INFORMATION FOR PARENTS
At Scoil Mhuire our aims are
clear - to provide the best learning opportunities and the best learning
outcomes for each child. We set high standards in all areas and we are
proud of the results we achieve.We hope that this prospectus will provide
you with useful and positive information about the school.Browse through
our prospectus or click on a specific area to view.
The aim of our school is to provide a caring,
learning environment which facilitates the nurturing of each pupil's
full, educational potential. The achievement of this aim informs all
of the planning processes and activities which occur in our school.
Teachers and parents are partners in the children's education, with
co-operation and communication between home and school being vital ingredients
in the educational process. We share the same aim - the well-being of
the children in our care. This prospectus has been produced with the
express purpose of sharing information with parents concerning school
policies, rules and routines.
ROUTINES AND GENERAL
INFORMATION
The Buildings and Grounds
The building was constructed in 1983. There are 4 class bases, an office,
resource and learning support rooms, a staff room and a small storage
area. The grounds are attractive and extensive. There are two playgrounds
and a playing field which we hope to mark out for seasonal sports. We
havec developed a "Sacred Space" area containing seats, plants
and a pond, designed and created by the children.
Aims of the School.
To promote Christian values and establish good relationships between
the school and parents, the Church and the community.
To create a happy, stimulating, creative and welcoming atmosphere where:
- children feel secure, confident and ready to develop enquiring minds.
- children can acquire intellectual, social, creative and physical
skills.
- the children’s moral, spiritual and cultural development is
enhanced.
- pupils become independent, self-disciplined and self-motivated learners.
- children are encouraged to do their best and to strive for high
standards in all that they do.
- children learn to organise and care for possessions.
To allow children to grow in self esteem; to have pride in themselves
and their achievements; to have confidence to share their ideas and
feelings.
To encourage good behaviour, self-discipline and courtesy to others.
To ensure continuity, progression and development through their primary
school years using programmes of work which are regularly reviewed and
include all areas of the National Curriculum and Religious Education
To provide equal opportunities for all pupils and prepare them for
citizenship in a multi-cultural and ever changing society.
Admissions
Prospective parents are warmly welcomed in school. Please telephone
to make an appointment with the Principal . The admission of children
to the school is the responsibility of the Board of Management. Applications
for admission to the school are made on a form, which is available on
the banner of this page or from the Infant teacher. Applications for
admission must arrive at the school by May 31st.,preceding the academic
year of entry. Most children will enter school at the beginning of the
academic year in which they become five. Each new entrant has the opportunity
to spend an introductory session in school during the term prior to
entry.
Arrival
It is not necessary (or practical as it is very crowded in the hallways)
to accompany your child inside. Snack can be given to the teacher at
the door if it is too much for your child to carry it. Messages (i.e.
doctor's appointments, child coughing at night, etc.) can be written
for your child's teacher (we actually prefer this so we are not distracted
from helping the children and it helps us remember them if they are
written down!) or told to the staff members at the door. Please inform
anyone who will be picking up your child including babysitters, aunts,
grandma, etc. of this procedure so everyone can follow the routine.
Pick up can be done the same way. When you pull up to the school wall
his/her teacher will send your child to the vehicle.
Please do not park in the gateway. If you need to come into the school
(i.e. to carry a snack ), please park in a parking space. Keep in mind
however that parking is limited so in order to avoid traffic tie-ups
please try to keep drop offs short.
First Days at School
Prepare the child well in advance to cope with separation from parent
and socialisation by
1-an initial visit to the school to meet principal and class teacher
2. teach children to put on and take off their own coat
3. label clothes
4. allow children to things independently- allow time for this. It’s
important parents to establish good routine early
Once inside, your child will be greeted by his/her teacher. It is requested
that once they have been welcomed, you give them a hug and kiss and
say "Goodbye, I'll see you at lunch (or after school)" and
then leave. In the first few weeks, when your child is adjusting to
school, your loving but brief farewell will show your child that you
are confident that they will be well taken care of at school and help
him/her relax. If your child is upset and or crying as you go, reassure
them verbally that you will be back and everything is fine, then proceed
to your car. Our staff will immediately tend to your child and within
a few minutes they will be eagerly exploring their new environment.
