ABACAS Kilnamanagh Parents' Handbook
Preparation for starting in ABACAS
Starting a new school is a huge milestone in the life of every child or young person. As well as being very exciting, it can often be a time of anxiety and stress. The team in ABACAS will envisage to meet your child at least once before they start. This visit will help us ensure that we can properly meet the needs of your child and prepare for their start date. After this meeting the school will design a transition plan for each student. This plan is completely individual and will hopefully involve input from the student themselves, parents and previous educators.
Typically this plan will include:
Steps to transition into the school:
A typical school day
School Uniform
ABACAS Special School does not enforce a school uniform policy. However, if parents choose to avail of the school uniform, children are required to wear a blue shirt/polo shirt, a navy jumper and navy trousers/tracksuit pants.
Please ensure that all items of clothing are labelled including coats, hats etc.
Curriculum
The Primary School Curriculum
Educational goals are derived from the National School Curriculum and individualised to each student’s particular requirements. The Class Teacher will outline your child’s goals and subject areas in your child’s Individualised Education Plan.
Other Curriculum Materials
ABACAS draws from a wide variety of resources and curriculum materials. Over the years the school has acquired a strong library of materials to help us teach our students. We have resources aimed at teaching a wide variety of skills across curricular areas.
Individualised Educational Plan
Each student has an Individualised Educational Plan (IEP) designed to meet their needs as identified through formal assessment. This involves an in-depth investigation of each of our students’ current strengths and needs. Each students IEP is designed from consultation with a multi-disciplinary team, including input (when available) from the students, Class teacher, Occupational Therapist, Speech & Language Therapist, Behaviour Analyst & most importantly the parents.
Delivery of IEP
After goals have been selected they are taught using a system of prompts and data collection. Momentary data collection takes place throughout the day and across all learning scenarios. We collect data to ensure that learning is taking place for each of our students. This system helps us to know when a goal is met and move it forward without delay. It will also highlight when a student is not reaching a target and prompt us to make changes to the way we are teaching that goal. Each target is taught by breaking the long term goal down into shorter term objectives. As each short term goal is reached a new goal is scripted that builds upon the previously learned skill, all the time moving closer and closer to the long term objective.
Inclusion and Integration
ABACAS promotes Inclusion and Integration and over the years has developed strong links with our neighbouring mainstream BOYS' school, St. Kevin’s BNS. The principal has direct responsibility for coordinating an effective whole school approach to inclusion and integration. Most children are initially intergrated through the reversed integration route. This involves withdrawing 2-3 BOYS from mainstream to work with our students in his/her own school environment. This is at the discretion and co-operation of both schools.
Community Inclusion
ABACAS Special School values community inclusion and recognises the importance for our students to actively participate in their local community. Some of our students are members of Tallaght library and the library bus regularly visits kilnamanagh. Our students are regular users of local public transport (LUAS and Dublin Bus). There also may be school tours- bowling or to the cinema and the pupils regularly visit Tymon Park in fine weather. Our students are regular visitors to Kilnamanagh coffee shops, local shops and supermarkets. These outings will form part of the students IEP and learning objectives will be embedded into each excursion.
School Facilities
We have always endeavoured to provide our students with the tools and infrastructure necessary to carry out their individual programmes. These resources include: interactive whiteboards, IPADS, playground, sensory room, OT equipment and a sensory garden
The School Calendar and the School Day
The school term begins at the start of September and runs until the end of June. The school calendar is distributed before the beginning of the first term and provides information on school holiday closures. The school may close for 1-2 days of in-service training within the year, of which parents will be notified well in advance. Sometimes there are unforeseen school closures due to weather conditions. Parents will be advised of these closures by the Principal through web-text. Parents will be notified with regard to July provision at a later date.
Many of our children avail of the department of education school transport scheme however parents who provide their own transport are responsible for getting their children to class on time. Parents should call the school early in the morning before school starts if their child is going to be late or absent from school. Parents can leave a message on the school answering machine if there is no one in the office to take their call.
