DEIS Plan 2024 – 2027
Attendance:
Targets:
To increase our attendance for Tier 1 for the whole school from 38.2% to 45%.
To decrease Tier 3 (chronic absenteeism) from 39.2% to 35%.
To reduce the number of minutes lost to lateness from 69,860 by 1000 minutes each year to 66,860 minutes.
Actions:
Review Attendance Policy with the whole staff and have EWO address staff on the importance of accurate attendance monitoring and recording.
HSCL to closely monitor attendance across the school using Aladdin on a daily basis.
Monitor a core list of chronic attenders and set up reward systems for these target children.
Raise parental awareness of the importance of school attendance through meetings / home visits with the HSCL and EWO where necessary.
Alert parents by text when children have missed 12 days and by letter at 20 days of school.
Plan engaging activities such as Samba, Swimming and GAA for Mondays and Fridays – days when children are more likely to not attend school.
EWO and HSCL to conduct attendance clinics with parents to improve attendance.
Employ the strategies mentioned in the school’s attendance policy.
Close and effective collaboration between class teachers and HSCL regarding following up on a child’s attendance.
Monitoring:
Attendance of target children will be monitored by HSCL, SCP Coordinator and Principal.
EWO will be kept informed of absenteeism.
A referral will be made to TUSLA in the case of serious absenteeism.
Monthly attendance statistics are reported to the Board of Management.
Evaluation:
Attendance targets will be reviewed on a yearly basis to see if targets are being met.
Evaluate actions at the end of the year to identify what worked. Review of what has been achieved and actions that need to be amended / replaced and actions to be carried forward.
Numeracy:
Targets:
To reduce the number of pupils scoring below the 20th percentile from 37% (school average) to:
-Year 1 36%
-Year 2 35%
-Year 3 34%
To increase the proportion of pupils scoring in the 51st to the 80th percentile from 19% to 21%:
-Year 1 20%
-Year 2 21%
-Year 3 22%
To increase the proportion of pupils scoring in the 51st to 84th percentile in problem solving from 13% to 18%
-Year 1 14%
-Year 2 15%
-Year 3 16%
Actions:
Implement Ready Set Go Maths in the Junior and Senior Infants and continue to use elements of the Maths Recovery programme during these numeracy stations.
Annual Maths Week.
Differentiated class groupings in the senior school.
Explicit teaching of Data in Term 1 and revisiting it on a termly basis.
The use of R.O.S.E. strategy for problem solving (Read, Organise, Solve, Evaluate).
Daily problem solving activity (mental maths book).
Teach the language of maths in maths lessons.
Use Mad for Maths book once a fortnight.
Using fun and interactive teaching methodologies to create a positive culture around Maths.
Engaging parents in the Maths for Fun Programme.
Consistent use in mainstream classes and SET of sensory / brain calming and activating methodologies to optimise each child’s capacity to receive and process information eg: (Brain Gym – thinking caps/ brain buttons/cross crawl/ hook ups etc )
Ongoing use of assessments to inform teaching and learning.
Begin to engage with the new Primary Maths Curriculum.
Junior and Senior Problem of the week board
Monitoring:
Numeracy targets will be monitored by the post holder responsible for Numeracy and the numeracy committee.
Continue to use SIGMA-T results to inform the numeracy groups within the school.
Evaluation:
Evaluate actions at the end of the year to identify what worked. Review of what has been achieved and actions that need to be replaced / amended and actions to be carried forward.
Literacy:
Our Targets:
31% of our pupils are achieving above the 50th percentile in their Micra T standardized tests. We would like to increase this to 32% in Year 1, 33% in Year 2 and 34% in Year 3.
39% are achieving below the 16th percentile. We would like to reduce this to 38% in Year 1, 37% in year 2 and 36% in Year 3.
79% of our pupils reported that they enjoy reading by themselves. We would like to increase this to 85% by Year 3.
Currently 62% reported that their class teacher reads aloud a book/chapter of a book every day. We would like to increase this to 95% by Year 3.
Reading:
Teacher reads aloud every day for 10 minutes.
DEAR time twice/three times a week.
All classrooms to have a word wall on display.
School word walls on display displaying WOW words throughout the school.
All children 2nd- 6th will have a word vocabulary journal – ‘My Word Book’.