If you appear hesitant or unwilling to leave your child, your child
will sense this and continue to use crying as a way to keep you from
leaving long into the school year.
Dress Code
1. The school uniform is worn on all school days.
Royal Blue Jumper/ Cardigan –grey slacks / skirt-light blue shirt
or
Royal Blue Track Suit
2. For Physical Education, runners are compulsory and it is recommended
that the pupils wear the school tracksuit.
Helmets are compulsory for Contact games.
School Books
1. We are very conscious of the cost of school books and for this reason
the different book series in use in the school are changed as rarely
as possible. We hope to have a School Rental Scheme up and running again
in the near future.
2. A limited amount of money is made available to the school for the
purchase of books for children where circumstances merit this assistance
being given. Please contact the Principal or Deputy–Principal
if there is a problem with regard to the purchase of books.
3. Books purchased under the scheme should be returned at the end of
each school year.
Time
1. School begins at 9.15 a.m. It is important that the children develop
the habit of being punctual for school. Children who are in the yard
prior to official assembly time are not the responsibility of any member
of staff, but if children are in the yard prior to 9.15 a.m., they are
expected to take their place in line. For safety reasons, pupils are
expected to walk in the school yard.
2. Children are not allowed to enter the school building prior to 9.15
a.m. except on wet days when they may go to allocated waiting areas
inside.
3. There is a short break at 11.00 a.m. Lunch break is from 12.30 p.m.
to 1.00 p.m. No glass bottles or cans, please.
4. Junior and Senior Infant Classes are dismissed at 1.55 p.m. Infants
are not allowed to go home on their own unless this is specifically
requested in writing by parents. Who ever collects your child from school
should try to be in the school-yard before dismissal time so as not
to cause him unnecessary anxiety. The pupils in the other classes are
dismissed at 2.55 p.m.
5. Pupils who bring bicycles to school are asked to alight at the gates
of the school.
6. The Board of Management does not accept responsibility for the children’s
property.
7. At 2.55 p.m., pupils are expected to leave the school grounds in
an orderly fashion and to report home promptly.
8. Pupils should respect and follow the directions of the school bus
drivers at all times.
General Notes
1. If parents wish their child to go home for lunch, a Consent Form
is required. These forms may be obtained from the class teacher.
2. In the event of a pupil being absent through illness or for any other
reason, the class teacher should be informed by note on the pupil's
return to school. If it is anticipated that the absence will be of a
lengthy duration, the class teacher should be informed by note as soon
as possible.
3. When it is necessary for a pupil to leave school early, a note must
be sent to the class teacher. Parents/ guardians are asked to call personally
to the classroom to collect the child. Any person collecting a child
on behalf of the parent/guardian should present written authorisation
with a telephone contact number.
5. Children should have their names on their coats and other personal
property such as school books, copies, lunch boxes, etc.
6. As the need arises, parents will receive notices with regard to school
matters and events. Encourage your child to deliver notes immediately
or check each evening at homework time to see if there is a note from
the school.
Nourishing Lunches
Surveys have shown that children's lunches are often very unhealthy
and not adequate nutritionally because they tend to be low in fibre
and high in sugar. Lunch should provide one third of your child's food
requirements for the day..
As part of our Health Education Programme the school
is trying to educate the children towards a healthy attitude to the
food they eat and especially to the food they eat in school. Ideally
each lunch should contain something from each of the major food groups,
the bread and cereal, the meat, the milk and fruit group.
As regards "sos", as the children call it, some fruit or a
small sandwich is better than junk foods.
The Golden Rules are:
• Vary lunches. Try something new.
• Ensure your child gives some assistance in making his/her lunch.
• No fizzy drinks. Try milk, flavoured milk drinks, fruit drink
or water.
• Cut down on junk food (crisps, sweets or similar products).
We suggest one small treat per day.
