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Fostering communication within and
outside the school
The communication strategies which are
utilised in our school to ensure that the concerns of pupils, parents and
teachers are heard and addressed are a combination of informal and formal
structures.
- The Chairperson of the Board of
Management and individual board members visit the school on a regular basis, and
liaise with the Principal, class teachers, ancillary staff and pupils
- The Principal teacher visits each
classroom every school day
- The Principal teacher supervises the
children prior to the official assembly time. This provides an informal
opportunity for parents and/or pupils to express concerns
- The Principal teacher and Deputy
Principal supervise the dismissal of the children from school each day. This
provides another informal opportunity for parents and /or pupils to voice
concerns.
- Formal Staff meetings are held regularly
- Special Duties Teachers meet formally at
least twice a term
- Probationary Teachers meet formally with
the Principal on a regular basis throughout each term
- Resource teachers meet formally on a
number of occasions each term
- Formal parent /teacher meetings are held
in December and February of each year; School reports are issued prior to the
formal parent /teacher meetings
- The Principal teacher is available to
meet formally with parents if an appointment
is arranged
- When requested to do so, teachers will
meet with individual parents but it
is preferable that these meetings would occur outside official school hours so
that disruption to the children’s education is kept to a minimum
- Meetings are held in connection with
preparation for the sacraments
- A meeting is held each year for the
parents of the new Junior Infant pupils
- An open day is held in June for the
parents and new Junior Infant pupils
- The pupil’s homework journal provides
a facility for communication between home and school
- An outline of school policies and
procedures is contained in the school homework journal
- An information booklet containing school
policies and procedures is given to the parents of every pupil
- Newsletters are issued at least twice
per term
- The Website (www.colmcilles.net)
contains the contents of the newsletters and details of topical school issues
- A Rainbows group meets each week
Catering for the individual needs of the
children
- The SPHE curriculum is adapted to meet
the needs, interests and concerns of the pupils
Creating health-promoting physical
environment
- The physical environment of the school
meets basic physical needs with regard to heat, light and ventilation
- Adequate facilities are provided for
playing; the children eat their lunches in the classrooms. There is a healthy
eating policy, and the pupils are not allowed to bring food to the playground
- Every effort is made to ensure that the
school building and its environs are safe
- The children are encouraged to take a
pride in the school and its environs
Experiencing democratic processes
The school reflects a caring community
where the welfare of each individual is fostered and the concerns of all are
taken into account. The children experience the democratic process where
- Responsibility is shared
- The opinions of parents, children and
pupils are valued
- A sense of commitment to a common
purpose is developed and understood
The holding of a regular school assembly
is envisaged as part of the revised Code of Behaviour.
Enhancing the self-esteem and well-being
of members of the school community
Self-esteem has been defined as the
degree to which people feel worthy, capable, significant and effective. (Primary
School Curriculum, 1999, p. 24). Among the strategies used in St Colmcille’s
BNS to foster self-esteem are :
- Opportunities are provided for each
child to develop individual talents with regard to sporting /artistic /musical /
athletic / academic activities
- The school’s Code of Behaviour places
the main emphasis on encouragement and affirmation
- New entrants and their parents are
welcomed formally
- Individual achievements of pupils are
recognised in the newsletter
- The work of staff members is affirmed
- Time is provided for individual
discussions on progress and on exploring ways in which a child can enhance his
own learning
- The Code of Behaviour provides
structures in which children can feel secure
Fostering respect for human and cultural
diversity
The school promotes respect for
diversity by ensuring that:
- The curriculum is free of bias
- The strengths of
individual children are fostered
- Children are
encouraged to listen to different points of view
- Children are given the opportunity to
learn about the cultures of others
Fostering inclusive language
Language reflects values, attitudes,
beliefs, prejudices and principles. It is important that children are enabled to
use language in a precise and appropriate manner. The language that is promoted
in the school is one that respects cultural and other differences.
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