Information Request from Parents
- Published: 31 May 2018
Under Article 15 of GDPR, a person has a right to obtain a copy of any data an organisation holds on that person. To obtain it, it is necessary to make that request in writing. It should be as specific as possible and one may be asked to produce identification to ensure that the data is not released to the wrong person. On receiving a Data Access Request, an organisation has one month to comply with the request. This can be extended to two months for more complex or multiple requests. There is no charge for providing the data.
This also applies to schools and the Data Access Template can be customised to your own school to formalise and record the details of the request. Please note that the Data Access Request Form is made to the Board of Management and not to the Principal.
Developing Schools or Schools which have Rapidly Expanding Enrolments 2018/19 School Year
- Published: 25 May 2018
Developing Schools or Schools which have Rapidly Expanding Enrolments 2018/19 School Year
Review of the SNA scheme
- Published: 23 May 2018
Such is the substantial investment in Special Education teaching resources and in the SNA scheme, the Minister requested the NCSE to carry out a review of the SNA scheme. The terms of reference are listed below which formed the basis of a report that has now been presented to the Minister for his consideration. Will this result in a new model of allocation in the coming years?
A full review of the Resource teaching supports took place prior to this which resulted in the new model of support teaching allocations which is currently in its first year of operation.
COMPREHENSIVE REVIEW OF THE SPECIAL NEEDS ASSISTANT (SNA) SCHEME TERMS OF REFERENCE
The Minister for Education and Skills, Richard Bruton, T.D., requested the NCSE to lead a comprehensive review of the SNA scheme, in consultation with other relevant Departments and State Agencies, including the National Disability Authority (NDA) and in that context to:
1. Identify and recommend how, in the future, the additional care needs of students, over and above those needs that could be reasonably expected to be managed by teaching staff, should be met and
2. Identify and recommend the most appropriate form of support options to provide better outcomes for students with Special Educational Needs who have additional care needs, having regard to the significant amount of State investment in this area.
The Minister also requested the NCSE, as part of the review, to:
1. Examine whether the SNA scheme continues to meet its purpose as set out in Circular 0030/2014.
2. Consider whether the scheme is being used to meet needs, other than care needs, and if so, what are those needs, taking into account the primary and secondary care needs outlined in Circular 0030/2014.
3. Provide advice on appropriate SNA qualifications and training levels
4. Evaluate the role of professional reports in providing a robust basis for the allocation of additional care supports under the scheme
5. Conduct a detailed analysis of the current allocation and distribution of SNAs focussing on what support is being given, to whom and why?
6. Define and examine outcomes of students under current arrangements, taking into account the findings of the Altered Provision Pilot Project
7. In preparing its report, to have regard to the commitments set out in the programme for a Partnership Government in relation to the introduction of an in-school speech and language service.
8. In preparing its report to take account of the findings and recommendations of the Report on the Role of the Special Needs Assistant which was published by the Joint Oireachtas Committee on Education and Social Protection in January 2016.
Retention of a Pupil in the same grade in Primary Schools
- Published: 23 May 2018
A topical issue at this time of year is the retention of pupils in the same grade. Circular 32/2003 refers to the retention of pupils in the same class. The DES does not encourage this generally, but may to be justified on the basis of sound educational reasons which would benefit the needs of the child. For example: A child has not achieved sufficient levels of literacy or numeracy, missed a significant level of schooling, had emotional/behavioural issues that impeded their learning during the course of the year.
Under the Department’s policy, children should only be allowed to repeat a year for educational reasons and in exceptional circumstances. An additional grade level should not operate through the retention of all or a substantial number of pupils at a grade level. The child’s age must also be taken into account – a school should always endeavour to place a child in an age appropriate setting.
A letter needs to be submitted to the school by parents requesting it. In such exceptional circumstances a Principal teacher, following consultation with the learning support teacher/resource teacher and class teacher and parent(s), may concludes that a pupil would benefit educationally by repeating a grade level.
A record outlining the educational basis for the decision to retain a child should be kept for any pupil so retained. In addition, there should be a clear programme outlined for such a pupil that records precisely what new approach will be used for her/him and what its expected benefit will be. These records should be retained within the school and should be brought to the Inspector’s attention by the Principal when s/he visits the school. No pupil should repeat a grade more than once in a primary school.
If the decision to retain the child is made, an IPLP should be drawn up indicating what interventions will be put in place for the child to maximise their learning experience. In instances where a school has approved the retention of a pupil in 6th class, no capitation grant will be paid by the DES for this pupil in the following school academic year.
Issues to Consider:
- Decision to be based on the developmental/learning needs of the child only – not the school; the parents; enrolment; their age (“s/he’s very young”) etc
- Consider the impact of the decision to repeat on the Self-esteem of the child – friendships etc. Children frequently see “repeating” as punishment for “not doing well”, even when they themselves feel they’ve done their best
- Children with an assessed learning need (SEN), may be best supported by “moving on” with appropriate supports in place
- Are both parents (where applicable) in agreement about the issue?
- Children have a right (as far as possible) to be placed in class groupings with peers of a similar age and stage of development