Health
1. Children who are ill should not be sent to school.
2. Parents are asked that teachers be made aware of any physical disability
or allergies which their child might have.
3. Please check your child's hair regularly for outbreaks of Head Lice.
If there is an outbreak of head lice in a class, all parents of pupils
in that class are informed by note, and asked to take immediate action
to treat infestation.
4. Requests to remain indoors at break times should only be made in
exceptional circumstances (limbs in plaster, recovering from/awaiting
surgery). These requests must be made in writing to the class teacher.
6. At assembly and dismissal times, parents and other visitors to school
are asked to avoid parking on or near the main gate.
Accident Procedures
1. Accidents occur despite supervision. Minor accidents are treated
at school. Slight cuts and grazes are normally treated by cleaning with
cold water and applying a plaster to the wound. When a dressing has
been put on a wound, parents are requested to inspect the wound when
the child comes home from school.
2. In the event of an accident/child becoming ill, every possible effort
will be made to contact the pupil's parents or the persons delegated
to take responsibility for the pupil.
3. Please complete the form giving details of home/work phone numbers.
The school should be notified immediately of changes of address etc.
4. Non co-operation in this matter could result in a delay in having
your child attended to medically, should the need arise.
5. Please ensure that alternative contact consent has been received
and that they live locally.
6. The school will not accept responsibility for any medical expenses
incurred.
7. There is a facility for parents to take out insurance to cover medical
expenses incurred as a result of an accident at school. Details of this
scheme are circulated to parents in September.
Most children will have a Health Care Interview (HCI) with the School
Nurse during his/her first year at school. Other checks may be made
during future years. Parents are always informed of dates of medical
inspections. Routine vision, hearing and dental inspections may occur
from time to time. Parents will be informed of these examinations and
their outcome
CODE OF DISCIPLINE
Aims of Code of Discipline
The code of discipline aims to achieve three things:
a) The efficient operation of the school and the structuring of in-class
discipline so that there exists an efficient and stimulating learning
environment.
b) The maintenance of good order throughout the school and respect for
the school environment.
c) The development of self-discipline in pupils based on consideration,
respect and tolerance for others.
Principles of Discipline Policy
If the school is to achieve a happy, secure environment in which children
can develop to their full potential, it is necessary to provide a framework
which promotes constructive behaviour and discourages unacceptable behaviour.
The aim is to ensure that the individuality of each child is accommodated
while acknowledging the right of each child to an education in a relatively
disruption free environment. The school code places a greater emphasis
on rewards than on sanctions, and the ideal is that pupils will acquire
self-discipline. There are times however when it may be necessary to
impose sanctions in order to maintain good order and to discourage offenders.
We recognise the importance of a strong sense of community within the
school and the existence of a high level of co-operation among teachers,
ancillary staff, pupils, parents, the Board of Management and the Parents'
Association.
Respect and Courtesy
1. All pupils are expected to treat staff and their fellow pupils with
respect and courtesy at all times. The use of foul language and any
form of bullying are unacceptable.
2. Pupils must respect all school property and keep the school environment
clean and litter free.
3. Pupils must have all books and required materials.
4. Pupils are expected to work to the best of their ability and to present
written exercises neatly.
5. Any form of behaviour that interferes with the rights of others to
learn and to feel safe is unacceptable.
School Rules
School rules are kept to a minimum and are devised with regard for the
health, safety and welfare of all members of the school community. If
a school is to function efficiently, it is necessary that rules and
regulations are clearly stated and enforced consistently and wisely.
1. Pupils leave and enter the school building in an orderly fashion.
2. Pupils must not behave in any way which endangers themselves or others.
Rough play comes into this category.
3. Any form of threatening behaviour is unacceptable.
4. Any instructions or directions given by the supervising teacher and/or
by the classroom assistant are to be complied with.
5. Pupils line up in an orderly manner at the end of breaks.
6. Pupils are not allowed to run in the hall and in the playground.
7. Pupils may not re-enter the school building during breaks without
the express permission of a teacher.
8. If, due to inclement weather, the pupils are allowed to remain indoors,
they must remain seated unless given permission to do otherwise by the
supervising teacher or classroom assistant.
