Whole School Guidance Plan

Whole School Guidance Plan, Coláiste an Spioraid Naoimh, Bishopstown, Cork.

Roll number: 62580U

School Patron: Presentation Brothers Schools Trust

Section 1

Introduction to the Whole School Guidance Plan

This section is divided into the following areas:

• School Context
• School Mission Statement
• Scope of this Document
• The Rationale for this Document

1.1 Introduction and School Context

Coláiste an Spioraid Naoimh is an all-boys secondary school in the western suburbs of Cork City, under the trusteeship of the Presentation Brothers School Trust (PBST). The enrolment is over 700. The core Catholic values of the school through the Presentation Brother School Trust and School Mission Statement aim to support and nourish the lives of people who are at the heart of the school – students, staff and parents.

Coláiste an Spioraid Naoimh is committed to promoting spiritual and human development, achieving excellence teaching and learning, showing respect for everyone, being just and responsible, creating community and developing moral and ethical future leaders,

A Presentation Brothers school has four core elements that capture best its contribution to Catholic education:

• A genuine and tangible spirit of respect and caring for each member of the school community;
• A comprehensive and holistic education;
• A vibrant experience of community and partnership:
• A deep commitment to gospel values as lived in the Edmund Rice tradition.

One of the core functions of any post primary school is to provide an academic service to its students that will fulfil their needs and allow them to pursue their chosen field of further study, training, or to enable them to enter the world of work.  However, this provision by a school only attends to one aspect of the student’s needs.

The journey through the teenage years is one of physical, emotional, and psychological change.  The adolescent is required to cope with, among other things, new feelings, new adult responsibilities, an emerging sense of independence, peer influences, academic pressures and above all, a growing sense of his new self.  In order for him to cope successfully with his new world and emerge into adulthood, guidance and assistance should be provided by all those charged with responsibility for the broader needs of the individual.

Within a post primary school, provision needs to be made to cater for the needs of the adolescent and these provisions must take a holistic view of the individual as a person. That is, to widen the focus from merely an academic and curriculum based one.  These provisions are outlined in this working document the Coláiste an Spioraid Naoimh Whole School Guidance Plan.  This live document intends to seek the assistance of all staff and parents. Such consultation also serves to heighten their awareness of their involvement in personal guidance, academic guidance, and careers guidance. There are a range of activities through which the school addresses the needs of the student by helping him in personal, social, educational, and career development and, as stated in the Education Act (1998), ensures each student has access to appropriate guidance.

1.2 Mission Statement

Coláiste an Spioraid Naoimh is a Catholic school which seeks to create a caring environment, in which Christian values permeate all aspects of school life and teachers and students find fulfilment. The school believes in the vital importance of respect and good relationships between teachers, students and parents and is conscious of its role in the broader community.

 Through the delivery of an excellent and ever evolving academic curriculum and the provision of our well established co-curricular and extra-curricular programmes, we:

• promote academic excellence by encouraging all students to reach their full potential
• foster the growth of self-worth and confidence through the development of the whole person;
• equip students with life-skills and develop their leadership qualities by enabling them to take up leadership roles
• nurture the importance of caring for the wellbeing of staff and students
• provide students with opportunities to live their faith through liturgies, and by engaging in social action programmes.
• empower students to take responsibility for care of the environment

 The Whole School Guidance Plan reflects the Coláiste an Spioraid Naoimh Mission Statement in its student centred holistic approach. The enhancement of self-esteem and life skills and the development of academic, personal and emotional potential leading to greater personal autonomy for all students are its central goals. This plan reflects the uniqueness of Coláiste an Spioraid Naoimh in its own particular context and circumstances. This Guidance Plan refers to the ‘subject’ guidance as it is delivered to students cognisant of their needs and mindful of the available resources.

 The Whole School Guidance Plan is a structured document that describes the school guidance programme and specifies how the guidance needs of students are to be addressed. It includes reference to personal counselling, an integral component of the work of the Guidance Counsellor. The Guidance Plan forms part of the Whole School Guidance plan.

1.3 Scope

This plan refers to the whole school and provides information on the guidance and pastoral care systems in the school. Guidance in post-primary schools refers to a range of learning experiences, provided in a developmental sequence, that assist students to develop self-management skills which will lead to effective choices and decisions about their lives. It encompasses the three separate, but interlinked, areas of:

• Personal and Social Development
• Educational Guidance
• Career Guidance

Counselling is a key part of the school guidance programme, offered on an individual or group basis as part of a developmental learning process and at moments of personal crisis. Counselling may include personal counselling, educational counselling, career counselling or combinations of these.