If you want to take your child out of school early during the day, you must write a note to the Class Teacher, informing her why you are taking your child out of school early, what time you will take your child out of school and the name of the person picking your child up if he/she is not a parent/guardian.
At the end of the school day, the Class Teacher and SNA will remain responsible for the children in their care until they are handed over to the child’s parent/guardian or bus escort. If the student is normally collected by his/her parent/guardian, the child will only be allowed to leave the school premises with that recognised person. If however, you cannot collect your child from school, please inform the Principal, Director of Education or the child’s Class Teacher in advance of the person who will be collecting your child that day. Parents arriving early to collect their children must wait at the main door of the school and sign their child out in the office.
Home/School Communication
Good home/school communication is one of our top priorities. For general information we issue a termly newsletter to parents. Home/School communication is encouraged through the use of a school diary. It is important to check your child’s diary for notes and letters. All students are sent home at the end of the day with relevant information about their child’s day, daily data where relevant and any further information specific to a particular student. Parents are encouraged to communicate with the child’s Class Teacher through the diary and provide any relevant information about their child that may be necessary for the teacher to know. We find it particularly helpful if parents keep us informed about disturbed sleeping patterns or suspected illness.
Parents are invited to attend two IEP meetings with their child’s Class Teacher in the school year. In this meeting the Class Teacher will discuss your child’s programmes and educational progress. The Director of Education will also attend the IEP meeting where relevant, to discuss the child’s Behaviour Support Plan.
Behaviour Support at ABACAS
All activities related to behaviour support will be supportive and respectful of the individual’s needs and goals of the student, as identified through an Individualised Education Plan, and based on current and comprehensive assessment. For more information please see our Code of Behaviour Policy – Provision of Behaviour Support.
If parents are experiencing difficult behaviours at home they are encouraged to make an appointment through the school secretary to discuss this with their child’s Class Teacher and/or Behaviour Analyst. We will advise parents on strategies to use in the home and work with the student’s Support Service to devise a home based behaviour support plan if necessary.
School Procedures
Illness and school:
If children are sick they should stay at home. When your child is absent from school it is necessary to write a note to your child’s teacher explaining the reason for his/her absence. All notes are kept on file. In September 2002 the Education Welfare Act was enacted. Under this Act, the school must inform the Education Welfare Board when a child accumulates 20 absences or when there is a concern about a child’s attendance. It is long established that there is a direct link between high pupil attendance and progress in school.
If your child becomes sick or has an accident at school, the Class Teacher will call the child’s parent/guardian and make arrangements for the child to be collected from school. The child will be looked after by his/her Class Teacher or appointed SNA until the child’s parent/guardian collects him/her.
When you enrol your child at the school you will be asked to provide the name and phone number of the person to call if your child is sick or has an accident at school. Please inform the school if this information changes.
Diarrhoea / Gastroenteritis
As gastroenteritis can be very infectious, it is important to take steps to prevent it spreading from your child to other children. The HSE recommends that children should not return to school until 48 hours have passed since their last episode of diarrhoea and vomiting.
Medication:
ABACAS does not administer medication in school unless there is a necessity to administer emergency medication for a long-term diagnosed medical condition (for example epilepsy, diabetes etc). In these cases, it is necessary that the prescribing doctor complete an administration of medicines form with clear directions on dosage and administration instructions. Parents are also required to sign an indemnity form, both of which are available from the school office. Non-prescription medication for example nurofen, calpol cannot be administered at school. If you suspect that your child is sick enough to require these medications, it is recommended that he/she be kept at home.
Policies
Policy writing is an important and thoughtful process. ABACAS have identified the following as key policies for the safe, happy and ordered administration of the school. Policy writing is about putting onto paper what we do and implementing best practice. The participation of parents benefits all children. Some of our policies are available to read on the schools website or you can request a hard copy from the school secretary who will be happy to provide you with a copy. If you think there is an important policy that is missing please contact the Principal and let him know.