Rewards for Good Behaviour
Most of the pupils are very well behaved and rewarding good behaviour
is an important part of our Code of Discipline. The following strategies
may be utilised to reward good behaviour.
1. Note in pupil's homework notebook to convey messages of approval
from teachers.
4. Some homework off / Golden time, if particular targets are achieved.
5. Extra privileges such as doing jobs or being shown a video.
Sanctions
The following strategies may be used to show disapproval of unacceptable
behaviour.
1. Reasoning with pupil.
2. Verbal reprimand, including advice on how to improve.
3. Temporary separation from peers, friends and others.
4. Recording of incident of misbehaviour by means of a misbehaviour
mark or by a loss of credits.
5. Note in homework journal to parents.
6. Detention during breaks.
7. Withdrawal of privileges.
8. Extra exercises to write out.
9. Pupils who misbehave frequently may not be allowed to participate
in school outings for their own safety and that of the other pupils.
10. Referral to Principal.
Note: Although incidents of misbehaviour are recorded, the emphasis
is on encouraging children to behave well and praise is given for commendable
behaviour. Parents will be informed at an early stage if problems occur
and not simply at the point where a crisis has arisen. At times, it
is suggested by some parents that the matters to which their attention
is being drawn are of a trivial nature, and that there was no necessity
to have informed them that their children were misbehaving. The response
to this is that while the misbehaviour may appear to be of a trivial
nature, it is the cumulative effect of such breaches of the rules which
is important and not the offence itself.
Disciplinary Procedures
Stage 1
a) Child's name and class recorded; nature of the incident is noted.
b) Report of incident is given to class teacher.
c) Written exercise is set as punishment and signed by both parents
where possible.
Stage 2
If there are three such incidents in a week, a note will be sent home.
This note should be signed by both parents where possible and returned
to school.
Stage 3
If misbehaviour continues, a note will be sent to parents requesting
that they call to the school to discuss the child's behaviour. The child
may also be detained during lunch break on a specified day or refused
permission to play on the field.
Stage 4
If a pupil misbehaves on a continuous basis, or if there is a serious
incident of misbehaviour, it may be necessary to suspend a pupil.
Procedures for the suspension of a pupil are
as follows:
1. Parent is invited to discuss the matter with the class teacher and
the principal.
2. If suspension is being invoked, the parent is informed, and then
confirmation of the duration of the suspension is provided in writing.
3. The maximum period of an initial suspension is three school days.
4. A special decision of the Board of Management is necessary to authorise
a further period of exclusion up to a maximum of ten school days to
allow for consultation with the pupils' parents. In exceptional circumstances,
the Board of Management may authorise a further period of exclusion
in order to enable the matter to be reviewed.
Bullying
Bullying is repeated aggression, either verbal, psychological or physical,
conducted by an individual or groups against others. Isolated incidents
of aggressive behaviour which should not be condoned, cannot be described
as bullying. However when the behaviour is systematic and ongoing, it
is bullying. It may manifest itself in many forms such as physical aggression,
damage to property, extortion, intimidation, isolation, name-calling
and "slagging". At the centre of our school's response to
bullying is the continued development of a positive school climate which
focuses on respect for the individual. It is an important element of
school policy to raise the awareness of bullying as a form of unacceptable
behaviour.
Procedures for Noting and Reporting an incident
of Bullying Behaviour
1. All incidents of bullying will be investigated and dealt with by
the teachers.
2. Serious cases of bullying behaviour by pupils are referred immediately
to the principal.
3. Parents of victims and bullies will be informed earlier rather than
later of incidents.
4. It is made clear to pupils that when they report incidents of bullying
they are not telling tales but are behaving responsibly. It is important
to counteract a culture which may associate "telling" with
"informing".
5. Encouraging a child to hit back is mistaken because it does not address
the reasons for the bullying behaviour and it could also result in a
child being seriously hurt in further incidents.
Procedures for Investigating and Dealing with
Bullying
1. When investigating incidents of bullying behaviour, it is necessary
to seek answers to questions of what, where, when, who and why?