All classes will have a WOW word jar/box. Class teachers/SET teachers/principal will choose words out of the box to discuss with the children when visiting a classroom.
Dictionaries sourced for classes 3rd- 6th.
Discrete phonics lessons are to be taught daily as part of a reading lesson.
Children will play vocabulary games/literacy games regularly.
First Steps Reading Comprehension Skills will be taught formally and linked to the relevant Writing Genre.
A variety of new books are being sourced for guided/paired reading in classrooms for senior classes. Junior classes will continue with PM books up to and including first class.
Read at Home is assigned every night for reading homework Monday to Thursday.
World Book Week will be celebrated. We will have a reading Christmas Festival before Christmas with parents coming in to read Christmas stories with the children.
Children in second class will engage in the Barnardos ‘Wizard of Words’ programme and ‘Time to Read.’
Reading Recovery skills will be delivered on a one-to-one basis targeting all children in First Class.
Writing:
All First Steps Writing genres will be covered over a two year cycle, with one genre taught formally as assessed each term.
All children will have the opportunity to engage in Free-Writing each term for a four week block.
The Use of a graded approach for the teaching of writing:
Familiarisation
Informal Discussions
Modelling
Shared
Guided
Independent
Children’s writing will be displayed in the school.
Children will engage in 10 minutes dictation twice a week.
Oral Language:
Discrete oral language lessons will be taught weekly using the Starlight/Rainbow programme.
Informal Oral language lessons will be taught using oral language group discussions, think pair share, presentations, debates, reports, story telling, games, poetry, questioning, word games etc.
Oral language activities are included across the curriculum.
Monitoring:
Persons/Groups Responsible:
Mr.Cronin, Ms Harvey, Ms Larkin, Ms Mc Sweeney.
Timeframe:
This is a three year plan.
Evaluation:
We will review our targets to see if they have been met each year.
Participation of Parents:
Targets:
To increase parental participation and involvement in our school.
To develop the role of parents to be the primary educators of their children.
To increase parental attendance at Creativity in the Classroom parent sessions and P/T meetings.
To maintain and extend the visible presence of the HSCL in the school community.
Actions:
Cultivate parental awareness that our school is always open to them when they are in need of support.
Provide an ad-hoc service for parents who present to the school in a distressed state.
Engage newcomer parents in fun adult classes eg. Cooking, and Flower Arranging, wreath making, walk and talk.
Facilitate parents on our target list to engage with Cranio-Sacral Therapy.
Provide opportunities for parents such as workshops and classroom sessions to enhance their awareness of how they can participate with success more fully in their child’s education process with a view to resulting in an improvement in literacy and numeracy eg. Maths for Fun
Advertise and promote classes and initiatives that are taking place throughout the school.
Identify and build positive relationships with target families in need of support from the HSCL.
At initial Junior Infant parent / guardian meeting and at follow up meetings to underscore home practices / supports that need to be in place to enhance their child’s ability to learn and thrive.
The delivering of “good news” to parents wherever possible to build an atmosphere of positivity around education.
Encouraging parents to avail of services in the area to meet their needs.
Monitoring:
Record attendance of parents / guardians in parental development classes.
Monitor parent / guardian attendance at support services including counselling.
Record attendance of parents / guardians at in class activities eg Creativity in the Classroom, Maths for Fun, Sports Day.
Evaluation:
Evaluation will be based on the up take of classes and the level of engagement among parents and guardians.
Evaluate actions at the end of the year to identify what worked. Review of what has been achieved and actions that need to be replaced / amended and actions to be carried forward.
Wellbeing:
Targets:
To support and develop our pupils’ emotional resilience and ability to self-regulate to impact positively on their learning readiness.
To increase staff knowledge and understanding of the challenges that arise when working with pupils who present in distress and best practice in terms of providing actions and supports to care for these pupils as well as being mindful and responsible for their own self-care.
Actions:
Raise awareness around the impact and implications of educational disadvantage on wellbeing and provide mentoring and support to teachers and SNAs to help them understand and address the challenges that may arise for them when working with children who present in distress.
Provide training in techniques and programmes that support pupils to emotionally regulate and engage more meaningfully with the education process.
Facilitate parents to engage with outside agencies to avail of Counselling Services eg The Haven, Barnardos, School Street , Meath Primary Care Psychology service etc.
