Table of Contents
Behaviour For Learning
The behaviour for learning classroom offers three layers of behaviour support to post primary schools:
- Level 1: Whole School Support
- Level 2: Target Intervention Support
- Level 3: Intensive Individualised Support
This three tiered approach endeavours to address the behavioural, social, emotional, academic literacy and learning needs of students. All three levels are customised to the specific needs and requirements of each school. All work undertaken aims to promote positive behaviour and learning throughout the school by focusing on:
- Behaviour for learning skills
- Social and emotional literacy
- Academic literacy, learning and study skills
- positive health and well-being skills
Student Support Core Team
Members of the Student Support Core Team:
The Student Support core team meetings are held weekly. Mr Martin Gallen, the Donegal ETB NEPs Educational Psychologist works very closely with the core team and has conducted annual reviews on the format of the meetings and attends meetings as and when required.
The Deele College Student Support Team aims to identifying those students who are in need of support as early as possible and try to set up appropriate supports or interventions to assist the student. It is very much student focused
- Mr Joe Boyle
- Mr Shane Mc Art
- Ms Carmel Mulligan
- Ms Caitriona Bonnar
- Ms Tara Friel
- Ms Patrice Gallagher
- Ms Fiona Friel
- Ms Mary Crawford
- Ms Sheena Boyle Laverty
- Ms Marissa Simms
Special Educational Needs Department (SEN)
Members of the Special Educational Needs (SEN) Core Team :
- Ms Carmel Mulligan
- Ms Bernadette Mc Gettigan
- Ms Marissa Simms
- Ms Mary Moore
- Ms Fiona Henderson
Ms Carmel Mulligan is the SEN coordinator and the SEN team hold weekly meetings. In these weekly meetings the core team review and plan to meet the needs of the SEN students in the school. Each member of the SEN team has an SEN qualifications and a vast experience and expertise in the area of SEN.
The SEN core team takes responsibility for carrying out entrance assessments and analysing results, grouping students carrying out literacy and numeracy initiatives for targeted students.
Members of the SEN core team review student’s monthly and biannual assessments throughout the year. Ms Mulligan and members of the SEN core team look to develop and research appropriate resources within the SEN department for teachers who take students for learning support and SEN classes.
The SEN core team work collaboratively to identify students for SEC RACE applications, these students will be assessed and if they satisfy the criteria and application for additional support will be made to the SEC.
Year Head
The Year-head monitors the overall academic progress and well-being of the students in each specific year. Year-heads have both a pastoral and disciplinary role and have access to information on all students in their year groups. The Year-head, together with the class teacher encourages students to take responsibility for their actions and to become independent learners.
The Year-head will also meet parents at parent teacher meetings and by appointment. Year-heads support students across the year and meet any students in difficulty individually. Year-heads will inform class tutors and subject teachers of students in the year group who may be experiencing difficulties. Year-heads will refer students to the Student Support team or other school supports as required.
Members of the SEN core team review student’s monthly and biannual assessments throughout the year. Ms Mulligan and members of the SEN core team look to develop and research appropriate resources within the SEN department for teachers who take students for learning support and SEN classes.
The SEN core team work collaboratively to identify students for SEC RACE applications, these students will be assessed and if they satisfy the criteria and application for additional support will be made to the SEC.
Role of Year Head
- The Year Head on behalf of the school community takes on the role of overseeing the welfare of a year group so that teaching, learning and assessment is supported and achieved to the highest possible standards.
- Monitor the student’s attendance and late arrivals in conjunction with the Attendance Core Team.
- Monitor and overseeing the academic progress of students. To make a comment on the student’s term reports.
- Spot check on student journals.
- Monitors the behavioural system and encourage the year group to follow the Code of Positive Behaviour and implements the Ladder of Referral when necessary.
- Acknowledge and recognise student’s achievements in curricular and extra-curricular activities.
- Facilitate parental contact through phone calls, letters and meetings when required.
- Support students at risk, by referring vulnerable students or concerns to the Principal, Deputy Principal or the Student Support Core Team.
- Meet with Principal and Deputy Principal to discuss and review issues concerning the year group at scheduled Year-head meetings.
- Conduct Year-group assemblies on a timetabled basis with their respective year group.
- Place students on daily report and monitor the students report throughout the period the student is on report.
Year Head 2020 – 2021
1st Year: Ms Tara Friel
2nd Year: Ms Sinead Hegarty
3rd Year: Ms Fiona Friel
Transition Year: Ms Mary Gibbons
5th Year: Mr Paddy Flood
6th Year: Ms Odette Hogg
The Class Tutor
- The class tutor is the teacher who, on behalf of the school community undertakes the role of providing pastoral care for a class group in order to promote a positive learning environment where all students can achieve their potential.
- The role of class teacher is vital to the efficient running of the school and to ensure that all students receive effective pastoral care. It is through regular daily contact that discreet pastoral care is exercised.
- The class teacher should give on-going feedback and praise in recognition of achievements and should support the Year Head with constructive appraisal of the students’ progress
- Class tutors have a limited sanction imposing role and should be the first person to whom a student will turn to for help or advice, although it might be sometimes necessary to refer the matter to the Year Head, Deputy Principal or Principal.
Role of Class Tutor
- The class tutor is the teacher who, on behalf of the school community undertakes the role of providing pastoral care for a class group in order to promote a positive learning environment where all students can achieve their potential.
- The role of class teacher is vital to the efficient running of the school and to ensure that all students receive effective pastoral care. It is through regular daily contact that discreet pastoral care is exercised.
- The class teacher should give on-going feedback and praise in recognition of achievements and should support the Year Head with constructive appraisal of the students’ progress
- Class tutors have a limited sanction imposing role and should be the first person to whom a student will turn to for help or advice, although it might be sometimes necessary to refer the matter to the Year Head, Deputy Principal or Principal.