2. If pupils are found to have been involved in bullying behaviour,
it will be made clear to them that they are in breach of the Code of
Discipline, and sanctions will be applied.
Work with Victims and Bullies
1. Low self-esteem is an attribute which victims and bullies share.
It is necessary therefore to avail of opportunities to increase feelings
of self-worth among victims and bullies. Victims may need counselling
to participate in activities designed to raise their self-esteem and
bullies may need counselling to help them learn other ways of meeting
their needs without violating the rights of others.
2. Pupils who observe incidents of bullying behaviour should be encouraged
to discuss them with their teachers.
3. Bullying is a societal problem and a whole community approach is
needed to combat bullying behaviour. The school as a community is made
up of management, teachers, non-teaching staff, pupils and parents,
and the promotion of home/school/community links is a vital element
in the countering of bullying behaviour.
4. The school's anti-bullying code is discussed regularly in each class
and explained to the children.
Anti-Bullying Code
1. Every pupil has the right to enjoy his time in Lismackin National
School, free from bullying, both in school and on his journey to and
from school.
2. Our school will not tolerate any unkind actions or remarks, even
if these were not meant to hurt.
3. Pupils should support each other by reporting all instances of bullying.
4. Bullying is regarded as a very serious matter.
Religious Formation
1. Parents have a key role to play in the religious formation of their
children. They are asked to follow the Religion programme from the child's
book, and to help with the Religion workbook when it is sent home.
2. The pupils receive the Sacraments of Penance and Holy Communion when
they are in Second Class, and they receive Confirmation when they are
in Fifth /Sixth Class. The preparation of the children for sacraments
is a shared responsibility for pupils, teachers, parents and parish
clergy.
3. On certain occasions throughout the school year, the children may
participate in prayer services or a class Mass.
Home/School Communication
Frequent communication is of vital importance in developing and nurturing
co-operation between home and school. In our school, communication between
parents and teachers may take one of the following forms:
1. Individual consultation : This occurs where a parent has asked for
an interview with a teacher or has been invited to visit the school
to exchange information or to discuss matters of concern. A note to
the class teacher requesting such an appointment is always essential.
It is also necessary that the purpose of the visit be stated so that
teachers may undertake whatever preparation is necessary with regard
to information and records.
2. Appointment with Principal: Parents should contact the school and
make an appointment if they wish to meet the Principal.
3. Parent / teacher meetings for pupils are generally held during the
second term. (March / April).
4. Meetings/ enrolment services are held in connection with preparation
for the Sacraments of Reconciliation, Holy Communion and Confirmation.
6. A meeting is held in May / June of each year with parents of the
new Junior Infant pupils.
In addition to the above forms of home/school links, the following means
of communication are also utilised:
1. Notes in the pupil's homework notebook.
2. School reports are issued annually.
3. A monthly newsletter will give details of school holidays or early
school closures .
Complaints Procedure
It is in the interests of pupils, parents and teachers that good relations
should exist between home and school. The teachers are willing to discuss
any problems which may arise from time to time. With mutual respect
and goodwill, most problems can be resolved readily.
Stage 1:
1. A parent who wishes to make a complaint should meet with the class
teacher with a view to resolving the complaint.
2. If the matter is not resolved, the parent should meet with the principal.
3. If the complaint is still not resolved, parent should meet with the
Chairperson of the Board of Management.
Stage 2:
1. If the complaint is still unresolved, it should be lodged in writing
with the Chairperson of the BOM.
2. The Chairperson should bring the precise nature of the written complaint
to the notice of the teacher and seek to resolve the matter within 5
days of the receipt of the written complaint.
Attendance
Each child, to whom the School Attendance Act applies (that is, those
between the ages of 6 and 15) is obliged by law to attend school every
day on which the school is in operation unless there is a reasonable
excuse for not attending. The school authorities are obliged to notify
the School Attendance Officer when a child is absent regularly or if
a reasonable excuse has not been provided for an absence by the child's
parents.
