SHOP

Additional Needs Policy

October 20, 2025Policiesby

1. Context

Dalkey School Project National School caters for children from Junior Infants to 6th Class and is under the patronage of the Dalkey School Project. The school currently has a Principal, 9 mainstream class teachers and 3 full time Additional Needs Teachers (ANT) and one part-time additional needs teacher. The school has 6.66 Additional Needs Assistants (ANAs). The allocation of both Additional Needs Teachers and Additional Needs Assistants is subject to review by the Department of Education through the National Council for Special Education. Planning permission has been received to extend the school, which will improve access to additional needs supports for students.

The purpose of this Additional Needs (AN) policy document is to provide information to school personnel and parents on how we organise provision for teaching and support of children with special educational needs. The term additional educational needs is broad and includes children who have difficulty acquiring literacy and/or numeracy skills, children with difficulties with fine or gross motor skills, children who have English as an additional language (if that impacts on their progress) and children who have diagnosed disabilities. In this document, AN can be taken to be additional educational needs in this broad sense and includes neurotypical and neurodivergent students.

Our AN team encompasses what were previously termed Learning Support Teachers and Resource Teachers. These teachers will now be known as Additional Needs Teachers. Likewise, Special Needs Assistants will now be known as Additional Needs Assistants.

At DSPNS we support a neuro-affirmative approach towards people with additional needs (including children, their parents and staff). This approach promotes creating supportive, inclusive environments that accommodate diverse ways of thinking, learning, and interacting. It encourages acceptance and highlights the importance of self-advocacy, empowerment, and individualised support.  We believe that language is important and try to support our learners with their preferred language, be that person-first language (person with a disability or difference) or identity first language (such as being autistic) (NCSE Relate, 2025).

The policy is based on Guidelines for Primary Schools: Supporting Pupils with Special Educational Needs in Mainstream Schools (Department of Education & Skills, 2020) and the Circular 0064/2024, which is supported by the updated SET Guidelines and Indicators of Effective Practice (2024).

2. Aims of AN Support

Our school is committed to helping our pupils to achieve their full potential. The provision of a quality system of AN support teaching is integral to this commitment. Through the implementation of our AN policy we aim to:

  • support the inclusion of children with AN in our school
  • support the holistic development of the child
  • involve parents in supporting their children
  • develop positive attitudes about school and learning in our children
  • ensure that the Staged Approach/Continuum of Support is implemented (see below)
  • optimise the teaching and learning process in order to enable children with learning difficulties to achieve adequate levels of proficiency in literacy and numeracy before leaving primary school (Guidelines for Schools, 2020, p15)
  • enable children to participate in the full curriculum
  • support appropriate differentiation in the classroom
  • support children’s development both socially and emotionally
  • enable children to understand themselves as learners
  • promote collaboration among teachers in the implementation of whole-school policies on learning support for our pupils
  • promote early intervention programmes designed to enhance learning and prevent/reduce difficulties in learning.

Inclusive and effective learning environments

DSPNS strives to create a positive and welcoming learning environment for all students. This means improving both the physical space and the social atmosphere of the school, and also helping students to build skills that they need to interact with their peers and the world outside.

This approach follows the Department’s Wellbeing Policy (2018–2023), which says that student wellbeing is key. When students feel like they belong, are connected to others, feel heard, and are actively involved in learning and school life, they are more likely to learn and succeed and therefore, less likely to show challenging behaviours.

3. Principles of AN Support

The provision of AN support in our school is based on the following principles:

  1. Quality of teaching.
  2. Effective whole-school policies.
  3. Direction of resources towards children in greatest need.
  4. Implementation of a staged approach to support provision at Class Support/ School

Support/ School Support Plus levels.

  1. Provision of the model(s) of intervention appropriate for the child, including the withdrawal

model, in-class support model, individual or group work, etc.

Continuum of Support – Staged Approach

The Continuum of Support is a graduated problem solving model of assessment and intervention in schools. The model is underpinned by the recognition that special educational needs occur along a continuum from mild to severe and from transient to long-term. Using this framework helps to ensure that interventions are incremental, moving from whole-school and class based to more intensive and individualised support, and that they are informed by careful monitoring of progress and response to intervention.

Stage 1. Classroom Support/Early Intervention at Infant Level

If a class teacher or parent has concerns about the academic, physical, social or emotional

development of a child, the class teacher will then construct a simple, individual plan of support to

be implemented in the normal class setting. This plan will form the 1st instructional page of the

child’s Continuum of Support and will be based on screening measures administered by the teacher.

The plan will be reviewed. If the plan is working well for the child it may be decided to continue with it.

