working together as a School community, the Board of Management, Principal, Staff, Parents and Pupils will strive to provide an environment, which will allow all students to develop to their maximum potential and fulfil their role in society.

 

5.3 Induction of Newcomer Pupils/Welcoming environment

In St. Joseph’s Convent NS Swe aim to create an inclusive school environment that values diversity and respects lifestyles different from our own so that we can understand and appreciate each other.  We hope to achieve this in the following ways:

  • Ensuring that all children and their parents are made feel welcome when they come to our school.
  • Pupils are encouraged and facilitated in maintaining a connection with their own culture and language through curricular activities and displays.
  • Greetings in other languages displayed in Language Support rooms.
  • Books, storybooks and games depicting different cultural festivals and celebrations are available for all classes.

 

5.4 Home School links/Parental Involvement

Parental involvement is crucial to a child’s success in school therefore the involvement of parents is promoted and encouraged at all levels in our school. We endeavour to provide information in a way, which takes account of the existence of a diversity of literacy levels, as well as cultural and linguistic diversity.  Parents are provided with school guidelines on enrolment of their child, information booklets, access to school policies and are encouraged to attend the introductory meeting for new pupils and parent-teacher meetings. Where necessary we welcome and encourage parents to be accompanied at school meetings by acquaintances, who can support them if there are linguistic or cultural issues.  All parents are invited to attend, participate and volunteer at the school for special events throughout the school year e.g.- Maths Week, Christmas carol singing, School Walk, Intergenerational Day, Book Fair, displays etc..  All parents are encouraged to participate in in-class activities such as Maths for Fun and Science for Fun. There are a number of multilingual notices displayed in the school.

 

5.5 Staff development

The staff endeavour, as in all subject and curricular areas, to further their knowledge and skills through professional development courses as a whole staff and on an individual basis as the need arises. Teachers are encouraged to develop their range of skills and knowledge in interculturalism and inclusion. They are made aware of any courses available. Attendance at courses in the Education Centre is promoted and the sharing of knowledge and skills facilitated at staff meetings or at school planning days. Outside experts may be invited to facilitate staff in activities. Over the last number of years, a number of staff have completed courses on EAL.Teachers have access to reference books, resource materials and websites dealing with interculturalism and inclusion within the school. Time is set aside when necessary at staff meetings for EAL planning /decision making. Class teachers meet regularly with SET and discuss the needs of all pupilsas required. Sharing of information and expertise etc is done at these meetings.

5.6 Other Related Policies

The following outlines current good practices in relation to inclusion and core policies in St Joseph’s Convent NS.

5.6.1 Code of Behaviour/Anti – Bullying Policies

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 the following key principles of best practice in preventing and tackling bullying behaviour, by promoting a positive school culture and climate which:

  • is welcoming of difference and diversity and is based on inclusivity;
  • encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment;
  • and promotes respectful relationships across the school community;

 

5.6.2 Attendance

  • Are all parents aware of attendance issues as addressed in the Education Welfare Act?
  • How are parents, for whom English is an additional language, made aware of the implications of the Education Welfare Act?
  • What is the school’s procedure for dealing with absenteeism?
  • Do all parents understand this procedure?
  • What are the school’s strategies to encourage attendance?

 

 

5.6.3 Assessment

In order to gain sufficient information to support the child’s learning and to tailor education experiences to the child’s needs, our school deems it appropriate to assess children who have recently arrived from another country and children for whom English is not a first language.  The full range of the child’s capacities and behaviours are built up through a range of different forms of data gathering e.g.

  • Teacher observation
  • Consultation between mainstream teacher and the support teacher
  • Teacher designed tasks and tests
  • Work samples, portfolios
  • Consultation with parents/guardians
  • IILT initial interview assessment for new pupils
  • Primary school assessment kit

It is hoped that the information gathered via these assessments, will enable us to build a positive relationship between the child and the school, enhance the child’s self esteem and enable them to engage in a constructive way with the life of the school. The assessment will enable the support teacher and the class teacher to provide appropriate learning opportunities for the child and to set individual targets for the child.

