Mrs Kelly is active in promoting Learning Support awareness throughout the school and disseminating information re Literacy, Numeracy, Emotional and Behavioural and Medical difficulties to whole staff.

Learning Support Background

Saint Catherine’s College has a broad view of Special Needs. We realise that there can be a diverse range of special needs. Individual pupils might have for example:

• Speech impediments or suffer from sensory impairment.
• Difficulties with handwriting/spelling/reading/numeracy.
• Suffered trauma at home (death, separation, divorce, child abuse).
• Ongoing problems with their health - asthma, depression, epilepsy, diabetes, acne, dietary disorders, P.M.T., stress as a result of exam worries, anxiety as a result of bullying - and these sometimes may require hospitalisation or frequent absences from school.
• Mental Health Concerns
• Behavioural or emotional problems.
• Addictions to alcohol/drugs/solvents.
• Problems with fine-motor co-ordination.

Occasionally, special need pupils have to interrupt their education due to unforeseen personal or domestic circumstances. Others might be exceptionally able pupils whose special needs also have to be met. Some of these pupils will have had their special needs diagnosed in the Primary School, but others may develop special needs at any point during their educational careers.

As an all-ability school, Saint Catherine’s College provides for the academic, social, personal and cultural development of all its pupils. All pupils are entitled to the Northern Ireland Curriculum and every effort is made, through the setting of differentiated tasks and the provision of relevant learning materials which suit individual needs, to deliver the various Programmes of Study to all pupils. Saint Catherine’s College acknowledges that the entitlement curriculum has opened up opportunities for everyone. It was designed “.. to ensure equal access to a broad and balanced education for all pupils of compulsory school age” (DENI 1988). It provides a framework in which all pupils can strive for higher levels of knowledge, understanding and skills, while preparing pupils for life-long learning. The curriculum at Saint Catherine’s College offers fair opportunities to all and is a right for all with no rationing or exclusion on grounds of class, gender, race, disability or special needs.

Saint Catherine’s College does not stereotype children. Pupils are reminded of their uniqueness and their individual worth. A culture of respect between all those working and studying in the entire Saint Catherine’s College complex is encouraged. An equal opportunities philosophy is practised by all staff at Saint Catherine’s College. Whenever possible, staff ensure that the resources used in all curriculum areas contain positive images of all groups.

Saint Catherine’s College recognises too that special needs are not just a reflection of pupils’ inherent difficulties or disabilities; they are frequently related to problems within the College which can prevent or exacerbate some problems (e.g. timely teacher intervention/advice/praise; bullying; teacher not taking time to fully explain; disruptive pupil holding back the pupil seated next to her). Given the variety of special needs, it is apparent that all teachers at Saint Catherine’s College are teachers of pupils with Special Needs.

Saint Catherine’s College is committed to developing inclusive education for children with SEN to meet the new duties as they relate to the SEN aspects of the SENDO

Current Provision
The Learning Support Department offers:
 Individual / group tuition to raise levels of attainment in literacy / numeracy / ICT
 In liaison with English Department a TEFL programme for Ethnic Minority pupils
 Direct support to subject departments as need arises and resources permit
 Peer tutoring
 Individual / group counselling
 A paired reading scheme for Year 8 pupils and parents
 A peer tutor system which has been developed to train Lower Sixth students to assist pupils with Learning Difficulties across Key Stages but in particular Year 8 and Ethnic Minority pupils.

Operates within its own behaviour policy which supports that of the whole school

The Learning Support Department devises:
 Individual Education Plans which focus on Literacy and Numeracy targets and which are specifically tailored to meet pupils individual learning needs

Individual Behaviour plans which focus on the following areas
 Organisation
 Homework
 Self-Esteem
 Underachievement
 Acceptable Behaviour
 Time-management
 Attendance and Punctuality
 Bullying
 Personal responsibility

 Teaching Assistants
Classroom Assistants provide directed teaching assistance.
Domestic Assistants monitor and supervise pupils’ social needs.

LIAISON WITH OUTSIDE AGENCIES

It may occur that a pupil’s needs are such that assistance may be required from specific agencies outside the school who are able to offer specific help.

The SELB, in its circular 1998/47, entitled ‘Special Education Needs’ states that it provides the following services:

(1) Support service for children with speech, language and communication difficulties.

(2) Support service for sensory impaired children.

(3) Support service for children with emotional and behavioural difficulties.

(4) Support service for children with learning difficulties.

(5) Curriculum Advisory and Support Services (C.A.S.S.).

(6) Education Psychology Service.

(7) Pupil Personal Development Team

(8) Education Welfare Service

(9) Autism Advice and Intervention Service

Other support services which can be of assistance include:
 School Health Service
 Social Services
 Health Promotion
 Specialist Career Officers
 Child and Family Clinic
 GP / Medical Specialist / Community Paediatrician

The school may seek assistance of any of these services at any time it is deemed appropriate and available and there is parental agreement.

However the school always consults the appropriate specialists when a pupil is at Stage 3 of the Code.

The Head of Learning Support is able to attend a pupil’s care plan review at the request of Social Services if deemed appropriate.

It is the Principal’s or the designated teacher’s responsibility to contact Social Services to register a concern about a pupil’s welfare and implementing procedures relating to Child protection.

Promoting Positive Behaviour

An integral component of the Learning Support Programme is a Behaviour Modification Programme. In Key Stage 3 the programme supports the Pastoral Team to provide support strategies for those pupils with behaviour difficulties, and for those having difficulties coping with learning environment, and for students experiencing problems at home or for LAC

The programme has introduced an enriched curriculum for selected Key Stage 4 pupils. The Key Stage 4 Enrichment programme:
 Focuses on personal development
 Enhances careers education
 Provides careers education
 Provides vocational tasting
 Develops Key Skills
 Provides life skills modules
 Compliments Link Course in Catering and Beauty in Armagh College of higher and Further Education

Partnerships with parents continues to play a key role in promoting a culture of co-operation between parents and Saint Catherine’s College

Saint Catherine’s College’s Learning Support Programme seeks to:
 Acknowledge and draw on parental knowledge and expertise in relation to their child, be aware of their feelings and the pressures which they may be under.
 Ensure that parents understand procedures for seeking information and advice; are aware of how to access support and are given any documents to be discussed in advance of meetings
 Respect the differing needs that parents themselves may have, such as disability or communication barrier
 Recognise the need for flexibility in the timing and structure of meetings
 Alert parents to the Special Needs Advice and Information Service operated by Southern Education and Library Board and the DARS process – Dispute Avoidance and Resolution Service

Learning Support Department Links of Interest

Learning Support Department Work Sheets