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Coláiste Clavin Guidance Policy

Introduction:

The school guidance policy is a structured document that describes the school guidance

programme and specifies how the guidance needs of students are being addressed. In the

Coláiste guidance is recognised as a professional service, with a curricular dimension,

operating in a whole school context and linked to outside professional agencies. All

educational partners were invited to contribute to this document.

Definition

Guidance refers to a range of learning experiences provided in a developmental sequence that

assist students to develop self-management skills which will lead to effective choices and

decisions about their lives. It is also a responsive service to meet the needs of students as they

arise. It encompasses the three separate but interlinked, areas of (a) personal and social

development, (b) educational guidance and (c) career guidance. (DES 2005)

a) Personal and social development includes areas such as:

Self-awareness, self-management, empathy, motivation, decision making,

coping strategies, relationships, communication and interaction with others

etc.

b) Educational guidance encompasses areas such as:

Course selection, subject choice, subject level, study skills, examination

techniques, motivation, psychometric testing and result analysis etc.

c) Career guidance involves helping individuals choose a suitable occupation and

making the necessary preparations for entering this profession. Areas explored are:

Interest exploration, career searches, visiting seminars and open days, work

experience/simulation, employment rights and duties, CAO process, CV preparation,

interview preparation, mock interviews and feedback etc.,

Counselling is a key aspect of the school guidance programme, offered on an

individual or group basis as part of a developmental learning process and at

moments of personal crisis. It may involve one or a combination of the above

areas. Counselling facilitates students in crisis by suggesting and exploring a range of

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coping strategies and interventions in a caring and sensitive way appropriate to individual

needs.

Rationale of the Policy:

This policy is being drafted to provide a framework within which Guidance activities in the

School will be implemented. In the course of their lives, students will be faced with the need

to make significant and informed decisions that will affect them and those around them.

These choices will be focused on the three key areas identified above.

Furthermore, this Guidance Policy has been drawn up as required by Section 9(c) of the

Education Act 1998, to ‘ensure the students have access to appropriate guidance to assist

them in their educational and career choices’.

In accordance with section 9(c) of the Act, guidance in this school is regarded as a whole

school activity. Every effort will be made to ensure that all students have access to guidance

activities and resources. Guidance and Counselling in this school is regarded as the full range

of interventions which assist students to make choices regarding their lives.

Relationship to the school mission statement

The plan shall reflect the School’s Mission Statement which describes the school as “…… a

supportive and inclusive community with a professional and committed staff providing

our students with a holistic education to enable each individual achieve full potential.”

The holistic development of the student is at the centre of the guidance plan so that s/he is

more in tune with his/her abilities, effectively manage personal transitions while at the same

time respect and value others.

Scope:

This plan addresses the guidance needs of all students at all levels within the school.

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Aims of the Policy:

1. To provide a framework within which all students will be supported on a personal,

social, educational and career level in order to make clear and informed choices

about their lives.

2. To prompt students to take responsibility for their lives and to develop an awareness

of their talents and abilities.

3. To provide a structured and comprehensive counselling service for the school

community so that students are assisted and supported in times of need

4. To remind the school community that providing a guidance service is a whole school

responsibility.

5. To clarify roles and responsibilities in relation to guidance provision within the

school.

6. To develop student confidence in engaging with the guidance system

Objectives:

1. That all students will be adequately equipped and supported to make choices

regarding all aspects of their academic and personal lives.

2. To support and assist students in coping with the challenges they may face on a

personal basis and in their school lives.

3. To develop an understanding in students of their strengths and weaknesses

4. To equip students with the skills and knowledge to support them as lifelong learners.

Target Group

The school guidance programme targets all students but certain students may be prioritised

from time to time. These may be young people whom the school has identified as being at

risk.

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Context of the Policy:

The school’s guidance programme reflects the ongoing input of personnel from, and activities

relating to, the following areas of school life:

Guidance & Counselling

Principal and/or Deputy Principal

Tutor System

Special Needs/Learning Support Department

The RE Department

LCVP Coordinator

JCSP Coordinator

SPHE/Pastoral Care Teachers

CSPE Teachers

Extracurricular Activities

School Completion Programme

Home School Community Liaison

Other Interested Teachers

Community & External Agencies

Personnel from these areas work together to provide the following guidance services and

programmes as outlined in the next section, on an ongoing basis throughout the school year.

The Guidance Programme is supported by a range of School Policies/Plans e.g.

Anti-Bullying Policy

Special Educational Needs Policy

Pastoral Care Policy

Crisis Response Policy

Discipline Policy

Substance Use Policy

Child Protection Policy

RSE Policy

LCVP Plan

Data Protection Policy

DEIS Plan

JCSP Plan

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Guidance Provision:

Method of Delivery of the Guidance Programme

The delivery of the guidance programme is a whole school responsibility, with all Teachers

inputting into it at various stages. Certain aspects such as counselling, psychometric testing

and analysis are solely the remit of the special needs and guidance departments.

In junior cycle the guidance counsellor borrows classes from subject teachers to deliver

specific aspects of the programme. In senior cycle the students are timetabled for one class

period of Career Guidance and one class period of Pastoral Care each week.

The guidance counsellor is very much involved with the SPHE /Pastoral Care programmes in

the school as well as being a member of the Care Committee and Jigsaw Committee.

The school offers an additional external counselling service to students one day per week.

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The following are the Guidance procedures/provisions as delivered by the

Guidance Counsellor and by other school staff:

First Years- pre entry procedures

1. Open night for prospective students and their parents is attended by all staff

2. Assessment of students enrolled in the school to gauge their levels of ability

3. Analysis of assessment results

4. Visit by HSCL Co-ordinator to the primary schools to profile these students

5. Identification of special educational needs students

6. Applications prepared for additional support for these students

7. Feedback to teachers on individual student profiles

8. Information night for parents and distribution of information packs

9. Selection and training of student mentors and pairing them with new entrants

10. Selection of students for the Junior Certificate Schools Programme

11. Preparation of induction programme

12. Assign students to class groups

First Years- post entry procedures

1. Induction programme is coordinated by the guidance counsellor, HSCL Co-ordinator

and SCP Coordinator.

2. Class tutors give an introductory talk to the students in relation to their role and the

supports available in the school

3. Teachers meet the students and give a brief overview of their subject and outline their

expectations

4. Students are introduced to their mentors

5. Guidance counsellor gives a talk on subject choice

6. Individual support with subject choice or personal guidance as required

7. Guidance counsellor available to advise parents with regard to subject choice

8. Individual consultation of all first year students by the Guidance Counsellor or Tutors.

9. Progress report in each subject sent home before the end of the October mid-term

break.

10. On-going personal and educational counselling throughout the year as indicated.

11. Appointments with parents as required

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12. Topics on personal and social matters are covered by the SPHE programme

throughout the year.