If insufficient progress is made and the child is still having difficulty, then Stage 2 (School Support) is implemented and at this stage, the school may seek permission to have the child screened.

Stage 2. School Support

If further intervention is deemed necessary (after further assessment, observation and/or testing by the ANT) and the child is to receive supplementary teaching at School Support Level, the parents of that child will be informed by a member of the child’s team in question. (Templates to be found on server).

The class teacher and ANT then draw up a plan of appropriate learning outcomes for the child. The child’s parents/guardians will be informed of this plan and invited to contribute. This plan will be reviewed twice a year.

If significant concerns remain, a move to stage 3 School Support Plus (see below) will be considered. The school may request a consultation from other professionals outside the school in respect of children where insufficient progress is made after supplementary teaching or the implementation of a behavioural programme etc. Such professional advice is sought from psychologists, speech therapists, audiologists, occupational therapists etc. This is carried out in consultation with and with the permission of the child’s parents/guardians. Following the consultation, the class teacher, ANT and parents will draw up a Support Plan for the child.

Stage 3. School Support Plus

In case of children identified at an early age as having significant additional educational needs, intervention at Stage 3 will be necessary on their entry to school. Children at school support level will also be moved to school support plus level when insufficient progress has been made at school support level (see above). Support in the classroom will be an essential component of any learning programme devised for such children and primary responsibility for the child will remain with the class teacher in consultation with the designated ANT.

Children can move up and down through the levels of support as their needs change.

Key actions in the provision of AN support (Guidelines, 2024):

  1. Identify young people with AN
  2. Initiate problem solving process
  3. Record level of Continuum of Support at which AN support is allocated
  4. Organise and deploy AN resources
  5. Develop Student Support Plan
  6. Identify appropriate evidence – informed intervention
  7. Review

4. Roles and Responsibilities

The role of supporting learning is a collaborative responsibility shared by all the school community:

The Board of Management, Principal Teacher, Parents, Class Teachers, Additional Needs teachers,

ANAs, Children and external bodies and agencies.

Board of Management

The Board of Management will:

  • be informed of the reviewed AN policy and any updates to it
  • ratify the AN policy
  • by advocating to the Department on behalf of the children, seek to ensure that satisfactory classroom accommodation and teaching resources are available
  • provide secure facilities for the storage of records relating to children in receipt of AN support

Principal Teacher

The Principal has overall responsibility for the school’s provision for children with AN and is the Designated Liaison Person.

The Principal will:

  • will liaise and encourage the parents of incoming children to outline the needs of students in advance of starting school, so that appropriate supports can be identified.
  • is informed of children on the Continuum of Support by a member of the child’s team.
  • provides line management to ANA’s and teaching staff.
  • meets with the NEPS psychologist (where one is available).  Together they formulate a plan for the year, including assessments of pupils and professional supports for teachers.
  • will also liaise with external state agencies who provide support for both children and teachers in the area of additional needs. These include agencies such as NCSE, Oide, education centres, CAMHS, Lucena, Barnardos, MYP, Springboard etc.
  • oversees a whole school assessment and screening programme to identify pupils with very low achievement and learning difficulties so that these children can be provided with extra support
  • monitors the selection of pupils for supplementary teaching, ensuring that this service is focused on the children with the greatest needs
  • keeps teachers informed about the external assessment services that are available and the procedures to be followed in initiating referrals
  • informs teachers about career development opportunities and further professional development in the area of AN
  • can delegate some duties and responsibilities to the Deputy Principal, members of the Leadership and Management Team (LAMT) and other members of staff as appropriate.

Class Teacher

The Class Teacher has primary responsibility for the progress and care of all children in their classrooms, including children with additional needs (Guidelines 2024)