Complaints Procedure
Stage 1
b) arrange a meeting with the teacher and, where applicable, the principal teacher with a view to resolving the complaint. Such a meeting should take place within 10 days of receipt of the written complaint.
Stage 4
b) the teacher should be supplied with a copy of any written evidence in support of the complaint;
c) the teacher should be requested to supply a written statement to the board in response to the complaint;
c) the teacher should be afforded an opportunity to make a presentation of case to the board. The teacher would be entitled to be accompanied and assisted by a friend at any such meeting;
d) the board may arrange a meeting with the complainant if it considers such to be required. The complainant would be entitled to be accompanied and assisted by a friend at any such meeting; and
e) the meeting of the board of management referred to in (d) and (e) will take place within 10 days of the meeting referred to in 3(b).
Stage 5
Preparation for starting in ABACAS
Starting a new school is a huge milestone in the life of every child or young person. As well as being very exciting, it can often be a time of anxiety and stress. The team in ABACAS will envisage to meet your child at least once before they start. This visit will help us ensure that we can properly meet the needs of your child and prepare for their start date. After this meeting the school will design a transition plan for each student. This plan is completely individual and will hopefully involve input from the student themselves, parents and previous educators.
Typically this plan will include:
- The proposed time frame to fully transition your child into ABACAS
- Details of each students areas of strength and need (this can be completed by previous educators)
- Details of previous reports and assessments
- Details of each students likes and dislikes
- Details of eating habits
- Details of medication (if necessary)
Steps to transition into the school:
- We would encourage parents to make a scrapbook of photos of the school; this will be a good visual cue to talk about ABACAS with your child. There is a transitioning to ABACAS social story on our website under "resources".
- Give your child lots of reminders about when they will be coming to ABACAS. If they have a visual planner put a picture of ABACAS on the appropriate day.
- It may be recommended to start school with a shorter visit on day one. After this we move at a pace that is appropriate to each individual student, working towards full school days.
A typical school day
- Many students travel to ABACAS on a school bus that collects them from their home. As well as the driver each bus has an escort that is there to support your child on their journey to school
- Our school day begins at 9.20am. A handover takes place from the bus escort/parent to each pupil’s SNA or class teacher.
- The students work on their goals from their IEP goals combined with group work. Your child will have an opportunity for a snack mid-morning.
- Children eat a packed lunch and have yard/group lessons.
- Yard and group time is from 12.:45 – 1:15pm
- At 3pm the pupils are safely escorted to their bus or parent.
School Uniform
ABACAS Special School does not enforce a school uniform policy. However, if parents choose to avail of the school uniform, children are required to wear a blue shirt/polo shirt, a navy jumper and navy trousers/tracksuit pants.
Please ensure that all items of clothing are labelled including coats, hats etc.
Curriculum
The Primary School Curriculum
Educational goals are derived from the National School Curriculum and individualised to each student’s particular requirements. The Class Teacher will outline your child’s goals and subject areas in your child’s Individualised Education Plan.
Other Curriculum Materials
ABACAS draws from a wide variety of resources and curriculum materials. Over the years the school has acquired a strong library of materials to help us teach our students. We have resources aimed at teaching a wide variety of skills across curricular areas.
Individualised Educational Plan
Each student has an Individualised Educational Plan (IEP) designed to meet their needs as identified through formal assessment. This involves an in-depth investigation of each of our students’ current strengths and needs. Each students IEP is designed from consultation with a multi-disciplinary team, including input (when available) from the students, Class teacher, Occupational Therapist, Speech & Language Therapist, Behaviour Analyst & most importantly the parents.
Delivery of IEP
After goals have been selected they are taught using a system of prompts and data collection. Momentary data collection takes place throughout the day and across all learning scenarios. We collect data to ensure that learning is taking place for each of our students. This system helps us to know when a goal is met and move it forward without delay. It will also highlight when a student is not reaching a target and prompt us to make changes to the way we are teaching that goal. Each target is taught by breaking the long term goal down into shorter term objectives. As each short term goal is reached a new goal is scripted that builds upon the previously learned skill, all the time moving closer and closer to the long term objective.
