General Information

The school is officially open to pupils at 9:00am each morning.  Classes begin at 9:15am and the school day finishes for pupils at 3:00pm.  Pupils will have a fifteen-minute mid-morning break from 10:30 – 10:15am.  Pupils lunch runs from 11:45am to 12:30pm. Pupils aged from 3 – 6 years will attend school daily from 9.15 am–1.30 pm.  Children from 6 years upwards will attend school daily from 9.15 am–3.00 pm See section on Time Budgets for information on directed and non-directed time for teachers and classroom assistants.

The Christian faith is the principal concept throughout the school.  The school is not affiliated to any one Church.  Assemblies are held by each department each week and are a very important aspect of school life.  The school links with Fr Mailey for Roman Catholic First Holy Communion and Confirmation and on Annual Mass, and with the H C P T for Easter trips to Lourdes.  Christmas is viewed as the Religious highlight of the year with an Interdenominational Service planned for both parent(s) and pupils.

Parent(s) who do not wish their son/daughter to participate in an event may inform the school of this.

Children may be admitted to the Assessment Classes at 3 years of age.  Most children will transfer from the Western Education and Library Board pre-school services and from the Early Development Class at Foyle View.

Before a child is admitted to the school the Home School Liaison Teacher and other relevant staff seek all essential information. Visits to the home may be made during the term before the child commences school. Following this an Induction meeting is held in the school, at which the parent(s) and child can meet the staff who will be working with them during the coming year.

A child who is 5+ on admission, and who has been statemented or has attended another school, will be accepted into the class most appropriate to their needs.  All children will normally be admitted during the month of September on a rota basis.

Applications from all other pupils seeking admission are considered at an admissions meeting held in the spring term of each year.  Applications for consideration for admission should be made to the special education department at the Western Education and Library Board in Omagh.  As Foyle View School is consistently oversubscribed admission is not guaranteed.  

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Staff at Foyle View work with a range of other professionals who provide key services to pupils.  The nature of the multi-disciplinary working will depend on the needs of the pupils.  The following are the main multi-disciplinary partners Foyle View staff may encounter:

As Paediatric Occupational Therapists we are concerned with the optimum performance of the child in the areas of self-care, work/school and play/leisure.  The focus is on enabling the child to function effectively within various environments:  family, school and community.  The Occupational Therapist will look at the child in relation to his or her everyday life and devise methods to overcome the difficulties encountered by the child and his/her carers.

In Foyle View School we work with children aged three to eighteen years.  Many of Foyle View’s pupils have received Occupational Therapy intervention as pre-schoolers.

We treat children who present with a combination of two or more of the following conditions:

WHAT DO WE DO?

There is a blanket referral system within the school, however children are seen and assessed by the Occupational Therapist on a priority basis and on the specific request of the class teacher.

Treatment programmes are process-orientated i.e. we attempt to address the source of the problem identified.  Activity analysis is the main strategy used by Occupational Therapists to determine the developmental skills requirement of the task.  Home programmes are provided on request from parent(s)/carer.

We aim to promote and develop the children’s self-help skills i.e. feeding, toileting and dressing.  This involves individual therapy intervention and/or advising staff on the use of appropriate equipment.

Group programmes are piloted and developed e.g. the Hand Function/Sensory Motor Group – this aims to develop foundation al fine motor skills.

We assess for and provide specialised seating and wheelchairs for children who require extra or specific positioning and postural support

We advise staff on and the safe and appropriate use of equipment provided or recommended by the Occupational Therapist.

We deal with the community related issues, which arise for those pupils resident in the Foyle Trust catchment area.  Such interventions include: 

We are available to share our knowledge with and advise:

Treatment approaches used:   

Social Skills Training Play is the daily work of children and toys are the tools of their work.  Therefore play, toys and purposeful activity are the media through which the above approaches are implemented.

What will the Physiotherapist do?

The Physiotherapist will discuss with parents any concerns that they may have regarding their child’s physical development.