All classes and SET to incorporate routines to promote wellbeing and comfort during the school day. Wellbeing practices (Breath Work / Tapping / Brain Gym / Story Massage / Relax Kids CDs / mandala sheets / calming ALPHA music in the background while teaching etc.) Regular movement breaks (Daily run / Strong hands/ Core on the floor / Corridor trails / Brain breakfast etc).
To provide self-care wellbeing sessions to all staff.
To provide pupils with a safe and caring environment in which they can reach their full potential.
To monitor the wellbeing of children as they come into school and provide relevant supports if they present with specific needs.
To provide an ad-hoc service to pupils who present to the school in a distressed state.
The promotion of Friendship / Kindness / Well-Being Weeks throughout the school.
Each class to have a sensory corner in place (peace / calm corner)
Classroom wellbeing tool kits in place to promote all wellbeing practices
Sensory accommodations (box) with equipment suitable for promoting the comfort and well-being of pupils (wobble cushions / slanted boards/ ear defenders/ fidget toys etc. as advised by Brenda Cassidy OT consultant)
Training and mentoring offered to promote teachers and SNA knowledge of sensory and emotional dysregulation and the possible remedies and strategies that can be put in place to help address issues in these areas.
Classroom routines in place to optimise safe transitioning from class to yard and yard to class (Zip ups / calm music / mandala etc.)
Bucket filling / wellbeing displays in each class throughout the school
Kind Hands, Kind Feet and Kind Words – displays throughout the school.
Positive statements and messages on our walls to promote a sense of well-being and belonging for children, staff and parents
Whole school assemblies based around themes that include wellbeing.
Celebrating the success of pupils and staff throughout the school.
Provide parents with opportunities to engage with therapies and services to promote their wellbeing through the Early Focus Project.
Ensure the S.P.H.E. programme is completed in all classes.
SCP staff to work with target children who have been referred to build emotional resilience and relationship skills.
Begin the process of applying for the Yellow Flag.
Provide Wellbeing sessions once and week with Niamh Kavanagh and once a term with Una Curran.
Monitoring:
Actions will be monitored by the Principal, Deputy Principal, Early Focus Coordinator, SEN Coordinator, HSCL, SCP Coordinator and S.P.H.E. Coordinator.
Evaluation:
Evaluate actions at the end of the year to identify what worked. Review of what has been achieved and actions that need to be replaced / amended and actions to be carried forward.
Retention:
Targets:
To retain 100% of children in the school up to 6th Class.
To identify children at risk of early school leaving.
Actions:
Offer supports to children who present in school without basic needs fulfilled.
Identify and support children in Junior Infants who are younger than the general cohort of children in the class.
Effective communication with parents by Principal, HSCL, SCP and the Early Focus Project.
Close links between Principal, HSCL, Early Focus Project and SCP in drawing up lists and working with target children and their parents/guardians.
Provide children with after school activities.
Continue to engage with Intake Framework process to refer children to the School Completion Programme who we feel are at risk of early school leaving.
Monitoring:
Retention will be monitored by Principal, HSCL, Early Focus Coordinator and School Completion Coordinator on a yearly basis.
Evaluation:
Retention levels will be reviewed at the end of each year and the plan amended accordingly.
Transitions:
Targets:
To ensure that
% of 6th Class children are enrolled in a Post Primary School.
To further develop links, communication and transition programmes – pre - school to primary / primary school to secondary school.
Actions:
To ensure successful transfer of children from Primary to Post Primary School.
To optimise our 6th class students ability to adjust to this transition (emotional resilience etc.)
To support parents and children through the difficult phases of transfer from pre-school to primary school and primary school to post-primary school.
To build links with pre-schools and post primary schools to aid the transition process.
Provide an opportunity for parent and child to visit the school when considering enrolment.
Information Meeting for parents of Junior Infant Classes.
An open day to be held to showcase our school to prospective pupils and their parents.
Visit to preschools with information regarding enrolment.
Invite pre-schools to visit our school with parents and pupils.
Home visits to new parents to aid any stresses or worries of transitioning.
Communication with relevant secondary schools re pupils enrolled.
Filling out of Educational Passports at the end of 6th class by pupils and parents/guardians.
Liaise with Post Primary Schools to inform pupils of Open Days / Open Evenings.