Inclusion and Integration
ABACAS promotes Inclusion and Integration and over the years has developed strong links with our neighbouring mainstream BOYS' school, St. Kevin’s BNS. The principal has direct responsibility for coordinating an effective whole school approach to inclusion and integration. Most children are initially intergrated through the reversed integration route. This involves withdrawing 2-3 BOYS from mainstream to work with our students in his/her own school environment. This is at the discretion and co-operation of both schools.
Community Inclusion
ABACAS Special School values community inclusion and recognises the importance for our students to actively participate in their local community. Some of our students are members of Tallaght library and the library bus regularly visits kilnamanagh. Our students are regular users of local public transport (LUAS and Dublin Bus). There also may be school tours- bowling or to the cinema and the pupils regularly visit Tymon Park in fine weather. Our students are regular visitors to Kilnamanagh coffee shops, local shops and supermarkets. These outings will form part of the students IEP and learning objectives will be embedded into each excursion.
School Facilities
We have always endeavoured to provide our students with the tools and infrastructure necessary to carry out their individual programmes. These resources include: interactive whiteboards, IPADS, playground, sensory room, OT equipment and a sensory garden
The School Calendar and the School Day
The school term begins at the start of September and runs until the end of June. The school calendar is distributed before the beginning of the first term and provides information on school holiday closures. The school may close for 1-2 days of in-service training within the year, of which parents will be notified well in advance. Sometimes there are unforeseen school closures due to weather conditions. Parents will be advised of these closures by the Principal through web-text. Parents will be notified with regard to July provision at a later date.
Many of our children avail of the department of education school transport scheme however parents who provide their own transport are responsible for getting their children to class on time. Parents should call the school early in the morning before school starts if their child is going to be late or absent from school. Parents can leave a message on the school answering machine if there is no one in the office to take their call.
If you want to take your child out of school early during the day, you must write a note to the Class Teacher, informing her why you are taking your child out of school early, what time you will take your child out of school and the name of the person picking your child up if he/she is not a parent/guardian.
At the end of the school day, the Class Teacher and SNA will remain responsible for the children in their care until they are handed over to the child’s parent/guardian or bus escort. If the student is normally collected by his/her parent/guardian, the child will only be allowed to leave the school premises with that recognised person. If however, you cannot collect your child from school, please inform the Principal, Director of Education or the child’s Class Teacher in advance of the person who will be collecting your child that day. Parents arriving early to collect their children must wait at the main door of the school and sign their child out in the office.
Home/School Communication
Good home/school communication is one of our top priorities. For general information we issue a termly newsletter to parents. Home/School communication is encouraged through the use of a school diary. It is important to check your child’s diary for notes and letters. All students are sent home at the end of the day with relevant information about their child’s day, daily data where relevant and any further information specific to a particular student. Parents are encouraged to communicate with the child’s Class Teacher through the diary and provide any relevant information about their child that may be necessary for the teacher to know. We find it particularly helpful if parents keep us informed about disturbed sleeping patterns or suspected illness.
Parents are invited to attend two IEP meetings with their child’s Class Teacher in the school year. In this meeting the Class Teacher will discuss your child’s programmes and educational progress. The Director of Education will also attend the IEP meeting where relevant, to discuss the child’s Behaviour Support Plan.
Behaviour Support at ABACAS
All activities related to behaviour support will be supportive and respectful of the individual’s needs and goals of the student, as identified through an Individualised Education Plan, and based on current and comprehensive assessment. For more information please see our Code of Behaviour Policy – Provision of Behaviour Support.
If parents are experiencing difficult behaviours at home they are encouraged to make an appointment through the school secretary to discuss this with their child’s Class Teacher and/or Behaviour Analyst. We will advise parents on strategies to use in the home and work with the student’s Support Service to devise a home based behaviour support plan if necessary.