13. Advice and support available through the school tutor system.

Second Year Procedures

1. SPHE programme with input from guidance counsellor on certain aspects such as:

study skills, subject levels etc.

2. Personal and educational counselling by request or referral

3. Guidance counsellor involved with the Care Team

4. Teachers and class tutors deal with on-going aspects of the guidance programme

5. Consultations with parents

6. Involvement with the learning support department and JCSP

Third Year Procedures

1. Liaising with class tutors and SPHE department

2. Personal and educational counselling by request or referral

3. Individual discussions with students wishing to change subject levels

4. Class presentations on examination techniques, study skills, subject levels for the

junior certificate, subject options for junior and senior cycle and the LCVP options.

5. Individual/small group interviews with students on career guidance as required.

6. Consultations with parents

7. Involvement with Learning Support Department.

8. Involved with the school SENCO in securing reasonable accommodation for SEN

students in the Junior Certificate

9. Guidance counsellor is in attendance at parent-teacher meetings where possible.

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Fifth Year Procedures

All students are timetabled for one career guidance period per week with the guidance

counsellor (GC) and are timetabled for one pastoral care class.

1. Review of subject options (GC)

2. Internet research and career investigations – Qualifax, CareersPortal, REACH +

Programme etc. (GC)

3. Sessions on study skills, time management, note taking, motivation, healthy lifestyle

etc. - (GC) SPHE Teachers, Subject Teachers

4. The world of work- Curriculum vitae preparation, interview skills, mock interviews

and feedback by the LCVP Teachers

5. Health and safety in the work place- LCVP Teachers

6. Work experience placement and feedback-LCVP Teachers & LCVP Coordinator

7. Some aspects of personal and social guidance dealt with during Pastoral Care classes

8. Focus on third level colleges and colleges of Further Education (GC)

9. One –to –one counselling by referral or request (GC & External Counsellor)

10. On-going involvement by the Guidance Counsellor with the Learning Support

department and Care committee

11. Consultation with parents where requested.

Sixth Year Procedures

All students are timetabled for one career guidance period per week with the guidance

counsellor and are timetabled for one pastoral care class.

1. On-going career investigations (GC & LCVP Teachers)

2. Attendance of 6th year students at the Higher Options conference and at one third

level college open day. (GC)

3. Information on third level courses (GC)

4. Visiting speakers from various higher and further education colleges give career talks

to 6th year students. (GC)

5. The CAO process is explained to the students. (GC)

6. Information session for parents on CAO, going to college, SUSI grants, DARE &

HEAR access schemes etc. (GC)

7. Individual assistance in relation to CAO application (GC)

8. Third level access system is explained to the students- HEAR & DARE (GC)

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9. Information on Post Leaving Certificate college courses and apprenticeships given

(GC)

10. Counselling available by referral or request (GC & External Counsellor)

11. Aspects of the guidance programme continue to be delivered by Pastoral Care and

LCVP teachers

12. Talk on budgeting and living away from home (GC)

13. Support available to students through the Tutor system

14. Third level grant system explained to the students- SUSI (GC)

15. Individual advice available during the finalisation of examination subject levels (GC)

16. Consultation following Leaving Certificate results on the appeals system (GC)

17. Contact made with students after the 1st round CAO offers (GC)

18. Advice offered to students wishing to repeat the Leaving Certificate (GC)

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Coláiste Clavin

Guidance Policy Statement

Guidance in this school refers to a broad spectrum of proactive and responsive measures to

assist and support students on an academic and personal basis so that they are well equipped

to take charge of their lives and contribute positively to society. It includes the three distinct

but interlinked areas:

a. Personal and social development

b. Educational guidance

c. Career development

Shared responsibility

The provision of guidance is perceived as a whole school responsibility which is spearheaded

by the guidance department and supported by management and staff. It consists of a

professional service which is the remit of the guidance department with whole school support

and a curricular dimension which involves the whole school staff

School management oversees the planning and delivery of the school guidance programme

and provides the resources, as required.

The Guidance Counsellor, Pastoral Care teachers, SPHE teachers, Programme co-ordinators

and subject teachers contribute in the delivery of certain aspects of the curricular dimension.

A long-term service

The guidance programme begins for students before they enter the school and continues for a

brief period after they leave the school. There is a comprehensive induction programme for

all new first year students which includes a student- mentoring service to support them in the

transition from primary to second-level schooling. Students are supported in settling into the

school and in selecting their subjects. There is on-going student assessment throughout the

junior cycle as well as assistance with subject levels.

In third year there is a special focus on study skills and examination techniques which is

delivered by the various subject department personnel. In April/May of each year, the

Guidance Counsellor gives students information and advice on subject choice for the Leaving

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Certificate. Towards the end of junior cycle students are prepared for the transition to senior

cycle.

Throughout senior cycle there is a structured guidance programme in place to enhance

student skills, in preparation for their Leaving Certificate Examination and entry to third level

education or the world of work. Following the CAO offers students, are contacted by the

guidance counsellor to ascertain if they have successfully secured college courses, PLC

courses, apprenticeships or employment. The counsellor is available to support and advise

those who have been unsuccessful.

Supporting school values

The school guidance programme supports the core values of the school in providing a holistic

education for students. Students are assisted at every transition, supported in times of need

and equipped with coping skills and life skills in preparation for adulthood and successful

integration in society.

Support structures

The guidance service in the school is complimented by the following support structures:

a. A well- developed pastoral system including SPHE and class tutors

b. A dedicated Care Committee and Jigsaw Health Team

c. An extensive resource/learning support system

d. A wide range of external professional agencies, voluntary organisations and

businesses

e. Business in the Community Programme and our partners Lagan Cement

f. JCSP/LCVP Co-ordinators and teachers

g. Home School Community Liaison and School Completion Programmes

h. Student Council

i. Subject teachers

j. An extensive extra-curricular programme

k. Board of Management and ETB

l. Parents Association

m. The local community

n. Feeder primary schools

o. Tusla/Educational Welfare Service

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Whole School Guidance Support Structures/Programmes

S.P.H.E. & Pastoral Care Programmes: Junior Certificate students have access to at least

one timetabled S.P.H.E. class per week. When students move into the senior cycle, they have

access to a timetabled period of Pastoral Care in the week. Topics covered in these classes

include: self-exploration and awareness skills, communication skills, conflict resolution

skills, Health Education and Relationships & Sexuality Education (RSE). Above all,

friendships within the class groups will be fostered and developed.

Anti-Bullying Programme

There is an anti-bullying awareness week before the end of the first term. All Teachers play

an active role in delivering and organising events to create awareness around bullying during

this week. The Care Committee play an integral part in the organising and running of anti-

bullying week. Throughout the year, SPHE/Pastoral Care Teachers and Tutors actively

remind students about the anti-bullying policy.