They will assess a child to see what activities they can or cannot do.  They will also look at how a child is performing at a particular activity.  It may take a few sessions for the therapist to get a full picture of a child.

What Next?

Following the assessment the physiotherapist will discuss with parents, and where appropriate, the child about where to go from here.  Physiotherapy is a partnership between the child, their parents and therapist.  Together they will formulate realistic long-term goals for a child.  These may be broken down into short-term achievable goals. 

In order to achieve these goals, parents will have to work with their child at home, carrying out some specific exercises.  The physiotherapist will instruct parents how to do these exercises and will observe them being carried out.  It is vital that parents are happy with the home exercise programme before they leave each therapy session

Do not be put off by the word exercise, we try to incorporate everyday activities in the home exercise programme, and encourage it through play e.g. helping the child roll over or get from sitting to standing

The amount of physiotherapy a child receives will vary greatly and depends on the needs of the individual child.  Some children will be seen weekly, this may only last for a 6-week block.  Others may be seen every 2-3 weeks while some will be sent home with an exercise programme to carry out and will be reviewed in 3-6 months.

Hydrotherapy is one type of physiotherapy offered to some children attending physiotherapy.  It is the treatment, while being partially immersed in water, i.e. like a swimming pool.

Hydrotherapy differs from a swimming pool as it is in an enclosed environment, with a qualified physiotherapist controlling the session, often on a one to one basis.  The water is heated to a temperature up to 36(c) and there is specialist equipment available to get into and out of the water and also to use while in the water.

As with any physiotherapy treatment, discussion should take place with the therapist to formulate appropriate and realistic short or long-term goals.

In order to achieve these goals, you may have to carry out an exercise programme, which the physiotherapist will go over with you.  The outcome of the Hydrotherapy treatment is dependent on the home exercise programme being carried out on a daily basis.                     

Children will be in the water for up to 20 minutes and there will always be someone to assist the therapist, staying outside the pool, to help dress and undress the children etc.

There are very particular precautions taken especially with certain conditions while in the pool and if any medical conditions change, you should inform the therapist immediately.

The aim of Speech and Language Therapy is to help the children communicate to the best of their ability.  A variety of techniques are used, involving signs, symbols, pictures, written word and speech.

This involves devising Speech and Language Therapy programmes of work which are integrated into the child's day at school.  To do this the Therapist assess the child, consults with school staff, discusses, demonstrates and provides advice on the implementation of the programme.  

Foyle View School parents are welcome to contact and arrange to meet with the Speech and Language Therapist responsible for their child.

The Speech and Language Therapist does realise the importance of support in implementing any communication strategies at home, as it is vitally important that the child has the opportunity to experience communication consistently across different environments.

Since music therapy was introduced to Foyle View School in September 2002, the service has grown from strength to strength. All classes within the school have had at least one child avail of the service and the results have surpassed all expectations.

The theory behind music therapy is to build a relationship between the child and the therapist, where the child eventually feels safe enough to express themselves, either using instruments or their voices.

Music therapy should be a space where the child can express themselves musically or otherwise, at their own pace. Music therapy works on various levels using either psychoanalysis or psychodynamics (depending on the therapist) to interpret what the child brings to each session. Music therapy builds on social skills such as turn taking, listening, waiting, mirroring. It also works on the exploration of the self, encouraging self -confidence and self-awareness. It can be used to encourage fine and gross motor skills and increase mobility. Mainly it is a space in the same place, at the same time each week for the child to freely investigate and air their emotions, knowing that it is safe to do so, as the therapists job is to contain whatever happens within the sessions.

The element of play also has an important factor within the therapy, especially with the younger children. Combining both music and play encourages development both mentally and physically.

 Children from the autistic spectrum, physical disability and neurological disorders can all benefit from the service. As the practicing therapist at the school presently, I am extremely encouraged by the enthusiasm and openness of the staff in their embracing of music therapy as a practice and am inspired by their trust and encouragement with forging ahead with the service.  

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Rachael from ‘Make Your Mark’ is providing Art Therapy as a resource for some children in Foyle View this year.