The Class Teacher will-

  • provide effective teaching and learning opportunities (see Assessment and Curricular Policies)
  • provide lessons, assessments and classroom opportunities that can be accessed by all students using Universal Design for Learning (UDL) principles (NCSE Relate 2024)
  • vary the structure, content, mode of instruction and pace of lessons to ensure the meaningful participation and engagement of all children
  • adapt lessons to take account of a child’s interests
  • match tasks to the child’s strengths, interests and needs
  • adapt and utilise resources, including the use of visual supports, and technology (Guidelines, 2024)
  • include differentiated instruction, visual supports, and flexible grouping, to meet the diverse learning needs of students (NCSE Relate, 2025)
  • will in cases of school attendance difficulties liaise with the student, their parents and staff
  • will support autistic students in line with the Autism Best Practice Guidelines
  • support the identification of learning difficulties through screening measures
  • provide Classroom Support/Stage 1 plan
  • communicate with parents/guardians
  • collaborate with the AN Teacher in the development of a Support Plan for each child who is in receipt of supplementary teaching at School Support/School Support Plus Level on the Continuum, by identifying appropriate learning targets and by organising classroom activities to achieve those targets. A key role of successful support is a high level of consultation and cooperation between the Class Teacher and the ANT. Central to this consultation is the development, implementation and review of support plans. This consultation will be achieved through formal timetabling at least twice per annum, and through informal consultation as the need arises.
  • work collaboratively with the AN team to ensure classroom strategies are implemented for interventions with children at stage 2 and 3 of the Continuum of Support
  • assign appropriate care-related tasks to ANAs, under the overall supervision of the Principal
  • providing access to Forest School to enable the improvement of fundamental movement skills, oral language, active learning, resilience building
  • will collaborate with pre-schools and secondary schools to support the transition of students with AN who are entering and exiting the school (NCSE Relate, 2025).

Additional Needs Teachers (ANT)

The central roles of the ANT will be to support the class teacher in optimising teaching and learning opportunities and provide specialised teaching to those children with identified special educational needs.

ANT responsibilities will consist of both teaching and non-teaching duties.

The ANT will:

  • provide supplementary teaching commensurate with the child’s particular and individual needs.
  • research the child’s learning difficulty/AN, to become familiar with their needs and their preferred learning methods.
  • be familiar with a wide range of teaching approaches, methodologies and resources to cater for particular learning styles and to meet a variety of needs.
  • develop a Support Plan for each child who is selected for supplementary teaching, in consultation with Class Teachers.
  • maintain appropriate plans and records for individual or group of children withdrawn for additional needs teaching.
  • maintain appropriate plans and records for in-class support.
  • administer a range of formal and informal assessments and maintaining records of the outcomes of those assessment.  This will involve:
  • Conducting an initial assessment of each child who has been identified as needing additional support, based on results of an appropriate screening measure and record the findings of the assessment in the child’s Support Plan.
  • Monitoring the ongoing progress of each child in receipt of supplementary teaching in relation to the attainment of agreed learning targets.
  • Reviewing the progress of each child at the end of an agreed period and recording it on the child’s Support Plan.
  • log actions related to the Support Plan on Aladdin.
  • deliver early intervention programmes.
  • assist the implementation of whole-school procedures for the selection of children for supplementary teaching.
  • contribute to the development of AN policy.
  • provide advice to the Class Teacher (if requested).
  • meet with parents of children who are in receipt of support teaching where a concern is ongoing.
  • liaise with external agencies who provide support for children, their families and teachers in the area of additional needs. This will include professionals (play therapists, speech and language, occupational therapist, psychologists) and agencies such as NCSE, NEPS, HSE, CAMHS Lucena, Barnardos, MYP, Springboard, Oide, education centres, etc. 
  • collaborate with pre-schools and secondary schools to support the transition of students with AN who are entering and exiting the school (NCSE Relate, 2025).
  • implement school policies on supporting those with learning difficulties, screening children for learning difficulties, interpreting the outcomes of diagnostic assessments and providing supplementary teaching, where it is deemed necessary.
  • provide access to the DSP Regulation and Proprioceptive Programme to aid with sensory, emotional, behavioural and movement difficulties.

Additional Needs Assistants (ANA)

The role of an ANA will be to carry out duties based on the care needs of the child. The tasks associated with these duties can be of a primary or secondary nature (Circular 0030/2014 and SNA Toolkit, 2024).  Other related policies include SNA Policy, Positive Handling and Toileting.

ANAs are recruited to assist schools in providing a range of non-teaching supports to pupils with assessed additional needs. ANA numbers are allocated by the National Council for Special Education. Within the constraints of that allocation, the Principal co-ordinates access to the ANAs and deploys them to cover the children’s needs as efficiently and effectively as possible. One ANA may support more than one child and, therefore, children who are not based in the same classroom. This effectively means that a child does not automatically have constant ANA access.

ANAs are accountable to the Principal, although their day-to-day work may be directed by a teacher, as determined by the Principal.