In St Joseph’s Convent NS the purposes of assessment include:

  • To identify the particular learning needs of pupils/groups of pupils.
  • To contribute to the school’s strategy for prevention of learning difficulties.
  • To monitor pupil progress and attainment.
  • To enable teachers to modify their programmes in order to ensure that the particular learning needs of individual pupils/groups are being addressed
  • To compile records of individual pupils’ progress and attainment
  • To facilitate communication between parents and teachers about pupils’ development, progress and learning needs
  • To facilitate the involvement of pupils in assessment of their own work
  • To enable teachers to monitor their own approaches and methodologies

 

 

 5.6.4 Special Needs

The overarching aim of the educational support programme is to provide an inclusive and holistic-centred environment for pupils with special educational needs with a view to enabling each to reach his/ her potential.Through the implementation the specific objectives of learning supportpolicy we strive to:

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

Referral to out of School Agencies

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

 

  • Curriculum:

The following outlines current good practices in relation to inclusion and school curriculum in St Joseph’s Convent NS.

 

5.7.1 Classroom Environment

In St. Joseph’s Convent NS  we aim to create an inclusive school environment that values diversity and respects lifestyles different from our own so that we can understand and appreciate each other.  We hope to achieve this in the following ways:

  • Ensuring that all children and their parents are made feel welcome when they come to our school.
  • Pupils are encouraged and facilitated in maintaining a connection with their own culture and language through curricular activities and displays.
  • Greetings in other languages displayed in Language Support rooms.
  • Books, storybooks and games depicting different cultural festivals and celebrations are available for all classes.

 

5.7.2 Intercultural Dimension To The Curriculum

“Intercultural education is not confined to a single curriculum area, nor indeed to areas within the ‘formal curriculum’. It is embedded in the practices and dispositions that inform both the school and classroom climate and ‘hidden curriculum’.” Intercultural Education in the Primary School, Guidelines, NCCA, p. 38

Curriculum support is essential if pupils are to develop competent skills in English language as well as having equal opportunity to improve language skills in their own mother tongue.  This means that the staff is committed to providing a fully integrated language support system in the School Curriculum.  This system should ensure that new pupils to the School for whom English is not the main language at home, receive immediate and full language support.  Successful implementation of this plan will help promote greater awareness of interculturalism, help all children achieve their potential and support an inclusive learning environment which will foster the development of self esteem in all children in the school.

Our Language Support Programme Includes:

  • Developing English language skills- listening, oral, reading and writing.
  • Working in collaboration with mainstream class teachers to set relevant and achievable learning targets for pupils.
  • Preparing the pupil, on an on-going basis, to access mainstream learning and activities of the school.
  • Developing English Language Proficiency, allowing for differentiation (even in small groups) through sensitive timetabling.
  • Provision of age appropriate placement.

Subject Specific Considerations

The following is a list of the ways in which teachers can differentiate in curricular areas

  • Differentiating learning objectives
  • Differentiation by support
  • Differentiation by resource
  • Differentiation by grouping
  • Differentiation by teaching style
  • Differentiation by task
  • Differentiation of pace
  • Differentiation by outcome

 

Gaeilge

Má tá páistí ag dul amach chuig múinteoirí feabhais nó múinteoirí achmhainne caithfear bheith cinnte nach bhfuil said ag dul as ceacht gaeilge gach lá.

D’fheadfadh gach páiste a bheith ag comhlíonadh na feidhme céanna ach deréir a c(h)umais féin.  Bainimid úsáid as straitéisí éagsúla chun freastal ar an éagsúlacht cumais.

 

 

English

Our school cherishes all pupils equally therefore we will strive to provide opportunities for all children to experience success in the English Curriculum. Children in each class will show a wide range of ability, attainment and learning styles.  Consequently the English Programme will be flexible to accommodate children of different levels of ability and will reflect their need.

We will have a balanced programme of English activities in place to reflect the interests of both boys and girls.Equality of participation and access for children with special educational needs is also assured within the school at a differentiated level.Individual support will be given to children with special needs for example language is simplified and methodologies readjusted.