One of the aims of Make Your Mark is -

“To provide a safe and supportive environment for children, enabling them to develop and grow through the creative process…”

 Art and play both stem from the same root.  Play with art materials provides the child who has different abilities with a means of expressing their individuality, their sense of self and their sense of being in the world.

 Art Therapy is a non-verbal therapeutic intervention, which can offer containment, relaxation and stimulation depending on the needs of the child.

The pre or non-verbal child can learn a new way to communicate with others and build relationships through the use of art materials in a gentle interactive way.

The art materials can provide new and exciting sensory experiences for the child helping them to develop an awareness of themselves and the environment.

Learned skills such as pouring and mixing paint are pivotal skills that can be developed into practical skills such as gardening and cooking.

In the creative environment each child’s marks are unique and acknowledged, allowing the child to become more confident and leading to a sense of achievement.

Articles 127-135 and 137-138 of the Education Reform Order states that no charges can be made by a school for activities organised during school time, except where the governing body has agreed policy.  The policy of the Board of Governors of Foyle View School is as follows: -

The formal curriculum offered to a pupil of Foyle View School is not subject to charges or parent’s willingness to make a voluntary contribution.

The Board of Governors recognise that whatever overall capitation fund is made available it will not be sufficient to meet the life space needs of all pupils, they, therefore reserve the right to:

Charge parent(s) at cost, or kind, for materials needed for practical subjects if parent(s) have indicated in advance a wish to own the finished product.

Request parent(s) to provide incidental equipment.

Seek voluntary contributions from parent(s) to fund activities either within or outside school hours

Make parent(s) aware of activities organised by a third party, which may be costed by the third party

Board and lodgings on residential trips

Parent(s) in receipt of income support or family credit are entitled to claim remission of charges.  In practice, school trips and holidays will request “contributions” from parent(s) towards the cost etc.

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Every effort should be taken to ensure that teaching time is uninterrupted by external callers, telephone callers or other staff.  Staff are encouraged to set internal telephones to ‘do not disturb’ (*97) during teaching times.

Safety Policy for Hydrotherapy Pool For Swimming Instruction

While it is generally accepted that all adults working within Foyle View have pastoral responsibilities to pupils, a more specified structure also exists.  To ensure a structured approach to the caring for all pupils, we have developed the following structure:

Supporting Policies

Whilst all policies and procedures within the school take cognisance of the pastoral care of pupils and staff some specifically support it in very specific areas.  Cross-referencing the following policies is essential in delivering the pastoral care policy.

In addition the Foyle View Parents Support Group provides an opportunity for parents to become more closely involved with the school by joining committees, working with staff as volunteers or attending various school functions.   

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Liaison with External Agencies

We are committed to developing good working relationships with relevant external support agencies to enhance, protect and support individual pupils’ and teachers’ social and emotional welfare.

Resourcing

Allocation of time, staff and materials will be provided to ensure the effective implementation of the pastoral care policy. This also includes working with multi- disciplinary agencies.

Staff Development and Training

Pastoral care remains a permanent feature of our School Development Plan and subsequently staff development and training are considered essential to support this. Our on-going development programme helps teachers identify the attitudes, values, skills and knowledge that will enable them to carry out their pastoral roles. Training is delivered through on-site courses, courses organised by WELB, and courses delivered by other agencies.

The school’s pastoral policy is one of a number of core policies regularly reviewed during INSET in August.

Monitoring And Evaluation

On-going monitoring is an integral part of our policy. Support is given to those teachers who require assistance in carrying out any aspect of their pastoral role. All aspects of the policy are evaluated on an-ongoing basis with parents’, pupils’ and staff views being requested through questionnaires, informal interviews, meetings and workshops.  Whilst the Principal has overall responsibility for evaluation, self-evaluation is a feature of every teacher’s role. This feedback forms the basis of our staff development programme for the year.