The primary care support tasks may include:

  • administration of medicine
  • assistance with toileting and general hygiene
  • assistance with mobility and orientation
  • assisting teachers to provide supervision in the class, playground and school grounds, and at recreation, assembly and dispersal times
  • assisting children while at play as appropriate
  • provision of non-nursing care needs associated with specific medical conditions
  • care needs requiring frequent interventions including withdrawal of a child from a classroom when essential
  • assistance with moving and lifting of children, operation of hoists and equipment
  • assistance with severe communication difficulties including enabling curriculum access for children with physical disabilities or sensory needs and those with significant, and identified social and emotional difficulties
  • preparation and tidying of workspaces and classrooms or assisting a child who is not physically able to perform such tasks; to prepare and tidy a workspace, to present materials, to display work, or to transition from one lesson activity to another.
  • assistance with the development of Care Plans for children with additional needs, with a particular focus on developing a care plan to meet the care needs of the child concerned and the review of such plans.
  • assistance with maintaining a care monitoring system for children including details of attendance and care needs.
  • recording behaviours of concern in class to assist with promoting positive behaviour
  • planning for activities and classes where there may be additional care requirements associated with particular activities.
  • attending meetings with parents, special educational needs co-ordinator (ANCO); National Educational Psychological Service (NEPS); or school staff meetings with the agreement and guidance of class teacher/principal.
  • assistance with enabling a child to access therapy or psycho-educational programmes such as anger management or social skills classes, under the direction of appropriate personnel.
  • assistance with enabling a child to access regulation and movement breaks and programmes.
  • assistance with enabling a child to access Forest School.
  • assistance to attend or participate in out of school activities: walks, or visits, where such assistance cannot be provided by teaching staff.

Role of Parents/Guardians

The central role of parents/guardians of children with AN is the same as all parents/guardians, i.e to support the work of the school and to optimise teaching and learning opportunities for their child at home. Over the course of a child’s journey through primary school, they may need additional assistance, which may be transitory or continuous in nature. If a need for support is identified, parents will be informed of the needs.

Parents/Guardians will:

  • support the Positive Behaviour Plan and Bí Cineálta policy
  • foster their children’s early and ongoing oral language, reading, mathematical and social skills. They are provided with guidance (yearly curricular information meeting) on how to nurture learning for their children and support a positive attitude towards education.
  • they are asked to support the Homework Policy of the school to ensure homework is completed, to implement additionally suggested home-based activities and to attend parent/teacher meetings.
  • share with the school any relevant information about their child’s strengths and needs, and are advised to contact the school if they have any concerns or suggestions in this or any other regard.
  • take an active role in learning initiatives. These may vary over the course of the year.
  • attend meetings when requested.
  • work collaboratively with the AN team to help their child achieve the targets of their support plan.
  • trust that the advice given by any member of the child’s AN team is in the child’s best interest.
  • become familiar with the school’s AN plan and support staff in its implementation.
  • support children and each other in respecting members of staff.
  • encourage their child to become an active participant in their own education plan when suitable and appropriate.
  • support the child in their understanding of their own additional needs

Role of Children

The role of the child with AN will be that of active participant in their own learning; the extent and nature of this will depend on their strengths and needs.

The updated SET Guidelines (2024) encourage the use of the child’s voice to capture their understanding of:

  • their part in their own learning,
  • to help them to identify who can help them at home and at school,
  • to illustrate how the support plan will help them and
  • to give them the opportunity to ask questions about this support. 

Role of External Bodies and Agencies

Our school liaises with external professionals such as NEPS Psychologists, Special Education Needs Organisers (SENO), the National Council for Special Education (NCSE), the Health Service Executive (HSE) , Early Intervention Teams, School Age Disability Teams, Tusla, Visiting Teachers for children with vision impairment, Visiting Teachers for children with hearing loss, and the Inspectorate.

We acknowledge that the needs of many children span both health and education services. We therefore liaise with and contribute to health-led assessment and delivery of interventions and facilitate meetings between parents and various support services. We also endeavour to incorporate relevant recommendations from health professionals in developing support plans at each level of the Continuum of Support.

Following our core belief of placing the child at the centre and in our collaborative approach to working with others, we actively seek at least 5 working days to fill any forms received from external agencies.

We advocate on behalf of the child for an appropriate allocation of resources to the school. However, we acknowledge the needs of the children outweigh the allocation of supports and resources from the NCSE and the Department of Education and Youth.

We further acknowledge that the current School Inclusion Model may not be the ‘Right Inclusion Model’ for every child due to insufficient resources and support. The devolution of decision making to schools has resulted in a net reduction of support available, as the allocation is no longer responsive to the needs of the school. The loss of a pathway to apply for resources and supports for children with additional needs has further negatively impacted the school’s ability to provide full and holistic support to each child.

Managing Reluctant Attendance and School Avoidance Behaviour

Reluctant attendance and school avoidance behaviour describes pupil’s reluctance to go to school, being late for school, missing specific classes, particular times of the day, or being absent from school regularly or for long periods of time.