Children who display a particular ability in the area of English will be encouraged to develop this talent further. Open ended activities will also be used to cater for both cohorts. In addition, the amount of class work may be differentiated according to the needs of individual children. When and where applicable the English class is used as an opportunity to integrate the culture of all pupils within the school through games and activities.

Maths

Our school cherishes all pupils equally therefore we will strive to provide opportunities for all children to experience success in the Maths Programme. All children will have access to Maths related facilities and amenities in the school environment. Children in each class will show a wide range of ability, attainment and learning styles. Consequently the Mathematics Programme will be flexible to accommodate children of different levels of ability and will reflect their need.

We will have a balanced programme of Maths activities in place to reflect the interests of both boys and girls.Equality of participation and access for children with special educational needs is also assured within the school at a differentiated level.Individual support will be given to children with special needs for example language is simplified and methodologies readjusted.

Children who display a particular ability in the area of Maths will be encouraged to develop this talent further. Open ended activities will also be used to cater for both cohorts. In addition, the amount of class work may be differentiated according to the needs of individual children. When and where applicable the Maths class is used as an opportunity to integrate the culture of all pupils within the school through games and activities such as tangrams.

 

Geography

Our school cherishes all pupils equally therefore we will strive to provide opportunities for all children to experience success in the Geography Programme. All children will have access to Geography related facilities and amenities in the school environment.

We will have a balanced programme of Geography activities in place to reflect the interests of both boys and girls.Equality of participation and access for children with special educational needs is also assured within the school at a differentiated level.Individual support will be given to children with special needs for example language is simplified and tools readjusted. Children who display a particular ability in the area of Geography will be encouraged to develop this talent further. When and where applicable the Geography class is used as an opportunity to integrate the culture of all pupils within the school.

 

History

History class is used as an opportunity to integrate the culture of all pupils in our school e.g. international pupils or children from different ethnic backgrounds

Science

Our school cherishes all pupils equally therefore we will strive to provide opportunities for all children to experience success in the Science Programme. All children will have access to Science related facilities and amenities in the school environment.

We will have a balanced programme of Science activities in place to reflect the interests of both boys and girls.Equality of participation and access for children with special educational needs is also assured within the school at a differentiated level.Individual support will be given to children with special needs for example language is simplified and tools readjusted. Children who display a particular ability in the area of Science will be encouraged to develop this talent further.

When and where applicable the Science class is used as an opportunity to integrate the culture of all pupils within the school.

Visual Arts

Our school cherishes all pupils equally therefore we will strive to provide opportunities for all children to experience success in the Visual Arts Programme. All children will have access to Visual Arts related facilities and amenities in the school environment.

We will have a balanced programme of Visual Art activities in place to reflect the interests of both boys and girls.Equality of participation and access for children with special educational needs is also assured within the school at a differentiated level.Individual support will be given to children with special needs for example language is simplified and tools readjusted. Children who display a particular ability in the area of Visual Arts will be encouraged to develop this talent further.

We acknowledge that different cultural heritages are expressed through art, so we will endeavour to use the arts to enhance pupils’ understanding of different values and attitudes in our multicultural society. When and where applicable the Visual Arts class is used as an opportunity to integrate the culture of all pupils within the school.

 

Music

Our school cherishes all pupils equally therefore we will strive to provide opportunities for all children to experience success in the Music Programme. All children will have access to Music related facilities and amenities in the school environment.

We will have a balanced programme of Music activities in place to reflect the interests of both boys and girls.Equality of participation and access for children with special educational needs is also assured within the school at a differentiated level.Individual support will be given to children with special needs for example language is simplified and tools readjusted. Children who display a particular ability in the area of Music will be encouraged to develop this talent further. When and where applicable the Music class is used as an opportunity to integrate the culture of all pupils within the school.

 

 

Drama

Our school cherishes all pupils equally therefore we will strive to provide opportunities for all children to experience success in the Drama Programme. All children will have access to Drama related facilities and amenities in the school environment.

We will have a balanced programme of Drama activities in place to reflect the interests of both boys and girls.Equality of participation and access for children with special educational needs is also assured within the school at a differentiated level.Individual support will be given to children with special needs for example language is simplified and tools readjusted. Children who display a particular ability in the area of Drama will be encouraged to develop this talent further. When and where applicable the Drama class is used as an opportunity to integrate the culture of all pupils within the school.

