1. GENERAL
1.1 Taney Parish Primary School, Sydenham Villas, Dundrum, Dublin 14, Tel: 2985015, is a co- educational national school in the State education system under the patronage of the Church of Ireland Archbishop of Dublin.
1.2 The school was originally established as a parochial and charitable school for the underprivileged of the parish in 1792. The present school building was built as a six-teacher school and opened in November 1970. It was subsequently extended in 1994 and is currently a 21-teacher school.
1.3 The school is a double-stream school, with two classes at each standard from Junior Infants to 6th Class. Pupils normally enroll and attend at the school after their 4th birthday and leave after their 12th birthday.
2. INTRODUCTORY STATEMENT AND RATIONALE
2.1 This policy first emerged out of a review of our assessment procedures in place in Taney Parish Primary School on a training course day held on 4th June 2008, facilitated by Ms. Maureen O’Hara of the School Development Programme (SDP).
2.2 This policy was reviewed and updated in January 2013.
2.3 The policy identifies existing good practice. It also identifies areas for change and improvement.
3. VISION AND AIMS
3.1 The school’s duty of care for pupils is discharged having regard to the Ethos Statement for our school, published and distributed by the School Patron, Most Reverend Dr. Michael Jackson, Archbishop of Dublin and Glendalough. The Ethos Statement identifies the value to be afforded the individual within the community setting. It is a fundamental and underlying principle of our duty of care towards pupils that we have regard to the individual needs of pupils and to the demand that we do our very best for each child.
3.2 The aims of our Assessment Policy are:
To benefit pupil learning.
To monitor learning processes.
To generate base-line data that can be used to monitor achievement over time.
To involve parents and pupils in identifying and managing learning strengths or difficulties.
To assist teachers’ long and short term planning.
To co-ordinate assessment procedures on a whole-school basis.
To provide data on which to base future learning and teaching.
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3.3 Some of the important purposes of assessment are:
To inform planning for and coverage of all areas of the curriculum.
To identify the particular learning needs of pupils, groups of pupils, including children with special needs.
To contribute to the school strategy for the prevention of learning difficulties.
To monitor pupil progress and attainment.
To enable teachers to modify their programmes in order to ensure that the particular learning needs of individuals/groups, are being addressed.
To compile records of individual pupils’ progress and attainment.
To facilitate communication between parents and teachers about pupils’ development, progress and learning needs.
To facilitate the involvement of pupils in assessment of their own work.
To enable teachers to monitor their approaches and methodologies.
4. STANDARDISED TESTS
4.1 The following standardised tests are in use in Taney Parish Primary School:
Senior Infants - DELT-S, DENT-S 1st – 6th Class - Drumcondra Primary Reading Test, Revised Drumcondra Primary Spelling Test 1st Class - Micra T Test (September), S.W.S.T. (November) 2nd Class - NNRIT (November), Group Reading Test, Young (November) 5th Class - NNRIT 1st – 6th Class - Sigma T Test, Maths (May)
4.2 The standardised tests are administered by the class teachers .
4.3 The standardised testing is overseen by the Principal and the Special Education Team.
4.4 A very small number of children, whose needs are particularly acute, are exempted from normal screening tests and are tested separately by the Special Education Team.
4.5 Raw scores, standard scores, percentile rank and STen scores, together with reading ages, are recorded in a uniform approach across all classes.
4.6 The results of standardised screening tests are communicated with parents on reports at the end of the year.
4.7 The results of screening tests are analysed by the class teacher and by the special education needs team. These results determine the allocation of learning support which children should receive
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using the staged approach outlined in the Circular SP ED 02 05.
4.8 The school has access to the services of an educational psychologist with the National Educational Psychological Service (NEPS). Each year, if the need arises, candidates for assessment are ranked in order of priority, and usually, two or three assessments are carried out per year. Normal consent and reporting procedures, as outlined in the Good Practice of the NEPS service, are adhered to on all occasions.
4.9 The Special Education Team meets every week to assess on-going issues relating to specific cases and to the running of the Special Education service in general. Minutes of meetings are recorded every week and distributed on Mondays or Tuesdays. Confidentiality is maintained in the minutes at all times in respect of all pupils who attend special education needs classes.
5. ROLES AND RESPONSIBILITIES
5.1 The Principal oversees, co-ordinates and leads work in the Special Education service in the school. The Special Education teachers and Principal normally deal with contacts associated with parents and outside agencies.
6. IMPLEMENTATION AND REVIEW
6.1 This policy is largely a statement of the very good practice that has been in place in Taney School for many years.
6.2 The Board of Management undertakes to support the work of the Special Education Team by providing resources to implement the policy effectively.
6.3 This policy is implemented, having regard to the obligations outlined in other school policies, including the Code of Behaviour, the Anti-Bullying Policy and the Child Protection Policy.
6.4 This policy will be reviewed on an on-going basis, as necessary. A formal review of the policy will take place during the school year 2016/2017.
6.5 This policy was formally adopted for use in the school following a meeting of the Board of Management on 6th June 2013.
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