‘Emotionally based school avoidance’, ‘school refusal’ or ‘school avoidance behaviour’ are some of the terms commonly used when pupils find attending school difficult due to emotional factors such as feeling stressed or anxious.  There is a difference between the behaviour of pupils who experience reluctant school attendance even though their parents persist in trying to get them to go to school and the behaviour of pupils who are absent from school due to ‘truancy’, i.e., where the pupil’s parents/guardians do not know that their child has not gone into school or has left school without permission.

The class teacher will create a positive classroom environment and will monitor student attendance. They will identify attendance issues and communicate with student, parents and staff about the difficulties. 

The team will problem solve and address difficulties through a collaborative approach.  This may include placing the student on the Continuum of Support and supporting that child through ANA or ANT support (Managing Reluctant Attendance and School Avoidance Behaviour, Department of Education).

5. Health and Safety

The school will

  • enable staff to consult to decide if pupils are ready to walk independently to/from the an teacher’s room  
  • enable staff and parents/guardians to consult to decide if pupils are ready to walk to local shops with an ANA as part of life skills training
  • enable staff and parents/guardians to consult to decide if pupils are capable of going on a school trip
  • ensure the following procedures are in place for one-to-one teaching activities as per our one-to-one teaching policy:
  • Where one-to-one teaching occurs, every effort will be made to ensure that this teaching takes place in an open environment (open door/door with glass panel). This allows the teacher and pupil to see out of and leave the room if they require assistance and likewise anyone who wants may observe the lesson in progress without interruption. If noise and temperature levels permit, the door shall be left open.
  • Regulation breaks facilitated by ANAs are carried out under the direction of the teacher and in an open environment.
  • A copy of the AN teacher’s timetable will be made available to the Principal and class teacher and will be on display in the classroom.
  • Concerns arising from one-to-one teaching or activities will be made known to the Principal/Deputy Principal.
  • All children learn best in different ways and as highly trained and Garda vetted professionals, teachers are able to adapt their teaching approach and the physical environment of the classroom to help each individual child to reach their full potential.
  • ensure the following toileting procedures are in place:
  • ANA should have another adult nearby toilet area while procedure is taking place
  • Provision of disposable aprons, cleaning materials for changing room, disposable gloves for classroom where necessary
  • All used nappies must be put in bag and tied off before being placed in bin
  • Soiled clothes should be put in plastic bag to be sent home on the day
  • promote positive behaviour strategies
  • use positive handling strategies
  • use collaborative problem-solving to assist with behaviours of concern.

Bí Cineálta

We are committed to ensuring that all students who attend our school are kept safe from harm and that the wellbeing of our students is at the forefront of everything that we do. We recognise the negative impact that bullying behaviour can have on the lives of our students and we are fully committed to preventing and addressing bullying behaviour. Our Bí Cineálta policy addresses steps to be taken where there are allegations of bullying behaviour within our school community. 

Staff and parents should be particularly aware of the following types of bullying, which may impact students with additional needs:

  • Disablist bullying behaviour: behaviour or language that intends to harm a child because of a perceived or actual disability or additional need.
  • Exceptionally able bullying: behaviour or language that intends to harm a child because of their high academic ability or outstanding talents.
  • Perceived ‘less able’ bullying: Behaviour or language that intends to mock, tease or harm a child because of their weakness in a certain area of development (academic, sports, art, music, social, language and articulation etc.) or another child’s perception that this is the case.
  • Physical appearance bullying: behaviour or language that intends to harm a child because of their physical appearance. Students who “look different” can be mocked or criticised about the shape, size or appearance of their body.

6. Prevention, Early Intervention Strategies and Programmes

  • Differentiation of the curriculum by the mainstream class teacher to cater for individual strengths and needs.
  • Development and implementation of agreed approaches to the teaching of English and Mathematics to ensure progression and continuity from class to class such as the play-based learning (Aistear) and Ready Set Maths in the Infant classes.
  • Increased resourcing and support at Infant level through an early intervention model as advised by the Department of Education.
  • Careful development of phonological awareness, rhyming skills and oral language skills, before formal reading of words and books.
  • The use of concrete materials as much as possible and as appropriate.
  • Ongoing structured observation and assessment of the language, literacy and numeracy skills for children in the Infant classes to facilitate early identification of possible learning difficulties.
  • Class-based early intervention by the class teacher focusing on the provision of additional individualised support, as and when required.
  • Provision of additional support in language development/early literacy/early mathematical skills to children who need it.
  • Support for children experiencing social/emotional/behavioural difficulties and problems with concentration.
  • Promotion of parental involvement through their attendance at induction meetings for parents/guardians of incoming Junior Infants and the arrangement of formal and informal parent/teacher meetings.

