Organisation and Communication

Policy on School Organisation

Aims

The school will be organised and pupils grouped:

To support the general aims of the school

To meet the needs of pupils

To ensure inclusive, age appropriate experiences for all children.

Organisational Principles  

Other than where specified in this policy all classes will be mixed ability  

Classes will be grouped vertically as close to age group as possible

Most pupils will spend a minimum of one year in each class and a maximum of two years depending on pupil numbers    

Additional support and resources will be made available to provide early years intervention, including specialist TEACCH provision for 3 to 6 year olds (see school policy on autism)         

Teachers with specialisms in particular areas will be available to provide support to staff

Departmental Organisation  

Lower Primary – Pre-school, p1, p2, p3

Upper Primary  - p4, p5, p6, p7

Lower Secondary – LS1, LS2, LS3

Upper Secondary – US1, US2, US3, US4

This policy is subject to annual review or as the needs of the school dictate.

School Departments

Lower Primary Department
Christine Speer and Eimear Deeney run an Early Development Group on a weekly basis. This has proved to be a great success. The aims for the group are:

To provide parent(s) with the opportunity to meet together to talk about their children

 

To allow the children to have the opportunity to take part in playschool/classroom type activities

 

To give parent(s) the opportunity to meet and to talk with visiting professionals

 

To make available to parent(s) educational toys/books and other resources

ASSESSMENT CLASS 1

Pupil enters the Assessment Class in order to allow for educational assessment over a period of 1 and not more than 2 years, the class initiates school policy i.e.

Assessment

Programme

Evaluation  

The specific aims of Assessment Class 1 are  

To assess pupil’s individual and class needs

To prepare Individual Learning Programmes

To write educational advice

To directly involve parent(s) in the ongoing assessment of their children

To establish a pastoral base upon which a positive home-school liaison can be maintained (including pupil video tape observation)

On leaving the Unit, each pupil’s Individual Learning Programmes, including the videotape observations, are made available to the Primary Department staff. This forms the basis of the Infant Curriculum and is in keeping with the Northern Ireland Stepping stones to Level 1 Programmes of Study. 

CLASS 2 – ASSESSMENT CLASS FOR AUTISM

The classroom is designed to provide a specific structured approach to teach pupils with autism or other language related problems.  The staff identify and plan educational programmes for each pupil’s individual educational needs.  The programmes aim to address the specific learning difficulties caused by the triad of impairments in the areas of communication, socialisation and imagination and to develop areas of strength and interest.  Transfer to other classes aims to integrate the children into the mainstream of the school adding tolerance of ‘real life’ and allowing for more opportunities for communication, socialisation and play.  The overall provision is monitored by the ASD Advisory Teacher who has responsibility for the overall management of provision for autism and reports to the Principal.  Parental involvement is very much a central part of the class’s work.  
CLASS 3
This class provides a mixed TEACCH/ non-TEACCH setting to allow for pupils who are transferring from class 2 and are ready for an increased emphasis on group activities.  The aim is to provide the structured setting for as long as the pupil needs it while moving towards a more integrated teaching/learning style

UPPER PRIMARY DEPARTMENT

CLASSES  4 and 5

These classes provide a mixed TEACCH/ non-TEACCH setting to allow for pupils who are transferring from class 2 and are ready for an increased emphasis on group activities.  The aim is to provide the structured setting for as long as the pupil needs it while moving towards a more integrated teaching/learning style.

CLASSES 6 and 7 

These classes provide a stable pastoral setting where pupils’ progress can be continually reviewed and attainment target objectives established. The pupils receive individual and group teaching in a wide range of curriculum areas. Team planning is an integral part of both group and individual programmes

Secondary

LOWER SECONDARY DEPARTMENT

The secondary department curriculum is designed to meet the individual and group needs of the pupils taking into account their abilities, interests and learning styles. The secondary department, while following on from the curriculum in the primary department, attempts to ensure that the experiences offered are appropriate for the age of the pupils.

