Student Supports
Pastoral Care
We have a multi-layered approach to the provision of Pastoral Care in our school. In recognition of the fact that (with the exception of exam time) the transition from primary to post-primary education can be the most traumatic period faced by students, we pay particular attention to the induction of 1st Year students.
The start of the school year sees a staggered return for the year groups, so that 1st years generally have the building to themselves for their first day in the Community School. They are assigned a Tutoraccording to class group. Generally, the tutor will have the same class group through to Junior Certificate, and has plenty of time to build up an effective line of communication and trust. The change in classes after Junior Cert means that students normally have a different tutor for the Senior Cycle.
A second line of care is provided through the Mentor System. Each year 30 LC students volunteer to help the 1st years, and these mentors undertake intensive training both in school and at a Leadership Training Camp to give them the necessary skills to work with our newcomers. Meetings are held regularly up to Christmas, and the mentors have a clear set of guidelines on reporting any issues or problems that arise.
Settling-In Programme
Since September 2014, we have run a Settling-in Programme which is delivered over a double class period per class group, once a week over four weeks. The feedback from this programme has been hugely positive and we are grateful to Mr. Liam Moroney, Psychologist, for working with our new 1st Years.
Child Protection
We also have a Child Safeguarding Statement which is reviewed annually by the Board of Management. The policy is posted on the wall in the main reception and hard copies are available on request. You can view our Child Safeguarding Statement.
Mental Health
Please find below an updated leaflet from the Higher Education Office of the National Educational Psychological Service.
This leaflet aims raise awareness, signpost and provide details of several HSE funded national organisations that provide various mental health supports and services to children, young people and their families around the country.
Details of these services and more are also available on www.yourmentalhealth.ie or by calling 1800 111 888.
Additional Educational Needs
Special Class
In August 2026 Carrick-On-Shannon Community School will open a Special Class. We are very excited about this and it will mean that our school can cater even better for the students in our catchment area. We will be updating this page with developments on the Special Class during the coming months.
Testing/Tracking and Monitoring
Students are tested formally both in First and Third Year. Students do the cognitive ability tests (CATS) in September of First and Third Year. They also do a standardised spelling test (WRAT 5) and in some cases a standardised Word Reading Test. Class tests and term tests uploaded to VS WARE all form part of our system of tracking progress. Parents can request to have their child screened for dyslexia. However, this is not a diagnostic test but is a helpful tool in helping us understand a child’s difficulties and intervene appropriately. THe Student Learning Review is a good opportunity to discuss your child’s progress. A meeting with Mr. Nyland (AEN Coordinator) or Ms. Hannon (Guidance Counsellor) can be arranged on request.
Withdrawal Support
About 10% of students are supported through a process of withdrawal in small class settings. Again, targets are set by the subject teacher and the learning support teacher works through these targets over a 6-8 week period. A similar process of evaluation is conducted at the end of the phase similar to the team-teaching model.
Exemption from the Study of Irish
Exemptions granted to students from the study of Irish should be the exception rather than the norm. However, where there is an application from a parent we follow the steps in the circular. Students struggling with Irish should consider the study of French or German carefully. A discussion with Ms. Hannon, Guidance Counsellor is advisable.
Outside Agencies
Mr. Nyland and his core team, Ms. Elaine Grimes and Ms. Lilian Harris, work closely with NEPS, Occupational Therapists, the SEC and local SENO throughout the year. Management and Mr. Nyland also link in the ACCS (Association of Community and Comprehensive Schools) special needs forum to keep abreast of developments within SEN. These links are vital in getting the best possible resources for the students in our care.
Junior Certificate Schools Programme (JCSP)
Our previous focus of School Self Evaaluation was differentiation. Differentiated practices are now firmly embedded in what we do in our school. We pride ourselves that we embrace mixed-ability settings. One of the ways we differentiate for students with learning needs within a mixed ability setting is incorporating JCSP profiling at Junior Cycle. Here students’ progress is monitored and tracked throughout Second and Third Year. At the end of Third Year some students receive a special certificate of achievement which is recorded on their Junior Cycle Results sheet.
Team-Teaching Support
Our current focus of School Self Evaluation is Team-Teaching. Over 90% of our support is delivered through this model of support as recommended by Department guidelines. Students on a particular class register have targets set by their subject teacher. Through collaboration with between the subject teacher and the team-teacher, students work through targets over the course of a support phase. Their progress is monitored after each class and a review of their overall progress is carried out at the end of each phase of support.
Assistive Technology
Students who have used assistive technology in primary school and/or have a report recommending the use of ICT within the classroom, must let Mr. Nyland, AEN Coordinator know at the earliest opportunity so that an application can be made to NCSE. Note that use of ICT in the classroom does not mean that it can be used in state examinations.
Reasonable Accommodations
Students with a support file, who meet the criteria laid down in the Reasonable Accommodation Guidelines, are entitled to apply for accommodations in the state examinations. Applications approved at Junior Cycle can be reactivated at Leaving Certificate. A student’s support file, standardised test results and recent school-based examinations are all required for an accommodation. Applications for other types of accommodation may need reports from outside agencies or evidence of intervention from the Pastoral Care Team.
Special Needs Assistants
Mrs. Anita Moran, Ms. Cliodhna Kennedy and Mrs. Ann Wynne comprise the team of Special Needs Assistants in our school. They help students who have particular needs and aid inclusion across the curriculum areas.