Introductory Statement
This policy was formulated as a result of a collaborative approach between the Principal, Staff and Board of Management. It has evolved in order to have arrangements in place to best meet the educational needs of all pupils and to support teaching and support staff in doing so.
Rationale
- In the interest of providing the best education for all students, it may from time to time be necessary to divide and combine classes, which are smaller in size and offer a better pupil-teacher ratio.
- The criteria for dividing the class, rests ultimately with the Board of Management. These criteria will serve present and future situations where composite classes will be necessary.
Link to School Ethos
St. Nicholas’ Monastery NS is committed to enabling children to grow and develop into confident, mature adults with high self-esteem. We also strive to ensure children maximise their academic and social potential. This policy is geared towards those aims through offering all children exposure to a variety of teaching methodologies and skills.
Framework for the splitting of classes
At the time of planning the classes for the coming year, the Principal will look at the overall numbers in each year group and the number of teachers available to teach them. The Principal will decide how best to organise classes with a view to providing the best educational opportunities for all children.
The following criteria are currently in place within the school:
Criteria for Splitting Classes:
- Enrolment Number
- Teacher input – the dynamics of the class must be considered: Emotional, behavioural, special needs and social factors will be taken into consideration.
- The needs of children with SNA access will be central to any allocation.
- Alphabetical Order by Surname (according to the child’s birth certificate in line with the Primary Online Database (POD))
- Taking account of Maturity/ Friendships/ Siblings
While we realise that it is not the ideal situation to split classes, please be assured that the children will follow the same national curriculum, use the same learning materials, and have the same opportunities. We will also endeavour to facilitate the joining of split class where possible e.g. GAA or special projects.
The supports which could be made available to children and teachers in split classes
The principal, the class teacher and special education team will consult on how best to organise the support teaching for the mixed class. In some cases, the special education teacher may work in the classroom with the class teacher, in a team-teaching arrangement. It is possible that the special education teacher may work in the classroom supporting a small group of children, with the class teacher doing the main teaching of the lesson. Another arrangement for special education which may suit the class is for either the class teacher or the special education teacher to withdraw small groups of children.
Ratification and Review
The staff, under the guidance of the Principal will review this policy every three years or if conditions change and review is needed.
Signed: _____________________________________________________ Date: ___/___/______
(Chairperson of Board of Management)
Signed: _____________________________________________________ Date: ___/___/______
(Principal)
Reviews
Signed: _____________________________________________________ Date: ___/___/______
(Chairperson of Board of Management)
Signed: _____________________________________________________ Date: ___/___/______
(Principal)