To encourage this, a more varied timetable is introduced. In Forms 1,2, and 3, mornings are class-based with the class teacher and assistants, and three afternoons each week pupils have the opportunity to experience more specialist programmes. At the time of writing subjects offered include Art, Music, Drama, Aerobics, Language Development, Outdoor Education, Massage, Recycling, Technology I.T, and Sensory Programmes including hydro-therapy. Participation is dependent on the abilities and needs of each child and programmes are developed and altered accordingly.

For pupils who benefit from structured teaching with visual supports to reduce their anxiety and help them to access the curriculum, The Secondary Department uses TEACCH programmes. Other visual support strategies are used as appropriate, including picture exchange systems to promote communication. Sensory Integration programmes are developed for pupils who need this type of support. A variety of teaching and learning strategies and behaviour management strategies (which are outlined and monitored through each child’s IEP, and which sometimes require input from parents and outside agencies) are used to respond to individual needs.

UPPER SECONDARY DEPARTMENT

Seniors 1 - 4 consist of pupils from age 14 to 19.  Pupils must leave Foyle View at the term break following their nineteenth birthday.  The programme offered in these classes is aimed at providing as many skills and experience as possible which will help the pupil move out of the school to the next stage in their life.  Where appropriate it will include courses based at local colleges (N W I F H E).  Courses offered include:

retailing

ceramics

hairdressing

painting and decorating

office practice

cookery

woodwork

horticulture

School policy for Upper Secondary Department

General Aim
The aim of the 14 plus Senior programme in Foyle View School is to promote independence, communication, socialisation and personal development according to the individual needs of each student.

Specific Aims

To develop life skills and competencies for independent living in as real a situation as possible

To involve students in decision making

To develop functional communication where needed

To give students the opportunity to relate to others: peers staff and visitors

To extend working periods in preparation for work situation in an adult environment

To involve students where possible in work placements

To establish links with future placement of the leaver

To give students access to Further Education Courses outside the school environment

To develop skills for leisure and recreational activities

To establish socially acceptable and age appropriate behaviour at all time

Staff Reviews

Once a year all staff have a formal staff review on a one to one to one basis with either the Principal or Vice Principal.  The purpose of staff reviews is to explore the following areas:

Current responsibilities

Professional development

General issues

Action to be taken

These meetings normally take no more than fifteen minutes and are designed to provide all staff with an opportunity to communicate their views.  The information discussed is confidential unless otherwise agreed or specified.  All staff are encouraged to regularly liase with their line managers.  The school is keen to work flexibility and informally with all staff, were appropriate.

Additional Responsibilities

All teachers carry additional responsibilities for diverse areas of school life. These are reviewed at an annual staff review meeting and agreed for the forthcoming year.  It is always intended to match skills, abilities and knowledge with additional responsibilities.

Assemblies

A whole school Assembly is held each Friday at 9:40am in the Assembly Hall.  A praise book is available in the office to record any pupil praise to be read out at Assembly.  The last Friday of the month is the ‘pupils of the month assembly’.  Each class will nominate a pupil and a class of the month will be selected at Assembly.

Bulletins and Announcements

A weekly bulletin is produced each Monday and is pigeon holed to all staff.  Urgent announcement may be recorded on the portable noticeboard at the staff entrance with the permission of the Principal.  Notices are regularly placed in the staffroom.  Announcements may be made at a weekly meeting each Wednesday at 9:00 in the staffroom or at weekly assembly.

Mail and Delivery Services

All mail arriving in school is filtered through the office.  Personally addressed mail will be pigeonholed to staff directly.  Other post may be pigeonholed for staff attention in line with additional responsibilities or interests.  The school address should not be used as an alternative postal address for personal mail.  School items for posting should be left with the school secretary in a suitable addressed envelope.  All mail sent from school is recorded.  Internal post is available through the staff pigeonholes.   Administrative staff should sign for all packages and when this is not possible other staff may sign for packages.  In all instances the caveat ‘signed unseen’ should be appended to signatures.