Positive Mental Awareness Week

A positive mental health awareness week is held in the school, usually in term 1. Positive

mental health is actively encouraged in the school all year round. The school is involved in

the HSE Health Promoting School initiative, which places a major emphasis on mental health

and general wellbeing. The School has a Jigsaw Health Team, comprising of Teachers,

Parents and Students. They meet at least once a term and are actively involved in action

planning around the area of positive mental health.

The Tutor System

Each class group is assigned a tutor who remains with the class right throughout their time in

the school. This teacher gets to know the students in the tutor group very well and

consequently can quickly spot if a student is having difficulty.

The tutor monitors the attendance, punctuality, academic progress and behaviour of the

students in the group.

The tutor attends to the welfare of students and is usually the person in whom a student will

confide. If a teacher is having difficulty with a student the tutor becomes the first line of

support.

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Tutors meet their tutor groups twice weekly for 10 minutes. During this time journals are

checked, announcements are made and general discussions are held.

L.C.V.P. Programme: Senior Cycle Students have the option of undertaking the L.C.V.P.

programme within the School. The programme gives the students the opportunity to enhance

their communication skills in preparation for the world of work. They also have the

opportunity to develop a C.V., prepare for a job interview and undertake work experience

during the course of fifth year. Students will also undertake a Career Investigation in a career

area that they are interested in.

Business in the Community (BITC)

Lagan Cement, the school business partner in the community, plays a huge role in the

delivery of the guidance programme in the school.

Staff from the firm come to school to deliver a talk on; “A day in the life..”

HR staff work with 5th year students on drafting their curriculum vitae

Students are bought on a site visit

A mock interview, with feedback is also provided for targeted students by staff of

Lagan Cement.

Special Educational Needs (SEN) System

The SEN department and Care Committee liaise in identifying and supporting students with

physical, medical, educational, emotional, psychological or behavioural needs.

The SEN Department is involved in assessing the SEN needs of students and in

accessing appropriate resources for them.

The guidance counsellor, Care Committee and the SENCO collaborate in identifying

students who may be in need of reasonable accommodating in state examinations. It is

the SENCO’s responsibility to process such RACE applications

Induction Programme:

Incoming First Year Students will partake in a number of activities during the transition

period into this school. These activities will be overseen and supported by the Guidance

Department, Class Tutors, the Induction Coordinator and Subject Teachers. The students

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tutor will play a key role in supporting students throughout their transition but also in their

time in the school right through until sixth year.

Mentoring Programme

All first year students are paired up with a mentor. The purpose of this programme is to assist

students in making a smooth transition from primary school. It also helps in the personal and

social development of all the students involved in the programme, both Mentors and

Mentees. This programme is coordinated by the School Completion Programme Coordinator.

School Completion Programme (SCP): This programme aims to have a positive impact on

the retention of young people at risk of early school leaving, by providing a wide range of

initiatives and incentives to support them while in school. Coláiste Clavin is allocated the

service of a SCP coordinator for 2.5 days per week. Some of the supports provided in the

school through this programme are as follows:

1. The SCP Coordinator is an additional person for students to talk to when they are

experiencing difficulties.

2. Additional counselling service for the most vulnerable students is allocated from the

DEIS funding.

3. Mentoring training for 5th year students

4. Breakfast Club

5. Attendance tracking and monitoring

6. Outcome focused interventions to enable students to explore relevant issues such as

problem solving, communication skills, decision making, anger management,

impulsivity, healthy living and education, so they can make positive life choices and

display meaningful engagement in school life. Programmes included, Friends for Life,

Be Healthy Be Happy, A Life of Choices, REAL U, Putting the Pieces Together,

CHART, Citizenship.

7. Summer Programmes and other holiday programmes.

The SCP Coordinator is a member of the school’s care committee and works closely with the

Guidance Counsellor, HSCL Coordinator, the SENCO and the SPHE Coordinator to support,

help and advise our students.

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Home School Community Liaison (HSCL)

The HSCL co-ordinator supports the parents/guardians of students at risk of leaving school

without a qualification. The HSCL Coordinator acts as a buffer between the school and the

home and represents the pastoral side of the school in the community. The Home Visit plays

an integral part in forging strong links between the home and the school. He/she organises

talks, seminars and school based courses for the parents. The third level education system is

explained in detail to parents and they are taken on a tour of a third level campus. The HSCL

co-ordinator liaises with members of the local community to identify obstacles that hinder

student learning and strives to develop strategies and programmes to counteract these

negative forces. Active involvement by the community in the school is both pursued and

encouraged.

Junior Certificate Schools Programme (JCSP)

This is an intervention at Junior Cycle to support students who may be in danger of dropping

out of school. It attempts to help young people to experience success and to develop a

positive self-image by providing a curriculum and assessment framework suitable to their

needs. The programme is helping students develop a positive image of school by:

1. Acknowledging incremental progress and success throughout the year

2. Contacting parents with positive news and progress

3. Involving parents in the students’ education and in celebrating their success

4. Enhancing numeracy and literacy skills

5. Organising reading, spelling and numeracy challenges

6. Encouraging teachers to adopt active teaching strategies and to make cross-curricular

links with other subjects.

7. Organising adventures and trips for students.

Third Level Access Schemes

Dublin Institute of Technology is the third level institution linked with the school

under these schemes. Where possible, a member of staff from the access office of

DIT visits the school once annually to deliver an information talk to 6th year students

and their Parents outlining the application procedures for the HEAR and DARE

third level access schemes.

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1. Higher Education Access Route (HEAR) This is a college admissions route for

school leavers from socio-economically disadvantaged backgrounds which can

potentially offer CAO places on a reduced points scale. The HEAR scheme can also

offer students who are offered a HEAR college place financial assistance and college

supports.

2. Disability Access Route to Education (DARE) is a college admissions scheme

which may offer college places on a reduced points basis to school-leavers who have

a diagnosed medical, physical or educational disability. In any event, students who are

successful in gaining a DARE place in a third level institution will receive college

supports specific to their particular disability.

National Educational Psychological Service (NEPS)

The school NEPs Psychologist is a vital support to the school guidance programme in the

following areas:

Advising the guidance counsellor, the SENCO and care committee on certain aspects

of the guidance programme

Undertaking individual casework with students

Assesses students in order to identify their needs and also to verify suitability of

students in relation applications that have been made for RACE

Provides talks and in-service for staff on guidance related issues

Contributes to the development of some school policies

Tusla

The school makes quarterly returns to Tusla on student attendance. The Education Welfare

Officer (EWO) will usually become directly involved in a situation where there is extremely

poor attendance. The EWO works very closely with the SCP Coordinator and HSCL

Coordinator in developing strategies and incentives to encourage some students to attend

school regularly.