A Child Protection Policy operates in Foyle View School.  Its aim is to protect our pupils by ensuring that everyone who works in our school has clear guidance on the detection and interagency management of situations where abuse or neglect of a child is suspected.

The overriding concern of all caring adults must be the care, welfare and safety of the child, and the welfare of each child is our paramount consideration.

In all their contact with pupils staff of Foyle View School follow the guidelines and procedures described in the DENI publication, Pastoral Care in School- Child Protection (1999/10)

Disclosure/Concerns regarding abuse or neglect   > Inform Foyle View Designated Teacher for Child Protection > Principal Informed; Plan of Action agreed; Referral decision taken > No referral (Parents informed of school’s concerns) , Referral- Social Services and WELB informed. (Parents informed by school & Social Services) > School will continue to monitor pupils as appropriate

It should be noted that information given to members of staff about possible child abuse cannot be held `in confidence`. In the interests of the child, staff may need to share this information with other professionals

Only those who need to know, will be told

The Pastoral Team in Foyle View will update the school’s Child Protection Policy and procedures in the light of any further guidance and legislation as necessary

Summary for Parents/Guardians

I have a concern about my child's safety > I can talk to my child's teacher > If I am still concerned I can talk to the Designated Teacher for Child Protection > If I am still concerned I can talk to the Principal > If I am still concerned I can talk to the Chairperson of the Board of Governors

At any time, I can talk to my child’s social worker

Complaint About A Member of Staff

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Foyle View has a nurse on the premises to deal with any medical emergencies, which may arise, as well as distribute drugs and generally contribute towards Health Care in the School.  We do not have sufficient facilities however, to deal with pupils who are ill throughout the school day.

Many children attending Foyle View School occasionally, or perhaps daily, require some form of medication.  It is therefore essential that considering the children and the circumstances, parent(s) understand the conditions under which medications may and can be administered if the child is to be cared for adequately to conform to his/her medical condition.  School policy in relation to this matter is as follows:

Medications will be given to children provided the following conditions are met in the case of children on a daily long-term medication.   Parental permission must be given in writing and signed stating –

Parent(s) must also give consent for the School Nurse to visit their GP to have the child’s medication and dosage recorded to enable the child to be given medication.  Long-term medication cannot be given until the GP has recorded and signed authorisation (cardex).   Medication sent in by parent(s) must be in original containers and clearly marked.  Medication in unmarked containers will not be given to any child.  Short-term medication, e.g. antibiotics, coughs mixtures ECT, must be accompanied by a written signed note from parent(s) stating name of medication, exact dosage and time to be administered.   This also applies to any enemas or dressings a child may require.

Parent(s) should inform the school immediately when there is a change in medication during school hours.

A reminder note will be given when a further supply of medication is required.  It would be most helpful if the school nurse were informed about any medication your child receives over any 24-hour period.  On occasions when emergencies arise, if parent(s)/guardians cannot be contacted, a child may have to be taken to hospital directly from school for treatment.  Every effort will be made to ensure parent(s)/guardians are informed as quickly as possible.

Home-School Liaison

“The successful education of children with special educational needs is dependant upon the full involvement of their parent(s)”.  (Warnock)

The Home School Links teacher is Christine Eaton.  The overall aim of the Home School Liaison Policy is to foster closer and more substantial home school links.

Parent(s) are welcome to call up at anytime and are certainly encouraged to attend the termly parent/staff meetings.  The annual reviews provide another opportunity for more formal discussions on each pupil’s progress.  Home diaries are used in school and allow parent(s) to be in contact with their children’s Teacher on a regular basis.

HOME SCHOOL COMMUNICATION

The school is actively committed to promoting meaningful relationships with parents in enhancing our pupils’ education.  The school recognises the importance of working with parents, as the primary educators, to enrich the education pupils receive. At foyle view we firmly believe that there is much we can learn from each other.  The following protocols were drawn up jointly by a group of parents and staff

What Parents should expect from Foyle View School. 

What Foyle View should expect from Parents.