Use of Telephones

All external calls should be for school business only and placed through the office unless otherwise agreed.  Personal calls are permissible under exceptional circumstances.  There is an emergency procedure within the phone system that allows you to reach a number of other phone sets.  Press 555 to access this.  If you do not wish to be disturbed during class, press *97 and to remove this function press #97.  Please see the school secretary for information regarding the transferring of calls.

Breaks

School meals are supplied by the school and are available to all children.  Free milk is provided daily.  Meal times are part of our teaching day and all staff carry out lunchtime duty as part of directed time.  We place importance on independent eating skills and good table manners.  Lunchtime for all pupils is 11.45 – 12.30 pm.

Any child, who needs to have their food cut up or is on a special diet of any form, is entitled to free school meals.  A letter from your G P stating quite clearly that your child is on a special diet should be sent with your free school meals form to W E L B in Omagh, telephone 02882411411.  If you pay for your school meals, the school secretary will have information on the current price.

  If your son / daughter is on a special diet, please let us have exact written details for our cook.

Teacher Time Budget

GENERAL

Teachers are required to work a basic 195 days per year with 1265 hours specified as standard.  Teachers are expected to teach pupils directly, as opposed to general supervisory duties, for no longer than 25 hours in any given week.  Teachers Terms and Conditions also specifies the following:  

‘Schools have always been dependant on a commitment from teachers beyond the legal minimum requirement . . .

Schools would find it impossible to include within a teacher’s 1265 hours all of the time currently given by teachers to such activities as games, drama, music, and school trips . . . the extent of this commitment is for each teacher to determine for himself or herself.’

Par 6, DENI Circular 1987/26, Teachers Pay and Condition of Service

See also Section 1, Paragraghs 5, 6; Section 2, Paragraphs 9,10,11,12,13,14.

These pages are designed to be photocopied to facilitate teachers who wish to monitor their time management over a given school year for professional development purposes.

DIRECT TEACHING TIME    

Daily

9:15– 10:30am

10:45– 12:30pm

1:00pm– 3:00pm

Weekly

5 Hours x 5 Days=25 hours P/W

 ANNUAL TIME BUDGET

6 Hours x 190 Days=1140 hours

5 Curriculum Development Days x 5 Hours=25 hours

Parental Consultation=25 hours

Curriculum Development=30 Hours

Job Description Responsibilities=45 Hours

Total=1265 Hours

Curriculum Development (Baker) Days x 5 Hours

Total 25 hours

Parental Consultation                       Total 25 hours

Transition Meetings in August=3

Date:

Parents Night AGM=3

Date:

Term 1=3

Date:

Term 2=6

Annual Reviews

Dates:

Term 3=3

Dates:

Additional Contact:=7

Total=25

Curriculum Development                                     Total 30 Hours

Term 1

5 x 1 hour department meetings=5

5 x 1 hour staff and other meetings=5

Dates ………………………………………………………

 

Term 2

5 x 1 hour department meetings=5

5 x 1 hour staff and other meetings=5

Dates ………………………………………………………

Term 3

5 x 1 hour department meetings=5

5 x 1 hour staff and other meetings=5

Dates ………………………………………………………

 

Total=30

Professional Duties - Total 45 Hours

General Professional Duties=40

(See DENI Circular 1987/26, Teachers Pay and Condition of Service: Section 1, Paragraghs 5, 6; Section 2, Paragraphs 9,10,11,12,13,14.

See also DENI Circular 1987/59, Teachers Pay and Conditions of Service Directed Time.)

Additional Responsibilities

As Designated By The Principal=5 hours

Details:

Dates

Total=45 hours

Staff Development and Training
Staff needs will be reviewed on an annual basis as part of the school curriculum review and school development plan review process.  As part of the induction procedure all new staff will be taken through the policy.  Staff who wish to pursue training that directly relates to promoting self-determination will be actively and encouraged to do so and supported where possible.