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Roles & Responsibilities:

Management

1. Ensures that a guidance programme is established in the school

2. Oversees the development of The School Guidance Plan

3. Liaises with the guidance department on a regular basis

4. Provides advice and support

5. Ensures resources are provided for the guidance programme

Class Tutor

This is a key person in the school guidance/pastoral systems

1. Monitors attendance and punctuality

2. Monitors academic progress and behaviour

3. Gets to know students on a personal level so is well placed to notice when a student is

experiencing difficulty

4. Is usually the first line of support for a student in need

5. Offers a sympathetic ear

6. Ensures students are familiar with school policies and procedures

7. Advises students on behavioural issue

8. Is a support for the class teacher

9. Consults with the SPHE/Pastoral Care Co-ordinator when concerned about a student

(see referral procedures to the Care Committee/Guidance Counsellor)

Guidance Counsellor:

1. Counselling – helping students make decisions, solve problems, resolve issues,

change behaviour

2. Supports parents, teachers, school management in the personal, social, educational

and career development of students

3. Information- assisting students acquire, interpret and use information which is

relevant to their personal, social, educational and career development

4. Classroom Guidance Activities – providing classroom based learning experiences

that are relevant to the objectives of the school guidance programme (see Guidance

Department Year Plans)

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5. Assessment- using psychometric tests to obtain a better understanding of student

specific strengths, abilities and career aspirations.

6. Consultation – meets with students in a proactive or responsive capacity. Consults

with management and staff in relation to the guidance programme

7. Referrals – refers students to outside professional agencies as required.

8. Vocational preparation – Assists students in identifying and selecting suitable

careers and preparing them for the transition into the world of work

9. Guidance Programme planning – Leads the school guidance programme in the

school and the preparation of the school guidance plan

10. Evaluates the School’s Guidance Needs and Services

SCP Coordinator

1. Identify students at risk of early school leaving and offers them supports and initiative

programmes to encourage them to stay in school

2. Identify students with poor attendance and support these students in improving on

their attendance

3. Identify students who would benefit from specific programmes which would improve

the attendance, retention and performance of targeted students e.g breakfast club,

homework club, Warrior Programme, .b Programme,

4. Liaise with school management and the care committee in relation to students at risk

of dropping out of school or having poor attendance.

HSCL Coordinator:

1. Welcome Parents and Visitors to the school.

2. Establish and maintain empathetic relationships to Parents

3. Offer support and advice to Parents

4. Provide Parents with information on specific needs as requested

5. Work with and support Parents of children at risk of early school leaving, poor

attendance or decreased academic performance.

6. Provide home visits to Parents as necessitated.

7. Organise specific courses, talks and trips for Parents

8. Liaise and link with outside agencies

9. Liaise with the SCP Coordinator

10. Liaise with the Care Committee

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11. Liaise with Senior Management

SPHE /Pastoral Care Teachers

1. Promotes self-esteem and a positive self- image in students

2. Facilitates discussion on social, personal and health matters

3. Organises specialist talks on student related issues

SPHE Coordinator/Pastoral Care Coordinator

1. Support the SPHE and Pastoral Care Teachers in delivering the SPHE/Pastoral Care

Programme

2. Act as a link person for tutors in accepting referrals to the care committee

3. Chair the care committee meetings and document minutes of such meetings

Special Educational Needs Coordinator (SENCO)/Resource/Learning Support Teachers

1. The Resource Teacher assists students who have a diagnosed special educational need

in keeping up with their learning.

2. The Resource Teacher in consultation with the SENCO helps in the drafting of

Individual Education Plans (IEP) for students

3. The Resource Teacher assesses student progress in relation to the achievement of

targets set out in their IEP.

4. The SENCO identifies supports and resources to help students with their learning

5. The SENCO provides feedback and advice to students and parents in relation to

Reasonable Accommodation needs and makes applications for RACE in the state

examinations.

Subject Teachers:

1. They play a role in providing students with advice and information related to their

subject disciplines.

2. Individual teachers may be sought out by students on an informal basis for advice

and information.

3. Advise students in relation to subject levels in their own subject areas and subject

choice in 3rd year and 5th year.

4. Consults with the class tutor in cases where there is a suspicion of a student

experiencing difficulty academically or personally.

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LCVP Co-ordinator and Link Modules Teachers

1. Plans and administers the LCVP programme

2. Helps students make the connection between school life and the world of work and

supervises work experience placements

3. Oversees the drafting of curriculum vitae, advises on workplace exploitation and

organises mock interviews with feedback for students

4. Supervises the drafting of the student LCVP state examination portfolio

The Pastoral Care Team/Care Committee

1. Monitors how students are coping in the school environment

2. Identifies students at risk

3. Organises strategies and supports to meet student needs

4. Liaises with external agencies to assist in meeting these needs

5. Liaises with subject teachers/tutors as per referral procedures.

The Student Council

1. Identifies areas of student concern in the school and voice these at student council

meetings

2. Liaises with teacher representative to promote positive change in the general student

body

3. Act as good role models in the school.

Parents/Guardians:

1. Parents/Guardians can participate in the guidance process through consultation with

the Guidance Counsellor and other school staff.

2. Attend at relevant information meetings/Parent-Teacher Meetings

3. Supporting and advising students with personal, social, educational or career

orientated issues

4. Supporting the Guidance Programme in the school and contributing to the guidance

planning process.

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Students

1. Students will be encouraged to contribute to the Guidance process by participating in

the activities of the school’s guidance programme.

2. They will be encouraged to avail of the support services available in the school.

Local Community:

The local community plays a role in the following:

1. Various organisations in the community may be a source of information and support

for young people.

2. Accommodating students with work experience, shadowing etc.

3. Giving talks and advice to students on work related issues and other issues which

affect young people

Outside Agencies/Bodies:

Outside agencies have a role to play in the following and the relevant school personnel will

fully cooperate with outside agencies:

1. To consult with guidance personnel and care committee on referrals which have been

made to them

2. To assist and support students referred to them

3. To augment and enhance the guidance service on offer in the school

4. To advise the guidance personnel and care committee on procedures and approaches

relating to individual cases

5. To support and advice in relation to guidance planning at the school

6. To offer training and in-service where applicable.

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Guidance Procedures

Procedures for exemption from Irish

If a student has a certified exemption from Irish prior to enrolling in the school then

this exemption will be honoured.

In the case of a student/parent requesting an exemption from the study of Irish the

school will only consider this if there is such a recommendation in the student’s

psychological report.

Students coming directly from abroad and enrolling in the Irish education system for

the first time are automatically exempt from Irish

Students granted an exemption receive learning support during Irish classes subject to

resources being available

The SENCO completes the necessary paperwork for the exemption and the exemption

is recorded on the student’s file.

A copy of all exemptions is kept in the SEN folder.

The parent and student needs to be made aware of the possible career consequences of

receiving an exemption.

Procedures for opting out of/dropping a subject

1. An exemption from the study of a European language may be granted in the case of

special educational needs students if it is felt that the student would have great

difficulty studying and achieving well in the language. If resources are available, the

student may be offered resource teaching while the European language classes are

taking place.

2. In the case of a student struggling with the curriculum a consideration may be given

to slightly reducing the amount of subjects for this student. This recommendation has

to come from a psychologist.