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Complaints and Suggestions

Foyle view school aims to deal with complaints effectively, efficiently, fairly and confidentially. We welcome complaints and feedback from parents and pupils and see this as a way to improve the service we provide.

The following procedures should be used to register a complaint but can also be used for reporting any issues or concerns about the school. Complaints will be dealt with as quickly as possible and if they are not dealt with within a couple of days, please do not hesitate to contact the school.

It is school policy to take all reasonable steps to ensure parents:

1.     Know that their child has an education plan;

2.      are aware of the targets set for their child;

3.     Are updated in relation to progress being made;

4.     Know of  any curriculum focus being pursued.

Communication is two way.  Talk to your child’s teacher if you want further information.

Accident: An event occurring by chance or arising from unkown causes causing loss or injury.

An occurrence of an action or situation that is a separate unit of experience causing conflict or disagreement any significant change in the child’s appearance whether physical or emotional state.

Promoting Positive Behaviour 

INTRODUCTION

This policy reflects the philosophy, aims and procedures of the area of promoting positive behaviour, including bullying at Foyle View School.  Pro- forma to be used in relation to these procedures are contained as appendices.

RATIONALE

The promoting positive behaviour policy of this school is based on the premise that good discipline is essential for effective learning to take place.  Within the school as a whole, effective discipline results in a positive school ethos, which reflects order, safety, respect and dignity.  Within each classroom this provides a safe environment for quality teaching and learning.  Within each pupil such an environment should lead to a sense of security, promoting high self -esteem and a recognition of the positive qualities, which they can contribute to Foyle View School. 

In Foyle View School, a proactive rather than a reactive approach is taken to discipline, which ensures that a positive ethos exists.

AIMS of PROMOTING POSITIVE BEHAVIOUR

PRACTICE AND PROCEDURE

The key factor of the discipline practice used at this school is consistency.  To ensure this, certain procedures have to be agreed by all staff and these will be supplemented by regular and open communication as and when any problems arise. A staged approach is to be used. 

There are three main stages, reflecting the degree of difficulty of any problems that arise.

Stage 1

The first stage is designed to prevent serious problems by development of a suitable learning environment.  This includes

A positive structured approach to discipline is also implemented at this stage.  Classroom rules are to be established as far as possible in conjunction with the pupils and displayed in the classroom.  Good / appropriate behaviour is to be acknowledged and reinforced through a system of rewards within each class.  Inappropriate behaviour is to be responded to by a line of consequences of increasing severity.

Every effort is made by the teacher to help the student predict what is going to happen so that stress levels are kept to a minimum.  In many cases new routines or activities have to be introduced slowly to the pupils, so that they are given opportunities to learn a tolerance to these new activities. A variety of strategies may need to be used by the class team to ensure that effective, positive discipline exists within the classroom. At this stage, the classroom team may need to seek advice or alternative strategies from their colleagues or Head of Department. The classroom team can then ask their Head of Department or school nurse to   complete classroom observations on the pupil’s behaviour that is causing concern. These will consist of classroom visits with follow up appraisal meetings to determine whether they are any suggestions that might be helpful. This will remain a very positive way of trying to look at solutions or alternatives and to give support to the class team.  This stage is the responsibility of the class teacher.

STAGE 2

This stage is introduced if a serious or persistent problem arises.  In cases where the usual line of consequences have not been a suitable deterrent for the inappropriate behaviour, the class teacher will inform the senior teacher with responsibility for pastoral care, who will convene a meeting of the discipline committee.  At this time the teacher will be asked to complete a referral form (see appendix 1) outlining the details of the problem, as well as the strategies already implemented to try to deal with it.

The committee will consist of the principal, senior teacher, class teacher, classroom assistant, head of department, parents/carers, social worker, educational psychologist or others who it is felt could make a valuable contribution to the meeting.  The committee’s role is to assess each individual case and develop strategies designed to maintain the student in the classroom situation.  These are to be implemented and reviewed after an agreed period of time.

Although the discipline committee becomes involved to provide ideas and support, day-to-day responsibility of the pupil must remain with the class teacher.

