Supports for Students
The school attendance strategy.
All students are expected to attend school daily. A swipe card automated attendance system (Anseo) is in place.
If a student is absent from school she must present a note of explanation when she returns to school. In the absence of a note a phone call to the office will suffice. If a student is absent for an extended period (due to illness) we expect a medical cert to be given to the school. We actively discourage parents taking their daughters out of school for holidays during term time.
If a student is absent for at least five consecutive days (without explanation) the deputy principal will ring home.
Students (aged sixteen or under) who have missed 20 days from school are reported to the NEWB and the parents/guardians are notified in writing. In 2007/2008 a letter was sent to parents of fifth year student's who had missed more than 15 days voicing their teacher's concerns as they approached their final year in school. This is a practice we intend to continue.
The support of our school counsellors and chaplain is invaluable in rehabilitating some cases of absenteeism.
At all times the school works closely with Mr Larry Harney , our local NEWB officer, in the case of a small number of students with very poor attendance records.
The type of supports provided for the inclusion of students with SEN.
Various strategies are used
- Withdrawal of students from mainstream classes for individual or small-group tuition
- Co-operative or team teaching within classes to provide extra assistance to students with difficulties or to help the gifted student achieve her potential
- Setting the timetable at junior level is used in both Maths and Irish
The type of supports provided for the inclusion of students from minority and disadvantaged groups.
When newcomer students need extra language support application is made to DES for extra resources. When students have exemptions from subjects they are withdrawn, as far as possible, from these classes. They are provided with individual or small-group tuition. Strategies used for inclusion have included a mentoring system between Transition Year students and newcomers. Individual language and cultures are respected and are exposed in a variety of programmes in the larger school population. Examples of this are multi-lingual prayer services and the sharing of information between diverse groups in for example, language, history and geography classes. At prize giving an award is presented to a newcomer student who has made a great effort at integrating into the school community.
How the school communicates with the diversity of parents.
Communication is by phone calls, letters, email, parent teacher meetings, open evenings, 6th and 4th Year graduations, individual appointments, circulars, student Journals, newsletters, exam reports, career talks, concerts and musicals, parents' association meetings and through parent representatives on the BOM. The school principal/deputy principal meets the parents of all new incoming students individually. We will communicate via text from October 2008.
Future Plans
A school website is to be developed in school year 2008 / 2009.
The pastoral care structure and the roles of year head/class tutors if applicable
Every member of the staff is viewed as being part of our pastoral care structure. Class Tutors have a pastoral role in dealing with pupils.
- Year Heads have a pastoral and disciplinary role.
- Care Team (represented by Principal, Deputy Principal, Chaplain, Guidance Counsellor, Year Head, Learning Support and Resource co-ordinators and Class Tutor).
- Chaplain - Sr Kate acts as a part-time voluntary chaplain to the school thus continuing the link between the Holy Family sisters and the Holy Family Secondary School.
- Pupils also have a pastoral care role; a mentoring system exists between the sixth and first year students.
- Meitheal has been in existence in our school since 2000 and provides a detailed induction programme for first years on their first days in school. They also engage in other activities with the first years throughout the school year.