Early Intervention Strategies

Early intervention programmes may be provided by the class Teacher and/or the ANT, in accordance with the Staged Approach (NEPS Continuum). Collaboration and consultation between the Class Teachers and the AN Teachers, should identify children who may be in need of early intervention. Teacher observation and professional opinion will be given due consideration in the selection of children for early intervention programmes at Classroom Support/School Support level.

Early intervention programmes will include –

  • Active learning programme for all Junior Infant children with specific emphasis on oral language development, underpinned by the principles of the play-based learning (Aistear) curricula, the new Primary Language Curriculum (PLC) and Primary Maths Curriculum (PMC).
  • Early intervention literacy and numeracy support programme in Junior and Senior Infants.
  • Withdrawal of children to a support teaching room, in-class support, team teaching, group work and individual support will be provided, as appropriate and available.
  • When identifying and selecting children for additional teaching support, children with the greatest level of need have access to the greatest level of supports.
  • Access to Forest School to enable the improvement of fundamental movement skills, oral language, active learning, resilience building, self-esteem, emotional intelligence
  • Access to the DSP Regulation and Proprioceptive Programme to aid with sensory, emotional, behavioural and movement difficulties.

DSP Regulation and Proprioceptive Programme

DSP Regulation and Proprioceptive Programme may be provided by ANTs, ANAs and class teachers in accordance with the needs of the child. Collaboration and consultation between ANTs, ANAs and class teachers should identify children who may be in need of this intervention. Teacher observation and professional opinion will be given due consideration in the selection of children for movement programmes at Classroom Support, School Support and School Support Plus stages.

DSP Regulation and Proprioceptive Programme will combine a number of exercise components to enhance the children’s abilities in Fundamental Movement, Balance, Coordination, Crossing the Mid-Line, Proprioception, Interoception and Visual Motor. All of these components not only help to improve the child’s physical well-being but also their mental, social, emotional and behavioural well-being and regulation by building their confidence in themselves and their abilities.

The combined programme benefits children with additional needs in the following ways: brings awareness into the body, stimulates both brain hemispheres to build neural pathways, improves awareness of the mid-line, increases ability to cross the mid-line, builds strong hearts, muscles and bones, enhances fundamental movement skills, enhances fine motor skills, enhances gross motor skills, improves coordination, improves reaction time, better sensory input and output, better concentration and attention, improves mental health, improves social skills, self-esteem and confidence, improves balance, emotional strength, awareness of others, spatial awareness, body awareness, increases knowledge of body parts, fortifies all bodily systems: skeletal, nervous, circulatory, digestive, respiratory, hormonal and muscular, builds concentration, improves attention, improves listening skills, communication skills, cooperation and teamwork, increases strength and flexibility in the body, increases consciousness of breath, applies breathing techniques to help relaxation, reduces stress, encourages mindfulness, reduces anxiety, calms the mind, stimulates the vestibular system, helps with physical sequencing, allows for difference, non-competitive, applies stress reduction techniques, enhances body stamina, improves sleep pattern, helps in shifting mood, encourages children to be more patient and open with others, builds courage, cooperation and teamwork, improves hand – eye coordination, improves foot – eye coordination, improves handwriting skills, improves reading skills, improves comprehension, ball sports, dressing and undressing, operating devices, ability to follow instruction and direction.

Forest School

Access to Forest School to enable the improvement of fundamental movement skills, oral language and active learning in a natural context.  There is a nurturing approach which promotes self-esteem and emotional intelligence.  The aim is to foster resilient, independent, confident and creative learners, using a flexible approach and natural resources for inspiration.  The structure allows for natural and flexible differentiation according to each child’s needs whilst inspiring and encouraging them to explore and expand their skills and capabilities.

In line with the principles of the primary school curriculum, the Forest School program develops children’s sense of wonder and natural curiosity as a primary motivating factor in learning.  Each child is an active agent in his or her learning which is developmental in nature.  Their existing knowledge and experience form the base for learning and the immediate environment provides the context for meaningful engagement.  Learning involves guided activity and discovery methods and language is central in this process.  Through various activities the child is encouraged to perceive the aesthetic dimension in learning.  It is an integrated approach that allows for social and emotional development.