6th class – Tendrils Programme with Bernadette Larkin.
SCP to run a transition programme for all 6th Class pupils followed by a transition summer camp for target pupils.
Engage with pupils in our ASD Class in 5th Class to ensure educational assessments are valid and up to date to apply for a place for Secondary School.
Monitoring:
Transition will be monitored by the HSCL, SCP Coordinator, 6th Class Teachers, Early Focus Coordinator, Principal and Deputy Principal.
Evaluation:
Transition actions will be evaluated each year.
6th Class in September.
Infants at the end of September.
CPD:
Targets:
To compile a comprehensive list of CPD completed by school personnel.
To identify areas lacking in staff CPD.
Actions:
Principal and Board of Management to facilitate teachers completing approved CPD whenever possible.
To encourage teachers to engage in their own personal and professional development.
Complete a review of CPD completed by staff throughout the school.
Identify the gaps in CPD.
Plan CPD to support Literacy, Numeracy, Wellbeing and S.P.H.E.
Engage with the New Primary Maths Curriculum.
Monitoring:
CPD will be monitored by the Principal, Deputy Principal, SEN Coordinator, Staff members and the Board of Management.
Evaluation:
CPD actions will be evaluated after the each year of the plan.
Principal, Deputy Principal and SEN Coordinator will monitor and review CPD list and CPD requests on a termly basis.
Partnership with Outside Agencies:
Targets:
To maintain and further develop our links with outside agencies for the benefit of pupils, parents, guardians and staff.
To continue to develop and offer attractive programmes to the parents of our pupils in conjunction with our on campus Adult Education Centre – The Haven.
Actions:
Continue to develop positive relations with outside agencies in the school for the benefit and support of pupils, parents and guardians.
Maximise supports available to alleviate the effects of disadvantage for the children of the school.
Liaise with family cluster to ensure that adult education classes offered are attractive and relevant to parents.
Continue to develop our relationship with outside agencies as listed below to provide support to pupils, parents and guardians.
List of agencies involved with our school:
Time to Read
Wizards of Words (W.O.W.)
Masamba
Solas Project
Liberty Saints Rugby Club
Good Counsel GAA Club
Meath Hospital Primary Care Centre
Treetops Early Intervention
Enable Ireland
The Haven Adult Education Centre
Trinity Access Programme (T.A.P.)
SICCDA
Creativity in the Classroom
The Digital Hub
Dublin City Council
School Completion Programme
Educational Welfare Officer (T.E.S.S.)
TUSLA
NEPS
Rita Barror Speech and Drama.
An Garda Síochána J.L.O.
Junior Achievement
Institutes of Education – School Placement.
FRG – Fountain Resource Group
Creative Kids
Wee Tots
NCAD
IMMA
Sophia Housing and Focus Ireland
St. James’s Hospital
Black Santa Appeal (St. Anne’s Church, Dawson Street)
Foróige
F2 Centre
Kilmainham Garda Station
Junior Achievement
St James’s Church
Monitoring:
Interaction with outside agencies will be monitored by the SEN Coordinator, HSCL, Principal (DLP), Deputy Principal, Early Focus Project Coordinator, Class Teachers and Post holders with whom the agencies are working.
Evaluation:
Evaluate actions at the end of the year to identify what worked. Review of what has been achieved and actions that need to be replaced / amended and actions to be carried forward.
Leadership and Management:
Targets:
To promote a positive school and staff attitude towards leadership and management with the view to teachers developing their own leadership capacity.
To assign duties to each post holder and encourage each post holder to develop their own leadership skills.
Actions:
Liaise with post holders in the completion of their yearly plans and end of year review.
Facilitate the development of the mentoring programme through use of Droichead.
Encourage staff self-development through mentoring and leadership opportunities.
Highlight opportunities where the Board of Management can engage actively with the running of the school.
Post holders meetings to take place generally on a fortnightly basis.
Post holders to source CPD relevant to their duties.
Establishment of sub-committees to engage all staff in the development of the school.
Monitoring:
Principal, Deputy Principal, Post Holders, Board of Management and Leadership and Management team.
Evaluation:
Evaluate actions at the end of the year to identify what worked. Review of what has been achieved and actions that need to be replaced / amended and actions to be carried forward.