3. In the case of both of the above there has to be a written request from a

parent/guardian. The parent and student needs to be made aware of the possible career

consequences of receiving an exemption.

23

Recording procedures

All referrals to the Guidance Counsellor come from the Care Committee or are self-

referral by the student or his/her parent.

Brief minutes of consultations/appointments are recorded by the guidance counsellor

These minutes and results of assessments are kept in a locked filing cabinet for seven

years after the student leaves the school. All records are shredded after this time has

elapsed.

The minutes are simply written and precise in detail.

Reporting procedures

Prior to consultations with the guidance counsellor students are notified of the

confidentiality rule.

If the counsellor feels that any information needs to be passed on then this is done

hopefully with the consent of the student.

In keeping with the Child Protection Guidelines staff are obliged to report any

suspicions to the Designated Liaison Person.

Confidentiality Procedures

All reasonable steps are taken to ensure consultation with students takes place in a safe,

secure and private environment. The guidance personnel will ensure that all reasonable

measures are adopted to preserve the confidentiality of information obtained from students in

the course of their work. Students will be advised of the exceptions:

Possible child protection issues

Where concealment could endanger the student or others

Where a legal obligation to divulge the information is in place

Electronic information will be password protected and written information is stored in a

locked cabinet in the guidance office. General information will be discussed only with

personnel entitled to be consulted. In sensitive situations the identity of the student may be

concealed.

24

Attendance at Open day Procedures

1. The guidance counsellor, in consultation with 6th year students, decides on what open

days are appropriate for whole class attendance.

2. The guidance counsellor consults with school management in relation to this schedule

3. The guidance counsellor makes all appropriate arrangements in relation to group

attendance.

4. Notification is placed on the school SharePoint site and on the Digital noticeboards

5. In advance of attending students will be required to do some research and preparation

so as to derive the full benefit from the trip

6. A parental consent form has to be presented to the guidance counsellor.

7. Students will be required to present in full uniform and remain in uniform for the

duration of the visit.

8. The protocol for school trips has to be observed

9. Feedback forms have to be completed and presented to the guidance counsellor

subsequent to attending the college/university.

10. Students may attend other open days individually

The procedures outlined above apply to all school organised trips outside of the school

campus.

25

Procedures for visiting speakers

The Guidance Counsellor/Teachers will invite guest speakers to address students at intervals

throughout the year.

1. Contact is made with the speaker and a date and time is arranged. Presentation

overview is discussed and expenses if applicable.

2. Students prepare for the presentation by doing research and preparing relevant

questions

3. The Teacher contacts the speaker near the agreed date to finalise matters, to discuss

requirements for the presentation and to give directions.

4. On the day of the visit the speaker is greeted at the school entrance and offered some

refreshments

5. The speaker is escorted to the room and is introduced to the students

6. The Teacher remains in the room for the duration of the presentation.

7. At the end of the talk students are given the opportunity to ask their questions

8. The speaker is thanked and is escorted from the room.

9. There is an offer for refreshments before the speaker leaves the school.

10. Subsequent to the presentation all students are required to complete an evaluation

report on the presentation.

11. Speakers are required to have Garda Vetting if giving a talk to students without a

Teacher being present in the room.

26

Procedures for Completing RACE Applications

The provision of reasonable accommodation in certified examinations aims to remove the

impact of a disability so that a candidate can demonstrate his/her full level of attainment

The range of reasonable accommodation includes:

1. A spelling and grammar waiver in non- language subjects#

2. The assistance of a scribe

3. The allocation of a separate centre

4. Modification of question papers

5. Braille translations of question papers

6. Question papers in enlarged print

7. Use of a tape recorder or computer

8. The assistance of a scribe

9. The allocation of 10 additional minutes per scheduled hour of the examination

10. Candidates may sit close to the CD player in aural examinations

11. Candidates may be accommodated in a separate centre for the aural component

12. A candidate can be granted breaks or rest periods and the time can be made up at the

end to a maximum of 20 minutes

13. Candidates may be allowed to bring food, drinks or medication into the examination

centre

14. A special desk or chair can be provided

15. A candidate may be allowed to move place in the centre.

The Special Educational Needs Co-ordinator completes the application forms in consultation

with the Principal, the student and his/her parents. All necessary documentation is forwarded

to the State Examination Commission. The process may involve an assessment by a

Psychologist especially in the case of senior applicants.

As soon as a decision is received by the school the student and the parent are notified.

If the application has been unsuccessful then the parent through the school may lodge an

appeal.

The SENCO looks after the selection of superintendents, readers and scribes from within the

school staff, if possible.

27

Whole School Guidance/Guidance Department Action Planning:

Areas for Development (see Guidance Department folder)

1. A review of the guidance provision in the school

2. Guidance for Parents

3. Transition Policies

4. A more structured access to guidance at Junior Cycle

5. Review of the class tutor system

6. Special needs and guidance

Monitoring:

The implementation of the policy will be monitored by school management and the Guidance

Department.

Review and Evaluation:

The policy will be evaluated each year by school management, the guidance department and

the care committee. A major review will take place 5 years after the plan is first implemented.

Feedback from students, staff and parents will form the basis of this review.

Teachers consulted:

Students consulted:

Parents consulted:

Ratified by BOM:

Ratified by LMETB:

Date of Implementation:

28

Appendices:

A: Procedures/Policy for Subject Choice Selection at Junior Cycle and Senior Cycle

B: Procedures/Policy for Subject Level Selection/Change of Subject Levels at Junior Cycle

and Senior Cycle

C: Career Implications of Subject Choice & Subject Level selection

D: Procedures for referral to the Guidance Counsellor(s)/ referral procedure by the

Guidance Counsellor

E: External Counsellor- Procedures & Good Practice Guidelines

F: Psychological Assessment Policy

G: Whole School Guidance Resources

29

Appendix A: Procedures for Subject Choice

Junior Certificate

Prospective/Incoming First Years

In the October before students enter first year, the Deputy Principal and the HSCL

Coordinator visit the sixth class pupils in the feeder primary schools. The sixth class pupils

are given information about the school including information on the subjects available for

study in the Junior and Leaving Certificate Examinations. This information is given both

orally and also in the School’s Prospectus which is handed to the pupils during the school

visit. Sixth class pupils and their Parents/Guardians are invited to the School’s Open Night

which is held generally in October each year.

On the Open Night, prospective Parents/Guardians and their son/daughter have the

opportunity to obtain information about subjects from current students and subject teachers.

Example of First Years Subjects

Core Options Non-examination

English History Religion

Mathematics Home Economics Computers/IT

Irish * Materials Technology Wood

French or Spanish * Technical Graphics

Science Business

C.S.P.E. Art

S.P.H.E. Geography

The option subjects are placed in two or three bands and students have to pick one subject

from each band.