In supporting the holistic development of each child, children develop positive attitudes about school and learning.  The program enhances learning and can reduce some of the difficulties in learning.  They can build relationships with their classmates and staff in a different environment which has many ripple effects into the classroom. The Forest School program can provide opportunities for children to process emotions or ideas in a safe space.  They also are supported to see the natural world as a safe and happy place in which to live and learn and play.  Unstructured time which allows for the key principles of play (freely chosen, personally directed and intrinsically motivating) gives children emotional and social space to get what they need at that moment.  With a high staff/pupil ratio, there are frequent opportunities to work with where the child is currently at.   Sensory needs issues are addressed through the Forest School program as are fundamental movement skills and collaboration skills.

Restorative Practice

Restorative practice for students with additional needs promotes a positive, inclusive school environment by focusing on building relationships, resolving conflicts, and fostering empathy. It encourages open communication, allowing children to express their feelings and concerns in a safe space. This approach helps to develop emotional regulation and problem-solving skills, enhancing social interactions. Restorative practice supports a sense of accountability, as students understand the impact of their actions on others. It reduces disciplinary issues by addressing the root causes of behaviour and promotes personal growth. Overall, it nurtures a supportive community where all students feel respected and valued.

Peer Mentoring

Peer mentoring for children with AN offers numerous benefits. It fosters a sense of inclusion and belonging, helping students feel valued within the school community.

Peer mentors provide individualised support, enhancing social skills, communication, and confidence in students with additional needs. It promotes emotional well-being by offering positive role models and reducing feelings of isolation. Additionally, it cultivates empathy and leadership skills in the mentors, benefiting both students.

7. Selection criteria

The selection of children for the Continuum of Support is at the discretion of the school. The school relies on an annual allocation of resources from the Department of Education and Youth and the school then endeavours to match needs to the resources and supports made available to it. Teaching is prioritised so that the pupils with the highest level of need receive the highest level of support.

The following criteria will be used by our school to select children for supplementary teaching in line with the new model of Special Education Teaching (Circular 13/2017 and Circular 64/2024).

  1. Children on a School Support Plus Plan who experience significant difficulties as identified by the school.
  2. Children in Infant classes within the Early Intervention Model.
  3. Children scoring at or below the 10th percentile on standardised assessments in Literacy and Maths.
  4. Children scoring at or below the 20th percentile on standardised assessments in Literacy and Maths.
  5. Children experiencing difficulties with communication & language; social, emotional, attentional and/or behavioural difficulties despite interventions made by the Class Teacher.
  6. Children diagnosed as having High Incidence Learning Disabilities who without support would regress.

Children who have English as an Additional Language (EAL) and whose English needs further support may qualify for EAL hours dependant on the Department of Education & Youth’s allocation to the school.

8. Support for Exceptionally Able Children

The Department of Education and Youth does not provide additional resources for pupils who are exceptionally able. However, where possible, their needs are met through differentiation. This may involve modifying the learning environment, the content of the curriculum, the learning process or the learning product. It is important to note that children can be identified as exceptionally able in curricular and non-curricular areas.  Students can also be ‘Twice exceptional’ (2e) where there is exceptional ability in an area and significant difficulties in another.

The Draft Guidelines for the Identification and Teaching of Exceptionally Able Students (NCCA/CEA, 2007) outlines the best ways to support EA children in an Irish cultural context. However, without the intended additional supports, it is not possible to fully implement these guidelines in school. 

We encourage a partnership approach with parents so that we can support children inside and parents outside of school. DSPNS enables third party providers to utilise the school to provide extra-curricular activities.  Parents may wish to apply for the Centre for Talented Youth in Ireland (CTYI), which can be accessed by their own assessments or by psychological testing.

9.Continuing and Discontinuing Supplementary Teaching.

  • Bi-annually the progress of each child who is in receipt of support teaching will be evaluated following consultation with the child’s class teacher and where appropriate, the child’s parents/guardians.
  • A decision will be made regarding their continued level of support and revised targets will be set in their Support Plan if needed.
  • The school may decide to discontinue supplementary teaching with some children when satisfactory progress has been made and targets have been met.
  • The school may also decide to discontinue supplementary teaching with some children who are now performing above the percentile laid down in the selection criteria for receiving support; however, if both the class teacher and ANT feel such a child needs scaffolding to maintain this standard then continued supplementary teaching may be offered if places are available in the appropriate group.

