Wellness Resources

Following is a list of help contacts and lines for teens and families

Al-Anon Al-Ateen (Families and children of alcoholics)
Tel: 01 873 26 99
Web: http://www.al-anon-ireland.org/

Aware (depression support)
Tel: 01 661 7211
Web: https://www.aware.ie/

Belongto (LGBT Support)
Tel: 1890929539
Web: www.belongto.org

BodyWhys (eating disorders)
Tel: 1890 200 444
Web: http://www.bodywhys.ie/

CARI (children at risk in Ireland)
Tel: 1890 92 45 67
Web: http://www.cari.ie/

Childline
Tel: 1890 666 666
Web: https://www.childline.ie/

Crisis Pregnancy Agency
Tel: 01 814 62 92
Web: http://www.crisispregnancy.ie/

CURA (Pregnancy counselling service)
Tel: 1850 622 626
Web: http://www.cura.ie/

Drugs/HIV helpline
Tel: 1800 459 459
Web: http://www.hse.ie/eng/services/list/5/addiction/drugshivhelpline/

Emergency to Gardai or Fire brigade
Tel: 999/112

Gardai Confidential Line
Tel: 1800 666 111
Web: http://garda.ie/Controller.aspx?Page=3430

ISPCC
Tel: 01 67 67 960
Web: http://www.ispcc.ie/

PACT (Crisis Pregnancy and Counselling)
Tel: 1850 67 33 33
Web: http://www.pact.ie/

Pieta House (self-harm and suicide ideation)
Tel: 061 484444
Web: http://www.pieta.ie/

Reachout (online youth mental health service)
Web: www.reachout.com

Rape Crisis Midwest
Tel: 1800 311 511
Web: https://www.rapecrisis.ie/

Samaritans (24 hour helpline)
Tel: 1850 60 90 90
Web: http://www.samaritans.org/your-community/samaritans-ireland-scotland-and-wales/samaritans-ireland

Spunout (youth information website)
Web: http://www.spunout.ie

Teenline (teen helpline)
Tel: 1800 83 36 34
Web: http://www.teenline.ie/

Teen Between (support for teenagers of separated families)
Tel: 1890 380 380
Web: http://www.teenbetween.ie/

Women’s Refuge
Tel: 01 49 61 002
Web: http://www.saoirsewomensrefuge.ie/

Your Mental Health (HSE)
Web: http://www.yourmentalhealth.ie

School Self-Evaluation Report 2017/2018

1. Introduction

1.1 The focus of the evaluation
A school self-evaluation of teaching and learning in Scoil Pól was undertaken during the period September 2016 to June 2017. During the evaluation, teaching and learning in the following subjects and programmes were evaluated:
• Literacy (in L1 English in English medium schools/ in L1 and L2, English and Irish in Irish medium schools) 
• Numeracy: Understanding and using Mathematics
• Assessment for Learning

This is a report on the findings of the evaluation.

1.2 School context
Scoil Pól is based in a small rural town of approximately 1500 people. The larger catchment area is predominately agricultural based with any extra employment based in Limerick and Cork cities and in Mitchelstown (Dairy Production). The student cohort is approximately equally divided male and female. The nearest alternative secondary school is 10km, thus making Scoil Pól the only viable option for many families. Enrolment has being increasing over the last four years going from 179 students in 2010 to 232 students in 2014 with an enrolment of 385 in September 2017. This is linked to a growing catchment area due to an increase in the school’s PR. Because of our rural setting, we are obliged to provide as wide a curriculum as possible to our students to provide them the opportunity to compete for their college and career options. This places a constant demand on resources.The staff in Scoil Pól is equally divided in terms of age/experience with an approximate 60/40 female to male representation. The school building is relatively new – 1986 build – and is in excellent condition. There are ample grounds surrounding the school that holds playing pitch and hard court areas along with a large area suitable for future development, if required (location for planned developments 2015/17 – planning permission granted)The schools Ethos and Mission Statement guide our school in an inclusive, caring and respectful manner within which there is a high expectation from all students to achieve to the best of their abilities. Students in Scoil Pól are encouraged to be aware of others and to learn to accept each other for whom and what they are. 

2. The findings
• Literacy – continues to be imbedded across all subjects
• Numeracy – continued progress across all subjects
• Attainment of subject and programme objectives  - very good
• Learning environment – excellent. Positive atmosphere, high teacher expectations
• Students’ engagement in learning – very good. Academic tracking and pastoral interviews indicate students happy with engagement. Additional staff roles in pastoral care to supplement the ongoing work completed in this role across the school 
• Learning to learn – assessment for learning focus commenced. Formative assessment for students commenced with both written and verbal replies given to students
• Preparation for teaching – excellent. Teachers very aware of their role in continuing to develop the school. Planning time given to all teachers to assist in preparation of the new elements in the new Junior Certificate
• Teaching approaches – varied methodologies found across the curriculum. Pastoral element continues to underpin all teacher interaction with students
• Management of students – very good. Systems are fair and equitable. Code of behaviour is based on restorative justice and behaviour correction by the students. 1st yr students surveyed to ascertain the success/issues around settling in to Scoil Pól. Very positive feedback from students  
• Assessment – a combination of continuous and set exams continues throughout the year for all groups. Four reports sent home through the school year. Academic tracking monitors student’s progress through the year. Formative assessment being implemented in weekly/regular class based tests