The Guidance Counsellor is available to meet with students (and/or their Parents), who have

difficulty deciding on their subjects.

* Where a student has a psychological report and qualifies for resource teaching, it is school

policy for such students to operate on a reduced curriculum. This means that a student with

an exemption from Irish or a language will have resource help during this time.

30

Second Year

No subject choices have to be made in second year. Students continue to study the subjects

from first year.

Third Year

No subject choices relating to the Junior Certificate Examination have to be made in third

year. Students continue to study the subjects from first year.

Transfer Students into the Junior Cycle:

Students, who transfer into the school in any of the three years of the Junior Cycle, will

consult with the Principal/Deputy Principal on which subjects they will study. It is possible

that they may have undertaken subjects in another school that are not available for study in

this school. Alternately, there may be subjects available for study in this school that were not

available for study in their previous school. In either instance, transfer students need to be

aware of the career implications of subject choice and subject level selection.

Leaving Certificate

Fifth Year

In the March/April of the third year, students are given information on the subjects available

for study in the Leaving Certificate. The Principal and the Guidance Counsellor meet with

third year students. The Principal informs the students of the possible subjects which will be

available for study. Information is given to students detailing an overview of the subjects on

offer. The Guidance Counsellor gives both verbal and written information relating to the

career implication of choosing the various subjects. The students are encouraged to discuss

this information with their parents/guardians. In addition, students are encouraged to find out

information about all the subjects which are available for study from current students in the

senior cycle and from the relevant subject teachers.

Subject Teachers from each Department give a power point presentation on their subject area.

31

It would be recommended that a student studying any subject at Senior Cycle would have

studied it already for the Junior Cycle. Generally students continue to study a subject at the

level that they studied it in junior cycle..

The Guidance Counsellor is available to meet individually with third year students and/or

their parent/guardian to discuss and advise them on subject choice. Inevitably the final

decision about subject choice rests with the student.

Students will be given a minimum of two weeks to consider the subject options. At the end of

this period, students will be asked to indicate which subjects they wish to study.

Note:

All students will study the following subjects:

Core Subjects:

Irish (unless an exemption applies)

English

Mathematics

European Language (unless they have not undertaken it in junior cycle)

Additional/Non-examination Subjects:

Guidance

Pastoral Care

Religious Education

Information Technology

Subject Choice:

Students choose three subjects from the list of subjects provided.

The choice of subjects available to students each year is dependent on timetabling constraints

and teacher allocation and availability. The following subjects are generally available:

Biology,

Construction Studies

Business

Geography

32

History

Art

Home Economics (Social and Scientific)

Design & Communication Graphics (DCG)

Chemistry

This list is subject to change and additions may be made in future academic years.

Note:

Students qualifying for the Leaving Certificate Vocational Programme (L.C.V.P) also study

the link modules; Enterprise Education and the World of Work. Students qualify for the

LCVP Programme depending on the subject combinations that they take for the Senior Cycle

(see LCVP Policy).

Depending on the subjects identified by the students for study, the Principal in consultation

with the Guidance Counsellor and the students identifies, possible subject blocks. These are

then given to the students for consideration.

It is possible that two of the subjects that a particular student had previously chosen are now

blocked together. In such instances, the student must now choose between these subjects and

choose another subject for study from another block. They are encouraged to keep their

future college/career aspirations in mind in doing this.

Every effort is made by the School’s Management to accommodate students when making

their subject choices. However it is inevitable that all students may not get to study their

preferred subject choices owing to timetable constraints and Department of Education and

Skills limitations.

Students are encouraged to discuss any career implications or concerns with the Guidance

Counsellor when considering subjects for the Leaving Certificate.

Sixth Year

Students continue to study the subject chosen in fifth year.

33

Transfer Students into the Senior Cycle:

Such students will consult with the Principal, Deputy Principal and/or Guidance Counsellor

where necessary in order to consider the subjects that they will study. It is possible that they

may have undertaken subjects in another school that are not available for study in this school.

Alternately, there may be subjects available for study in this school that were not available

for study in their previous school. In either instance, transfer students need to be aware of the

career implications of subject choice and subject level selection.

34

Appendix B: Choosing Subject Levels

First Year:

In First Year, all students study subjects in a mixed ability setting. The expectation is that

students will be taking subjects at higher level for the most part until capability in each

subject is assessed.

Second Year

Most subjects are taught in a mixed ability setting although some core subjects are timetabled

simultaneously to allow for banding to take place. It is the policy of the school to keep a

student at higher level, for as long as possible, if there is a general consensus that s/he has the

potential to take higher level in the Junior Certificate.

Third Year

In third year, students undertake higher, ordinary or foundation level (Irish and Maths) in

subjects according to their ability. The Guidance Counsellor is available if requested, to meet

students in third year to discuss their subject levels and future career plans before information

is submitted to the Department of Education and Science on subject levels.

Fifth & Sixth Year

While considering the results of the Junior Certificate Examination, students opting for

subjects in the Leaving Certificate would choose levels that are appropriate to their academic

success and their proposed academic progression/career choice. This step would be in

consultation with the subject teacher. The Guidance Counsellor will be available to discuss

subject levels relevant to career choice if the need arises.

35

Procedures for changing subject levels

Junior Cycle

Subject levels are initially established by the class teacher in consultation with students

based on assessment results and general performance in the subject. It is school policy to

encourage students to aim for higher level in as many subjects as possible. Once levels are

agreed then the following procedures apply in the case of a student wishing to change a

subject level:

1. The student discusses the situation with the subject teacher in the first instance. If

there is mutual agreement then the change can take place once parents are

informed.

2. If there isn’t agreement between the teacher and student, then the parents need to

be notified in writing that the change of level is contrary to the advice of the teacher.

3. If the student still wishes to proceed with a change in level, then the parent/guardian

will be required to write formally to the principal outlining the reasons for this request.

4. The principal may ask the guidance counsellor to meet with the student to outline any

consequences of a change of subject level. The parent is also notified of these possible

consequences.

5. The change of level can take place once all of the above steps have been exhausted.

6. The student will be required to complete a change of subject level form which will be

kept in his/her file.

7. All class teachers complete a list of suggested levels for students in early March

8. The Examinations Secretary assists students in completing the subject level form for

the State Examinations Commission using the teacher list as a guideline.

9. Any request to deviate from the suggested level is discussed with the teacher and

steps 1-6 above are followed.

10. Once the return is made to the State Examinations Commission no further changes in

levels are made except in exceptional circumstances.

36

Senior Cycle

1. Subject levels are decided in senior cycle by students in consultation with their

teachers. The decision is based on the Junior Certificate results, CAO

requirements, the student’s ability and third level requirements.

2. If the change involves moving to another teaching group then the teacher of that

group is consulted about the decision

3. If a student chooses a level contrary to that advised by the subject teacher, then

steps 1-6 of the procedures already described here for Junior Cycle are followed.