THE PRIMARY SCHOOL CURRICULUM
The curriculum is learner-centred. It emphasises the
importance of literacy, numeracy, and language, while at the same time
responding to changing needs in science and technology, social personal
and health education, and citizenship.
The curriculum is presented in six subject areas, some of which are
further sub-divided into subjects. These are Language (Gaeilge and English),
Mathematics, Social, Environmental and Scientific Education (History,
Geography and Science), Arts Education (Visual Arts, Music and Drama)
and Social, Personal and Health Education.
• English
The English curriculum is structured to offer children a total language
experience in which oral language, reading and writing are fully integrated.
• An Ghaeilge
Cumarsáid agus usáid na teanga mar theanga bheo an dá
ghné is suntasaí den churaclam Gaeilge.
• Mathematics
The five strands in the mathematics curriculum are number, algebra,
shape and space, measures and data.
• Science
Science is delivered in a variety of ways - through topics, mini-topics
or integrated with other areas of the curriculum - according to the
age of the children. The children will encounter work on Materials and
their properties, Electricity, Forces and Motion, Light and Sound and
Life Processes and Living Things. The work is lively and interesting
involving the children in experimental and investigative science using
‘ real experiences’ in the classroom and grounds.
Our aim is to stimulate curiosity and promote the enjoyment of investigation;
to encourage close observation and consider differences and similarities
so that the child grows in appreciation of the world around them and
recognises the fragile nature of the living world and our natural resources.
• History
In History, our aim is to make pupils aware of the
past and the ways in which it is different from the present. The children
will be helped to set events in a chronological framework and begin
to find out some ways in which we find out about the past. The children
will learn about the everyday life, work, leisure and culture of men,
women and children living in the past. They will investigate changes
in their own lives and those of their family. They will learn about
the lives of famous men and women. They will be taught about significant
events from the history of Ireland and selected parts of the world.
Emphasis will be placed on local history and on the skills of the historian
• Geography
The three strands are human environments, natural environments and environmental
awareness and care
Work in Geography is based on direct experiences, practical
activities and fieldwork in the school, its immediate environment and
further afield. The children observe the physical and human features
of local and other areas. They carry out weather studies; they discover
how land and buildings are used. They are encouraged to express their
views on the attractive and unattractive features of an area and how
the quality of an environment can be improved or sustained.
The children study countries abroad in which the physical or human
features contrast with those in the locality of the school. The children
are taught to use and create increasingly detailed maps. They will encounter
maps of Ireland , Europe and the world.
Music
In music lessons, the emphasis is on children making and enjoying music.
The children are introduced to composing and recording their compositions.
They enjoy work on rhythm and pitch. We have an excellent array of tuned
and untuned musical instruments for the children to explore and use
to develop their musical skills. Many children learn to play the tin
whistle . Some children learn to play keyboards and drums.
The children listen to music and learn a wide range of songs including
traditional and modern arrangements.
Visual Arts
The six strands are drawing, paint, print, clay, construction, fabric
and fibre
In Art, children will work in a variety of ways including individual
work, small group work and as a whole class. They will be taught the
creative, imaginative and practical skills needed to express their ideas
and feelings; record observations; and design and make. Throughout their
work, an emphasis will be given to pattern and texture, colour mixing
and the use of shape, form and line. The children will be introduced
to the work of famous artists and will be encouraged to try out their
style
Drama
Physical Education
Social, Personal and Health Education (SPHE)
SPHE takes place in a number of ways in the school and the involvement
of parents at all stages of the programme is essential for its effectiveness.
Children learn through experiencing a positive school climate and atmosphere
and by exploring aspects of the curriculum through relevant subject
areas. It includes RSE (Relationships and Sexuality Education), Stay
Safe and the Substance Abuse Prevention Programme. The RSE programme
was drawn up by a committee comprising of representatives of parents,
teachers and the Board of Management.
Children may be taught as a whole class, in groups
or individually. Additional teaching and support may be given individually
or in groups as appropriate. Each aspect of the curriculum is co-ordinated
by a named person.