AIM

To develop and support a learning culture within Foyle View School. A learning culture is characterised by:

Future external orientation

Free exchange and flow of information

Commitment to learning and personal development

Valuing the people within the learning community

A climate of openness and trust

Recognising that experience can both assist and hinder new ideas

Focused on performance measurement

Asking difficult questions

Being prepared to be a heretic

Thinking Skills are highly valued by all within the learning community

Leadership is situational and is the responsibility of all staff

CONTEXT

The school recognises the value and importance of providing a range of opportunities for all staff to develop their job-related knowledge and skills. The individual staff member will be more effective and make a more positive contribution to Foyle View School.  The staff is striving to become members of a learning school and therefore need to model life-long learning.  The Governors provide staff development and training opportunities to enhance the learning programmes in school.

ORGANISATION

The policy is designed to support all staff and help them become continuous learners and to keep us at the cutting edge of learning.  New teaching staff will undergo an induction process using the Early Professional Development Model or as part of school INSET. Other staff will be trained using INSET and working on the job with a teacher or co-ordinator.

The School Information Booklet and website will provide some background information on the school.  A good test of learning is to parachute staff into unfamiliar situations both to identify learning requirements and give opportunities to demonstrate previously learned skills. Transferable-skills, which encourage flexibility and develop potential, will be highly sought after.

Each member of staff with responsibility for supporting a designated area of work will ensure that the respective skills and training is available as required by significant others in school. Responsible staff will liaise with the School Management Team to bring this about.

All staff are expected to take responsibility for their individual effectiveness, personal and career development. Performance review is an important element in this process.

It is our intention to use all appropriate training organisations to support the learning of the staff within the School’s development and training programme.

IMPLEMENTING THE POLICY

We will use School Development Reviews and School Performance Questionnaires to identify priorities for staff development and training.

Any member of staff wishing to attend award-bearing courses will be partially supported financially by the school when funding becomes available.

Group and individual training needs will be met through the provision of the following activities:

Organisation of school curriculum development projects or activities

Inviting relevant people from outside the school to come into school to develop policies and programmes

External courses to develop team-building exercises

Study opportunities for all staff

Visiting centres of excellence

Action research projects to support curriculum improvement

Individual professional and technical qualifications

Work shadowing or working with a mentor

Keeping a learning journal

Experiencing changing roles or responsibilities

EVALUATION

This will be conducted at an individual level through staff reviews and at an organisational level through school development plan review.

HEALTH AND SAFETY AND CHILD PROTECTION TRAINING

This will be provided for all staff as demanded by the

School’s Health and Safety Policy and the Child Protection Policy

RESOURCES

A Resources bank for promoting self-determination is accessible through the PSD Co-ordinator.  Resources will be regularly audited and will be the responsibility of the PSD Co-ordinator.  The identification of appropriate resources should be fed through the core group for acquisition to be explored.  A budget allocation for promoting self-determination will be reviewed on an annual basis.

Teaching and Classroom Assistants Substitute Cover  

All staff must be in their classroom at 9.00am

Substitute teachers must look through the CLASS PLANNING FILE, which contains class timetable, children’s timetable, and planning notes s

Both the teacher and the classroom assistant must prepare the classroom for the pupil’s arrival into class at 9.30am. If you are having difficulties please ask Head of Department for assistance –

P1-P7 Head of Department - Martina McComish

F1- F3 Head of Department - Helena Downey

S1- S4 Head of Department - Donna Cartin

Mrs Donna Cartin & Ms Martina McComish are Designated Teachers for Child Protection if you have any concerns

Break times:-

Classroom Assistants - 10.00-10.10

                    Dinner  - 1.00 – 1.30      

 Teachers - 10.15-10.25

      Dinner- 12.30-1.00

Teachers must follow the class/ school policy on planning and assessment notes

 If a pupil or member of staff has an accident, please let the Vice-Principal know and fill in the relevant forms

Hours of work

Monday- Thursday   9.00- 3.15          Friday                9.00-3.00

Please make sure the classroom is left tidy, curtains drawn, all electrical equipment turned off.

Classroom assistants must complete relevant wages form and return it to the school secretary before departing the school. If you have any difficulties please speak to Mrs Donna Cartin  (Vice- Principal)