 

Physical Education

Our school cherishes all pupils equally therefore we will strive to provide opportunities for all children to experience success in the Physical Education Programme. All children will have access to Physical Education related facilities and amenities in the school environment.

We will have a balanced programme of Physical Education activities in place to reflect the interests of both boys and girls.Equality of participation and access for children with special educational needs is also assured within the school at a differentiated level.Individual support will be given to children with special needs for example language is simplified and apparatus readjusted. Children who display a particular ability in the area of Physical Education will be encouraged to develop this talent further.

We acknowledge the different cultural heritages of the pupils in our school, so we will endeavour to use the Physical Education class to integrate through cooperative and team based activities.  When and where applicable the Physical Education class is used as an opportunity to integrate the culture of all pupils within the school e.g. playing games from different cultures, or learning dances from different cultures etc.

 

 

S.P.H.E.

The curriculum for S.P.H.E. provides opportunities to foster the personal development of the child, to help him/her create and maintain positive relationships and also to help the child to value and take pride in their National, European and Global identities. The understanding, knowledge, attitudes, values, skills and capacities of intercultural education are integrated across a range of strand units within S.P.H.E., including self-identity, my friends and other people, developing citizenship and relating to others. In any one class there will be a broad range of abilities, interest levels and stages of maturity.  The depth of exploration in the programme will have to take this diversity into account. We will try to ensure

  • That special need pupils from diverse backgrounds are welcomed and that their differences are respected and celebrated.
  • That resources used are bias free and gender equity is promoted at all levels.
  • That the strengths and weaknesses of individual children are catered for.

 

5.8 Resources

  • ‘Intercultural Education in the Primary School. Guidelines for Schools’. NCCA. 2006
  • ‘Up and Away. A resource book for English language support in primary schools’. IILT
  • ‘Toolkit for Diversity in the Primary School’. IILT
    • Primary School Assessment Kit. Department of Education & Science/IILT 2007
    • Rainbow Language Program. CJ Fallon
    • Twinkl website
    • Ipads
    • Small world toys
    • Role play
    • Puppets
    • Bingo
    • Games
    • Poems
    • Stories
    • Songs
    • Language exploration boxes
  • Art materials
  • Stationary
  • Construction toys i.e. Lego, duplo etc.
  • Interactive white boards

 

 

Roles and responsibilities

The plan will be supported, developed and implemented by school staff, pupils, parents, the school’s Board of Management.The Learning Support Resource Team and HSCL Teacher will co-ordinate the progress of the plan, encourage and accept feedback on its implementation and report to staff, parents and the Board of Management on findings.

 

Timeframe

  • Implementation Date: October 2018

Review

Roles and responsibilities

The plan will be monitored and evaluated annually. It will be reviewed regularly to ensure optimum implementation of Intercultural Education and Inclusion in our school. The Learning Support Resource Team and the HSCL Teacher have responsibility for co-ordinating this review. Staff, Parents, the Co-ordinators and the Board of Management will be involved in the review.

 

 

Success Criteria

It is hoped that this plan will impact positivelyon the teaching and learningin our school. The following criteria will indicate that the scheme has been successful:

  • EAL pupils will improve their acquisition and use of the English language.
  • All pupils will be fully integrated in to life of the school and participate in all activities
  • There will be an increased instance of varied language usage and cultural references within the school: artwork, displays, labels, notices, songs, poems, conversations in languages other than English
  • Teacher evaluation and assessment.
  • Feedback from pupils, parents and teachers and the school inspector.
  • Cuntais míosúila
  • Work samples or portfolios
  • Micra-T and/Drumcondra Primary Reading Test

 

 

Timeframe

  • Review Date: June 2019

 

Communication

This policy is made available as part of the whole school plan. The whole school plan is also available in the school office for viewing. This policy will be communicated to the school community by the following means:

  • Hard copy available in Principal’s Office.
  • Board of Management/Other staff members via hard copy
  • Parents via School Development Plan in Office

Ratification
This policy was ratified by the Board of Management