3. Progress made on previously-identified targets improvement targets
• Attendance – further improvements were seen. Greater awareness by students of the need to attend school daily to benefit from contact with class teacher – use of VSWare roll taking has been improved and imbedded across the school. Students arriving late to school without parental excuse are given detention for their poor time keeping. Contact with parents on a daily basis has been improved with a dedicated contact phone number given to parents
• Numeracy – work continues to imbed numeracy across the curriculum. Teachers encouraged to include – where possible – at Subject Department Meetings. 
• Increase in numerical based signage throughout school.

4. Summary of school self-evaluation findings

4.1 Our school has strengths in the following areas: 

• Strong and committed ethos based staff interested in the wellbeing of all our students
• High standard of teaching and learning throughout the school
• Wide variety of teaching methodologies and assessment techniques across the curriculum

4.2 The following areas are prioritised for improvement: 
• Application and adoption of technology in a positive way in the classroom
• Differentiation in all subjects – focus on differentiating ‘upwards
• Continued peer observation among staff
• Imbedding of the one hour class in the school structure

4.3 The following legislative and regulatory requirements need to be addressed.
• Critical incident policy and team to be revised
• Continued revision of school policies to reflect new changes and practices

To read the Le Chéile Trust End of Year Report please click here.

Our School Improvement Plan 2016/2017

Summary of main strengths as identified in last SSE in (specify date):

• High teacher and student academic expectations.
• Excellent teaching standards.
• Caring and supportive school environment.

Summary of main areas requiring improvement as identified in last SSE:

• Attendance.
• Assessment for learning.
• Imbedding numeracy.
• Improvement targets (related to students’ achievement).
• Increase in students taking Higher level subjects in Junior and Leaving Certificate exams.
• Continued improvement re attendance rates.
• Continued improvements in student literacy abilities.
• Differentiating for high achievers.

Required actions (Related to Teaching and Learning that will help to achieve the targets):

• Greater retention of borderline students in subjects levels.
• Teacher focus on differentiation for high achievers reflected in SD Planning.
• Positive encouragement to students and parents re attendance.
• Development of student study and homework skills, promotion of use of library, continuation of focus on key words and word definitions.
• Continuation of focus on cross curricular numeracy.

Persons responsible:
All staff.

Timeframe for action:
Academic year 2016 – 2017.

Success criteria/measurable outcomes:

• Attendance statistics.
• Evaluation of student statistics re subject levels opted for in exams.
• Improvement in literacy skills in answering and presenting of work across all subjects. Increase in quality of individual work, projects and grades.
• Use of AFL statistics.

Review date(s):
June 2017.

Uniform and Appearance

Pupils are required to wear the complete official school uniform while in school, coming to and from school and representing the school. 

Pupils are required to wear P.E uniform for Physical Education classes. P.E. uniform consists of navy tracksuit pants and polo shirt or football jerseys and shorts.

In cold weather girls may wear navy tights. Navy only polo-neck jumper may be worn inside blouse/shirt by girls/boys. 

Uniform available from Mrs. Aileen Ryan, Main Street, Ballylanders. (062) 46647

School

School starts daily at 8.55am and finishes at 3.30pm.

Breaks: 

Students are not allowed to leave the school premises during school hours.

After School Study 

After school study takes place daily from September to June from 3.45pm until 6pm and is available to all students. Priority is given to exam classes.

Application forms and cost details are available from the school office on request.

School Development Planning - Ratified Policies, June 2013

1. Admissions Policy
2. Code of Behaviour
3. School Policy on Bullying
4. Safety Statement
5. Requirement of Health, Safety and Welfare at Work Act 1999.
6. Policy on School Attendance and Punctuality
7. Policy on Homework
8. Policy on School Tours/Field Trips/Outdoor Pursuits
9. In-house Exam Guidelines - students, supervisors
10. Social, Personal, Health Education (SPHE) / Relationships and Sexuality Education (RSE) policy.
11. Information and Communication Technology (ICT) Policy.
12. Acceptable Use Policy - for students, for staff.
13. Vetting Policy
14. Substance Abuse Policy
15. Pastoral Care Policy
16. Special Educational Needs Policy
17. Teacher Induction Policy
18. Critical Incident Policy
19. Dignity in the Workplace
20. Assessment Policy
21. Child Protection Policy
22. The Guidance Policy
23. Emergency Closure Policy
24. Health and Safety Policy

Policies at Draft stage

• Safety statement

Policies under review

• Homework Policy
• Anti-bullying Policy
• Acceptable Use Policy - students and staff

School policies are available to parents on request.