4. The Examinations Secretary assists students in completing the subject level form

for the State Examinations Commission.

5. Leaving Cert students may change levels right up to and including the day of the

written Leaving Certificate Examination provided they aren’t constrained by a

previously completed oral or practical component of the subject.

Procedures for taking Foundation Level

Students opting to study Foundation Level in Mathematics and Irish at Junior or Leaving

Certificate Level are required to discuss this with their Parent/Guardian, Subject Teacher and

possibly the Guidance Counsellor before reaching a final decision. The student and his/her

parent/guardian are made aware of the potential career implications that this might have.

37

Appendix C: Career Implications related to Subject Choice &

Subject Level Choice in the Junior/Leaving Certificate

Examination:

Examples:

A minimum of a higher level H5 in Leaving Certificate Irish is required for entry to Primary

School Teacher Training.

Six subjects in the Leaving Certificate are required for matriculation purposes in the National

University of Ireland Colleges. This must include Irish or English and a second language. If

a student chooses not to take a modern language, it may exclude course choices at NUI

colleges. For matriculation in 2017 candidates must obtain a pass in at least six subjects with

at least Grade H5 in two subjects on the Higher Course and at least Grade H7 or 06 in four

subjects.

Irish or a European Language is required for entry to Garda Training.

Foundation level Irish in the Leaving Certificate level does not meet the matriculation

requirements for the Universities of Ireland. Some Institutes of Technology do not accept

Foundation level Irish for entry to certain courses.

Leaving Certificate Higher Level Mathematics is required for entry to Honours (Level 8)

Degree Programmes in Engineering.

Foundation Level Mathematics is not accepted for entry to a majority of courses in the

Institutes of Technology. It will not be accepted for matriculation purposes at University

Level.

A minimum of five passes in Ordinary Level in the Leaving Certificate is required for entry

to the Institutes of Technology.

A Science subject (minimum higher level H5) is required for entry to Medicine, Pharmacy,

other medical related courses, Nursing and some Engineering Degree Programmes.

38

A Science subject is required for entry to Degree Level in Agricultural Science.

A minimum of a H5 in Higher Level Leaving Certificate Chemistry is required for entry to

Pharmacy and Veterinary.

Some third level medical or science related courses may require the study of two Science

subjects at Leaving Certificate level.

Higher level in a European Language is required for entry to Arts Degree Programmes which

involve the undertaking of a language as part of the Degree Programme.

Higher level English is required for entry to certain courses e.g. Journalism, Arts (where

English or English Literature Studies is taken)….

Accounting at Leaving Certificate is not an entry requirement to qualify as an Accountant. A

Business related subject is accepted.

Note:

This is not a complete list. It is expected that a student in consultation with their

Parent/Guardian would refer to relevant College literature and the expertise of the Guidance

personnel in the school when making a decision related to subject choice and levels.

This list is subject to change as Third Level College entry requirements and matriculation

requirements may change from time to time.

39

Appendix D: Referral procedures to the Guidance Counsellor

Students may approach the guidance counsellor for an appointment at any time

outside of scheduled classes.

Subject Teachers: If a teacher has a concern about the wellbeing of a particular

student, then this concern is shared with the class tutor in the first instance.

The class tutor may speak with the student and/or his/her Parents about the issue. If a

decision is made by the tutor to refer the student to the guidance counsellor, then the

tutor speaks to the Pastoral Care/SPHE Coordinator

The following procedures apply:

-Tutors of 1st, 2nd & 3rd years speak with the SPHE Coordinator

(Sinead Purcell).

-Tutors of 5th & 6th Year speak with the Pastoral Care Coordinator

(Orla Calvey)

Tutors who are unsure whether or not a student needs to be referred to the

Guidance Counsellor/Counsellor are best to seek advice from the SPHE

or Pastoral Care Coordinators.

The SPHE/Pastoral Care Coordinators will then advise the Tutor to fill in the

Counsellor Referral form which is kept in the office.

The Guidance Counsellor will check this folder weekly for referrals

Senior Management: bring referrals to the attention of the Guidance Counsellor

either directly, by filling in the Counsellor Referral Form or at the next Care

Committee meeting

Parents may also ask for a consultation with the guidance counsellor. In such cases

appointments are arranged at a mutually agreed time. The Parent contacts the

Guidance Counsellor by telephoning the office.

40

Tutors must request the permission of the student before making a referral to the

Guidance Counsellor.

The Guidance Counsellor approaches the student who has been referred and gives

him/her an appointment slip

At the arranged time the pupil shows the appointment slip to the class teacher

Referral by Guidance Counsellor

The guidance counsellor will be obliged to make referrals to outside professional agencies for

specialist support from time to time. All such referrals are discussed with the school

management in advance.

Referral procedures to the External Counsellor

Referrals to the External Counsellor are made from the Care Committee only. Students who

are to see the Counsellor are discussed at the Care Committee meetings. Guidance Counsellor

liaises between the Care Committee and with the Counsellor in relation to available slots and

student appointments.

41

Appendix E: External Counsellor- Procedures & Good Practice Guidelines

-The External Counsellor will only take referrals from the members of the Care Committee.

-The External Counsellor will liaise with the Guidance Counsellor in relation to the allocation

of appointments.

-The External Counsellor will keep a record of the students that he/she meets and the number

of sessions that he/she sees them for (see Appendix 1)

-The External Counsellor will inform the HSCL Coordinator when a student has finished the

counselling process.

-The External Counsellor will inform and discuss any issues in relation to Child Protection

with the DLP (Monica Clarke) immediately. The DLP will then decide on a course of action

to take.

-The External Counsellor will give students their appointments for subsequent appointments

where possible (see Appendix 3). Otherwise the External Counsellor will indicate to the

Guidance Counsellor which students need to be given an appointment slip for the following

week(s) (see Appendix 2)

-If the External Counsellor feels it is necessary to contact the Parent(s) of a student that

he/she is seeing, he/she will inform the Principal/Deputy Principal of this.

-The Principal/Deputy Principal need to be informed of any referrals to be made by the

External Counsellor to outside agencies

- The External Counsellor will advise students attending him/her of the limits of

confidentiality in the context of child protection (e.g. bullying, self-harm, abuse, neglect etc.)

in the initial session.

-Every week, after all counselling sessions are over, the External Counsellor will leave any

reference notes relating to cases in the folder labelled “EXTERNAL COUNSELLING

FOLDER” which will be kept in the main office. He/she will inform the Guidance

Counsellor, Deputy Principal or Principal of any urgent or important matter that is referred to

in these notes before he/she leaves the school.

-If incidents of bullying are reported to the External Counsellor, he/she will fill in the

bullying incident report form, which he/she will be given a copy of by the Guidance

Counsellor. He/she will return completed forms to the Deputy Principal before leaving the

school on the day that an incident is reported to him/her.

-The Guidance Counsellor will give the External Counsellor the class register lists so that

he/she can keep a record of all appointments and numbers of sessions with each student.