School Procedures
Illness and school:
If children are sick they should stay at home. When your child is absent from school it is necessary to write a note to your child’s teacher explaining the reason for his/her absence. All notes are kept on file. In September 2002 the Education Welfare Act was enacted. Under this Act, the school must inform the Education Welfare Board when a child accumulates 20 absences or when there is a concern about a child’s attendance. It is long established that there is a direct link between high pupil attendance and progress in school.
If your child becomes sick or has an accident at school, the Class Teacher will call the child’s parent/guardian and make arrangements for the child to be collected from school. The child will be looked after by his/her Class Teacher or appointed SNA until the child’s parent/guardian collects him/her.
When you enrol your child at the school you will be asked to provide the name and phone number of the person to call if your child is sick or has an accident at school. Please inform the school if this information changes.
Diarrhoea / Gastroenteritis
As gastroenteritis can be very infectious, it is important to take steps to prevent it spreading from your child to other children. The HSE recommends that children should not return to school until 48 hours have passed since their last episode of diarrhoea and vomiting.
Medication:
ABACAS does not administer medication in school unless there is a necessity to administer emergency medication for a long-term diagnosed medical condition (for example epilepsy, diabetes etc). In these cases, it is necessary that the prescribing doctor complete an administration of medicines form with clear directions on dosage and administration instructions. Parents are also required to sign an indemnity form, both of which are available from the school office. Non-prescription medication for example nurofen, calpol cannot be administered at school. If you suspect that your child is sick enough to require these medications, it is recommended that he/she be kept at home.
Policies
Policy writing is an important and thoughtful process. ABACAS have identified the following as key policies for the safe, happy and ordered administration of the school. Policy writing is about putting onto paper what we do and implementing best practice. The participation of parents benefits all children. Some of our policies are available to read on the schools website or you can request a hard copy from the school secretary who will be happy to provide you with a copy. If you think there is an important policy that is missing please contact the Principal and let him know.
Complaints Procedure
Stage 1
- A parent/guardian who wishes to make a complaint should, unless there are local arrangements to the contrary, make an appointment with the class teacher with a view to resolving the complaint.
- Where the parent/guardian is unable to resolve the complaint with the class teacher s/he should approach the principal with a view to resolving it.
- If the complaint is still unresolved the parent/guardian should raise the matter with the chairperson of the board of management with a view to resolving it.
- If the complaint is still unresolved and the parent/guardian wishes to pursue the matter further s/he should lodge the complaint in writing with the chairperson of the board of management.
- The chairperson should bring the precise nature of the written complaint to the notice of the teacher and seek to resolve the matter between the parties within five days of receipt of the written complaint.
- If the complaint is not resolved informally, the chairperson should, subject to the general authorisation of the board and except in those cases where the chairperson deems the particular authorisation of the board to be required:
b) arrange a meeting with the teacher and, where applicable, the principal teacher with a view to resolving the complaint. Such a meeting should take place within 10 days of receipt of the written complaint.
Stage 4
- If the complaint is still not resolved the chairperson should make a formal report to the board within 10 days of the meeting referred to in 3(b).
- If the board considers that the complaint is not substantiated the teacher and the complainant should be so informed within three days of the board meeting.
- If the board considers that the complaint is substantiated or that it warrants further investigation it proceeds as follows:
b) the teacher should be supplied with a copy of any written evidence in support of the complaint;
c) the teacher should be requested to supply a written statement to the board in response to the complaint;
c) the teacher should be afforded an opportunity to make a presentation of case to the board. The teacher would be entitled to be accompanied and assisted by a friend at any such meeting;
d) the board may arrange a meeting with the complainant if it considers such to be required. The complainant would be entitled to be accompanied and assisted by a friend at any such meeting; and
e) the meeting of the board of management referred to in (d) and (e) will take place within 10 days of the meeting referred to in 3(b).
Stage 5
- When the board has completed its investigation, the chairperson should convey the decision of the board in writing to the teacher and the complainant within five days of the meeting of the board.
- The decision of the board shall be final.
- The Complaints Procedure shall be reviewed after three years.
- Primary School Management or INTO may withdraw from this agreement having given the other party three months’ notice of intention to do so.