School To regularly self-review the performance of the school in relation to this The board will have an annual time plan for the ongoing review charter so that achievements can be recognised and priorities identified of its plans and policies, ensuring that each plan and policy Self-Review for school development and improvement. defines the procedures for its review. Reports from reviews The BOT will also use ERO Self-assurance statements for self-review. will form the basis for deciding priorities for school development and improvement. Special To offer an inclusive environment for learners with Special Education Individual Education Plans will be written for some children needs. The BoT will ensure that matters of access to learning and equity receiving special programmes of instruction. These will be Needs are taken into account. Where possible, special needs assistance will be with parents, class/group teacher, Special Education given in the child’s own classroom environment. Groups of pupils with representative (MOESE), Special Education Needs identified common needs may be withdrawn from a normal mainstream Coordinator (SENCO), Support personnel such as Van Asch, classroom for specialised instruction. Teacher Aide and Deputy Principal if appropriate. Our Strategic Plan 2016-2018
School Self-Review To regularly self-review the performance of the school in relation to this charter so that achievements can be recognised and priorities identified for school development and improvement. The BOT will also use ERO Self-assurance statements for self-review. The board will have an annual time plan for the ongoing review of its plans and policies, ensuring that each plan and policy defines the procedures for its review. Reports from reviews will form the basis for deciding priorities for school development and improvement. Special Needs To offer an inclusive environment for learners with Special Education needs. The BoT will ensure that matters of access to learning and equity are taken into account. Where possible, special needs assistance will be given in the child’s own classroom environment. Groups of pupils with identified common needs may be withdrawn from a normal mainstream classroom for specialised instruction. Individual Education Plans will be written for some children receiving special programmes of instruction. These will be with parents, class/group teacher, Special Education representative (MOESE), Special Education Needs Coordinator (SENCO), Support personnel such as Van Asch, Teacher Aide and Deputy Principal if appropriate. Our Strategic Plan 2016-2018