-The External Counsellor will be available to meet with a student for up to 4 sessions. If

deemed necessary, he/she will be available to meet with a student for a maximum of 6

sessions. The External Counsellor will outline this to the student in the first counselling

session.

42

-Biweekly, the Guidance Counsellor and the External Counsellor will briefly meet to discuss

a waiting list of students to be seen for counselling in the forthcoming weeks

(see Appendix 4).

Updated Dec. ‘15

43

Appendix F: Psychological Assessment policy/procedures

Pre-entry-All Students:

Parents/Guardians indicate on the School’s Enrolment Form whether or not their

son/daughter has had a Psychological Assessment. In cases where students have been

assessed, the Special Needs Coordinator contacts the student’s Parent/Guardian in February

and requests a copy of the psychological report. This report is held in a confidential folder in

the Office and is only accessible by the Special Needs Coordinator, the Principal, the Deputy

Principal, HSCL Coordinator and the Guidance Counsellor.

The copy of the psychological assessment is required in order for the student to apply for

resource hours in the school.

Pre-entry-Incoming First Year Students

All prospective first year students sit an entrance test in February. At present, the CAT4

digital psychometric test is used. The tests are administered by the Special Needs

Coordinator. The results from these tests are held in a confidential folder in the office.

Subject Teachers are given relevant information relating to first year students in September

by the Special Needs Coordinator. The CAT4 tests would identify targeted students/students

with specific learning difficulties. Such students would then undergo literacy and numeracy

testing as specified in the School’s DEIS plan from year to year. At the end of 1st year, the

targeted students are re-assessed and results compared in accordance with the School’s DEIS

plan.

Second & Third Year

All targeted students are tested at the end of 2nd and 3rd year or as specified in the School’s

DEIS plan from year to year. The results are analysed and compared with previous scores.

Fifth Year

Generally, in the second term of fifth year, all students undertake the DATs (Differential

Aptitude Tests). These tests are administered by the Guidance Counsellor and sent away for

scoring. The results are given to the students on an individual basis by the Guidance

Counsellor. Feedback from the Guidance Counsellor relates the results to the student’s

preferred career choice.

44

Before undertaking the DATs, students answer sample tests. The students are also given both

verbal and written information on what each of the tests involve and how they might relate to

career choices.

Students are not given a copy of the actual percentile scores from the DATs but rather they

are given results in the form of ranges. Students are told that they have scored in the High,

High Average, Average or Below Average Ranges.

These ranges are equated as follows:

Percentile Range

100-75 High

74-50 High Average

49-25 Average

24-0 Below Average

It is felt that it may not be always appropriate to reveal results which are below average to a

student. The Guidance Counsellor will decide whether or not a student should obtain this

information. It may be possible that such information would distress the student. Rather the

Guidance counsellor will concentrate on the aptitudes where they scored in the average or

higher ranges and relate these to their career options.

The students are given a copy of the results and career information relating to these results.

They are encouraged to show these and discuss them with their Parents/Guardians. If any

further information is required by the student or their Parent/Guardian, the Guidance

Counsellor is available to meet with them.

The results of the DATs, and other information relating to individual students are kept in a

locked filing cabinet in the Guidance Office. Only the Guidance Counsellor has access to this

information.

Each year, the Special Needs Coordinator requests information from the Guidance Counsellor

relating to discrepancies between the results of the Verbal Reading and the Spelling parts of

the DATs Test. Such information is then used to apply for Reasonable Accommodation in the

Leaving Certificate Examinations.

45

The Guidance Counsellor will receive the verbal consent of the particular student before

handing this information to the Special Needs Coordinator and will also explain the need for

doing so. The Special Needs Coordinator will then approach the student and give them any

relevant documentation to be signed by a Parent/Guardian.

Sixth Year

Students do not undertake any further psychometric assessment at this stage. However,

various Career Interest Inventories e.g. SDS Test, are used with the students. The results of

these tests, with reference to the results of the DATs test which was taken in fifth year forms

the basis for Career Exploration.

All Years:

Each academic year, the NEPS appointed Psychologist to the School meets with the Care

Committee to discuss the psychological needs of the students. NEPs Psychological

assessments are utilised in order to identify students who may benefit from resource teaching

hours or the allocation of a SNA (Special Needs Assistant).

46

Appendix G: Whole School Guidance Resources

1. The school has the assistance of one guidance counsellor, a HSCL co-ordinator, a

SCP co-ordinator, Care Committee, a Pastoral Care system comprising of class tutors,

a professional staff, various outside professional agencies and voluntary associations

e.g NEPS, CAMHS, Tusla.

2. ICT resources including: a networked computer, printing and photocopying service,

wireless internet connection, student personal laptops, a networked computer room,

data projectors, visualisers, school website and digital signage

3. A Guidance office, filing cabinets, shelving, reference books, college documentation

4. School policies and action plans

5. External Counsellor

47

Additional Appendices/Guidance Forms

48

Appendix 1: Record of Counselling Sessions

Name of

Student

Dates of

counselling

sessions

Final date

counselling

is

completed

Record of

referral to

outside

agencies

Details of any

contact made

with

Parent/Guardian

by Counsellor

Referred

to DLP?

Yes/No?

Notes

49

Appendix 2: External Counsellor: Record of Weekly Counselling Sessions

Date: __________________

Name of Student Time slot for

counselling

(class period)

Appointment

slip given?

Yes/No?

How frequently will they have

appointments?

One off/every week/biweekly/etc

Commented [i1]:

50

Appendix 3 Appointment Slip

Appointment with the Counsellor

Name: ____________________

Date: __________________

Time: ________________________

Could the student above have permission to meet with the counsellor?

Signed: ____________________________________

51

Appendix 4

Students awaiting appointments with the External Counsellor

Name of student Year/Class Referral by Expected date to

be seen by

Notes

52

Appendix 5:

Form A: Form to be used in the case of a First Year Student or Transfer

Student opting not to take a core subject/exempt from the study of a core

subject e.g.Irish in the junior cycle

________________________________ (Name of Student) will not be undertaking the study

of the following core subjects for the Junior Cycle Profile of Achievement.

I have discussed this matter with my son/daughter and with the School’s Guidance

Counsellor and Principal. I am aware of the future college and career limitations of making

such decisions.

Signed: ____________________________ (Parent/Guardian)

Date: ___________________

53

Appendix 6:

Form B: Form to be used in the case of a Student opting to take Mathematics

or Irish at Foundation Level for the JCPA or Leaving Certificate

Examination.

I have decided to study the following subject at Foundation Level:

___________________________________________________________________________

I have discussed this matter with my Parent/Guardian, my Subject Teacher, the School’s

Guidance Counsellor and with the Principal. I am aware of the future college and career

limitations of making such decisions.

Signed: ___________________________ (Student)

Signed: ____________________________ (Parent/Guardian)

Date: ___________________