STAGE 3   

If internal strategies do not bring about an improvement in the situation, then outside agencies will be introduced.  These can be a clinical/educational psychologist or the psychiatrist at Stradreagh Hospital.  Future strategies will depend on the outcome of their assessment of the pupil.  These will be carried out in conjunction with the agencies involved and will be reviewed as necessary

WORKING WITH PARENTS 

At each stage parents will be involved in any discipline procedure.

At stage 1:- it will be the responsibility of the teacher to maintain a good working relationship with the parents of all pupils.  There are accepted means of doing this within the school.  If minor problems arise they are to be communicated to the parents in an informal way such as a phone call, a note in the home/school diary or by the bus escort.  Parents are also encouraged to discuss any problems that may arise at home or keep teachers informed of any changes in the pupil’s circumstances, which may have an effect on their behaviour. Please refer to procedures on reporting accidents or incidents.

At stage 2:- the senior teacher with Pastoral Care responsibility will inform the parents.  They will be invited to discuss the issue as well as any strategies, which may be used.  Where appropriate, parents will be asked to support such strategies at home.  

At stage 3:- parents will be informed of the situation and asked for their permission before the involvement of any outside agency.  They should already be aware of the nature of the difficulties that their child is causing in the classroom from previous communication with the class team.

Parents are informed of the discipline procedures in the school information pack

MONITORING AND EVALUATION

It is the responsibility of the management of Foyle View School to implement the procedures outlined above.  Their effectiveness is to be reviewed at senior management team meetings regularly. Ongoing monitoring of the procedures is the responsibility of the senior teacher for Pastoral Care and such monitoring will be carried out informally through discussions with staff.

CONCLUSION

It is hoped that the procedures outlined in this policy will reflect the positive and consistent attitudes of staff and be reflected in all the school.

Discipline: Parent Information Sheet

At Foyle View we believe that good discipline is vital for learning to take place.  

To try to ensure a well-ordered school we have decided on certain procedures.

The first stage is to try to prevent any problems arising in the first place.  This is done by developing interesting programmes of work for your children and by having consistent responses when any difficulty arises.

Teachers in Foyle View have developed simple rules for their classrooms and all pupils are told about them and encouraged to follow them to the best of their understanding.

If the rules are not followed then there are some consequences.  These are not very severe but it is important that they are consistent for the students to learn that some behaviour will result in something they don’t like.

To encourage good or appropriate behaviour, teachers are also using a system of simple rewards.  Once again it is hoped that pupils will learn to realise that some behaviour will result in something they do like.

Sometimes pupils continue to behave in a way that is detrimental to the learning situation for themselves and for others.  In such cases a discipline committee will meet to try to think of new ways of dealing with the problem.   Parents will be kept informed of all the difficulties that their children exhibit. Parents/carers will be encouraged to play a full and active role in any discussions. They will be encouraged to support any behaviour plan agreed by the discipline committee at home.

In rare cases such intervention in school does not succeed in settling the child then it may be necessary to ask for advice from an outside agency such as Stradreagh Hospital or the psychological service.  Your permission would be needed before anyone from these agencies could assess, your son/daughter.

Throughout this process, it is hoped that you as parents, will closely involved.  Your contact with the teacher is greatly appreciated as this helps us understand your child and hopefully deal more effectively with him/her within school.

It is an integral part of the Foyle View Pastoral Care Policy and is set in the context of a positive behaviour policy and the schools child protection procedures.

Bullying is an act of aggression causing embarrassment, pain or discomfort to someone whether a child or an adult. It can be physical, verbal making gestures, extortion and exclusion. It is an abuse of power. It can be planned and organised, or it may be unintentional. It may be perpetuated by individuals or by groups.

Foyle View School is completely opposed to bullying and will not tolerate it. All members of this school community have a right to work in a secure and caring environment.

Pupil Responsibilities

Parent responsibilities

 It is everyone’s responsibility to combat and, hopefully in time, to eradicate bullying

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