10.Monitoring Progress

  • The Support Review meeting on the Continuum of Support will be completed by the ANT in collaboration with the Class Teacher. This will take place every 4 -8 weeks.
  • Self-Reflection (by the child) – My Thoughts about School will be completed by the child once or twice a year depending on the Support Plan the child is on.
  • Weekly Tests if applicable (eg. Spellings/Tables).
  • Termly Assessments if applicable (teacher designed or from publishers).
  • Standardised Tests at end of year (1st – 6th) in English and Maths.
  • Selected Junior Infants –  BIAP
  • Senior Infant end of year test
  • Spelling Test (Drumcondra Spelling) – 1st to 6th
  • Some children may experience significant difficulties in literacy and numeracy.  They may be exempt from undertaking the annual tests, in line with the test exemption criteria (see Drumcondra manuals)
  • Some children experience significant difficulties with the acquisition of languages.  Their parents may apply for an Irish exemption under specific criteria, outlined in Circular 54/2022. 
  • Ongoing structured observation and assessment of the language, behaviour, literacy and numeracy skills of children to facilitate early identification of possible additional needs.

11. Record Keeping

  • Work samples for each child can be found in an Assessment Folder for their class in the relevant year.
  • A file for each child on a School Support Plan Plus is kept locked in the AN drawer of a locked filing cabinet. These files are available to staff as children move from class to class.
  • Standardised Test results pages are kept in the downstairs resource room in a locked room and can be accessed by teachers at any time.
  • Results of Completed Standardised Tests will be uploaded to Aladdin
  • Care plans for children with ANA access are kept on Aladdin.
  • Psychological Reports that are active at any given time are kept in a locked cabinet.
  • The Standardised Tests currently used in our school are – Drumcondra Reading, Maths and Spellings.
  • End of Year school Report will be issued to parents/guardians in mid – June. These reports are saved in Aladdin.

12. Communication

  • Initial concerns regarding a child will be discussed by the class teacher and the relevant ANT.
  • Members of the class team meet with parents/guardians initially to discuss concerns and outline supports available in the school.
  • ANT and Class Teacher meet to agree a School Support Plan for the child. Parents are then asked to contribute.
  • ANT, Class Teacher and parents meet to agree a School Support Plus Plan for the child.
  • Parents are encouraged to become involved in their child’s learning.
  • Parent Teacher Meetings are held in February for all classes.
  • An information meeting is held for the parents of incoming Junior Infants in May/June.
  • A Community Ethos meeting is held each year (between Monkstown ETNS and Dun Laoghaire ETNS and Dalkey School Project)
  • A class information meeting is held in September for each class.
  • An end-of-year report goes home in June each year. Opportunities to discuss this report are made available before the end of term.
  • In line with the Communications Policy, parents who wish to discuss concerns with the class teacher will contact the office and request a meeting or phone call.
  • Sometimes it takes parents time to understand and accept the different learning journey that their child is on.  The class teacher will continue to inform the parents of observations and will document on Aladdin where support is offered.
  • Where school staff advise additional teaching, help with social, emotional, behavioural difficulties and/or access to ANA for a child but parents repeatedly refuse, the parents should put in writing their reasons for refusal. The refusal and reason/s for it will be noted on Aladdin.

After repeated refusals, staff may request the DLP seeks the advice of Tusla.

13. Timetabling

  • Supplementary teaching that children receive is in addition to their regular class programme in English and Maths, in so far as is practicable.
  • Co-teaching, where two teachers work together to plan, organise, instruct and make assessments on the same group of students, sharing the same classroom can operate during English and Maths times in class. If deemed more beneficial to the group being taught by the ANT, they can be withdrawn to a quiet space.
  • As part of the team teaching model the class teacher may sometimes take the children with additional needs while the ANT takes the class.
  • In so far as is practicable, children should not miss out on the same curricular area each time they receive supplementary teaching.
  • The Support Teaching Team will review the timetable at the end of each instructional block.
  • All teachers are required to be co-operative and flexible about timetabling matters in order to facilitate the timetabling for their class.

 14. Attendance

  • An attendance record of children who are withdrawn to the AN rooms will be kept by each class teacher.

15. Monitoring and Reviewing the AN Policy

The Principal, Deputy Principal and AN Co-ordinator will monitor and review this policy.

16. AN Policy Success Criteria

A whole school approach to the implementation of our AN policy will:

  • ensure that children with AN gain access to a broad, balanced curriculum and have opportunity of access to an appropriate education.
  • develop positive self-esteem and positive attitudes to school and learning among our pupils.
  • improve standards of academic performance and achievement.
  • enhance parental involvement in supporting their child’s learning.
  • increase collaboration between school personnel.

The achievement of these success criteria will be assessed through: Feedback from teachers, children and parents/guardians; child’s achievements and ongoing analysis of children’s academic performance and attainment of personal targets.

Ratification

This Policy review was presented to the Board of Management at its meeting on 13th October 2025. It will be further reviewed after there has been a material change in any matter to which this document refers.

References

DSPNS Policies

Useful websites:

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