Information and Communication
Technology
ICT is delivered through a series of skills based tasks, which include
familiarity with the keyboard; increasingly sophisticated word processing;
and data handling supported by appropriate software. In addition to
the Interactive Whiteboards in the classrooms , each class is equipped
with at least one computer for the children' use. A programme of replacement
allows us to steadily upgrade hardware and software, which is regularly
reviewed for suitability.
ICT exists to support work in other curriculum areas such as mathematics,
science, history and geography. PCs with attached CD-ROM provide pupils
with opportunities to use interactive source material. The school is
linked to the Internet.
Special Needs
A teacher will become concerned when there is a mismatch between teacher
expectation and a pupil’s response or rate of learning; when a
child is making little or very slow progress; because parents are anxious;
or because a pupil’s behaviour is causing concern. The child will
be assessed using a thorough examination of their current work; reading
and other records; annual reports; and diagnostic tests.
If, after careful consideration, it is felt that a child would benefit
from additional, specialised help, he/she will be formally placed on
the Learning Support Teacher's Case Load . As a result, his/her difficulties
will be clearly identified and a special programme of work will be undertaken
with the help of school staff. Some work may take place in the classroom
or the children may be withdrawn to the Group Room. Parents will be
fully informed. They will be encouraged to help their child wherever
possible.
The programme of work is regularly reviewed. If necessary, advice will
be sought from the professionals who support the school. These may include
advisory teachers, the educational psychologist or school health practitioners.
A Special Needs policy, which conforms to the Special Needs Code of
Practice, is available for parents to view in school. Some children
have particularly special needs, which require on-going support. In
these cases, a statement of educational provision( IEP) will be prepared
and reviewed on an annual basis. Parents of children requiring a statement
are fully informed by the school .. Parents’ views are sought
and valued.
Homework
1. As a general rule, every child from First to Sixth Class inclusive
is given homework each week night. Parents are asked to ensure that
their children complete the homework each night. In the event of the
homework not being attempted or not being completed, teachers may insist
that the homework is completed by the children during some of the breaks.
2. Each child should have a homework notebook and homework copies.
3. Where exceptional circumstances prevent the completion of homework,
please forward an explanatory note to the teacher.
5. Do not do the child's homework for him. Work set for homework will
have been prepared in class. Please check your child's homework for
neatness and point out mistakes.
6. Changes have taken place in the way in which certain areas of Maths
are being taught. In helping your child, please adhere to the methods
being used in school. Providing alternative methods may lead to confusion
for the child.
7. Oral work is as important as written work. Please listen to the child
read, and examine spellings and tables.
8. Parents should check and sign homework notebook and/or homework each
night.
9. As a general rule, homework is not given at the weekends.
Homework for Various Classes
Junior Infants: As part of the reading programme, the
pupil is given a word box in which a number of words are regularly added.
These words can be practised each night. The main emphasis of the infant
programme is on oral language and it is important to listen to your
child as he relates the day's news, and repeats rhymes and songs.
Senior Infants: Preparation of reading, a small amount
of Maths, and there may be some writing.
First Class:Reading, a small amount of Maths, some
spellings and there may be some writing.
Second to Sixth Class:
a) Reading/Spelling
b) Maths: Sums as a revision of day's work; Tables to be learned.
c) Some writing may be given as a means of revising day's work.
Ways to help the School
When you give time to the school, you help
your child! When you give time to your child, you help the school!
Parents can contribute to children’s learning
in a most practical way –paired reading, involvement in parents’
association, sports training, contribute to class activities-story telling,
song , dance , cookery demonstration or by discussing the geography
and history of their country if they are from another culture -creates
a positive attitude to people of different cultures and maintains a
strong connection to their own culture while at the same time learning
about Irish culture and language.
Secondary
Schools
Children transfer to a range of secondary schools, at the end of Soxth
Class . Most of the children however move on to either Our Lady's Templemore
or Colaiste Phobail, Rooscrea
Parents and students have the opportunity to visit the secondary schools
in the area during the Spring Term and are then asked to complete a
secondary transfer form.
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