1.4 Rationale

This Guidance Plan is guided by the Mission Statement and the Presentation Brothers’ ethos as made explicit in the PBST School Trust Charter and demonstrates a commitment to provide Pastoral Care, Guidance and Counselling services to the students of Coláiste an Spioraid Naoimh and to discharge its responsibility under the Education Act (1998), Section (9) Subsection (c) which states that

“schools must ensure that students have access to appropriate guidance to assist

them in their educational and career choices, (d) Promote the moral, spiritual, social and personal development of students…in consultation with their parents, having regard to the characteristic spirit of the school.”

The provision of guidance is a statutory requirement for schools under this Act.

Other requirements and guidelines include:

• Circular Letter PPT 0009/2012 from the Department of Education and Skills points out that: It is established policy that guidance is a whole school activity and under existing arrangements each school develops collaboratively a school guidance plan as a means of supporting the needs of its students.

• The School Development Planning Initiative (SDPI) document Planning the School Guidance Programme (2004) specifies that schools are expected to develop a guidance plan.

• “NCGE: A Whole School Guidance Framework 2017” will support schools in the planning and provision of a whole school approach to guidance.

• Guidance-related learning is identified in the Junior Cycle Wellbeing Guidelines as one of the main pillars of a school’s Wellbeing programme (NCCA, 2017).
• The “Guidelines for Second-Level Schools on the Implications of Section 9(c) of the Education Act 1998, relating to students ‟ Access to Appropriate Guidance” (DES 2005) state that ‘the school’s guidance plan is a whole school responsibility’. Planning the School Guidance Programme National Centre for Guidance in Education (NCGE, 2004).

• Circular 0011/2017, states that through this circular the Minister

“requires schools to adjust their Guidance Plans to meet Action 9.1 in Action Plan for Education 2017, which states that the Guidance Plan should ‘include specified time allocation for guidance counsellors to be available for one-to-one guidance counselling and time allocation for the role in supporting the organisation and work of the Student Support Team”

• ‘A Whole School Guidance Framework’ issued in 2017 by the NCGE which supports schools in the planning and provision of a whole school approach to guidance. Guidance is a whole school activity and is regarded as a core element of the school’s overall school development plan.

This plan intersects, links and overlaps with elements of other school plans and policy including: PBST School Charter, CSN Mission Statement, Religious Education (RE) Subject Plan, Social, Political and Health Education (SPHE) Subject Plan,  Guidance Subject Plan, Anti-Bullying Policy, Anti-Cyberbullying Policy, the Code of Positive Behaviour, the Additional Educational Needs (AEN) Policy, Mobile Phone Policy, Homework Policy, Relationship and Sexuality Education (RSE) Subject Plan, Critical Incident Policy, Child Protection Policy etc.

Section 2

The Whole School Guidance Plan

 This section is divided into the following areas:

• The Aims and Objectives of the Plan
• School Wide Responsibility
• The Whole School Guidance Team
• A Continuum of Support Model of Provision
• Areas of Learning and Student Competencies

2.1 Aims and Objectives of the Plan 

The Whole School Guidance Plan aims to:

• Set out the learning experiences and activities of the guidance programme
• Reflect the needs of both Junior and Senior Cycle students
• Achieve a balance in the provision of personal/social, educational and career guidance offered to students.
• Encourage communication between all relevant stakeholders

The objectives of this Whole School Guidance Plan are to help students to:

• Clarify educational, social and career goals
• Address personal issues
• Identify and explore opportunities
• Grow in independence and take responsibility for themselves
• Make informed choices about their lives and follow through on these choices

Whole School Guidance aims to:

• Support the development of every student
• Acknowledge and support each person’s role in the school community
• Provide an environment where each student can develop self-esteem and a sense of personal responsibility
• Provide an environment where each student can develop a place in society and a responsibility to society
• Nurture teaching and learning so that each student can reach his full potential
• Monitor the wellbeing of all students
• Apply best practice in the protection of students and the promotion of their welfare, within the resources available in accordance with DES and School Child Protection Policy
• Work effectively with statutory authorities and outside agencies as and when required
• Ensure that any allegations of abuse are dealt with justly and promptly in accordance with the Children First Guidelines 2017

2.2 School Wide Responsibility

 In conjunction with school management, the Guidance Counsellors are seen as having the main responsibility for the planning and delivery of the school’s guidance and counselling programme.  However, given that the provision of a guidance programme should not be seen as the remit of one person or one department in the school, it is desirable that as many staff as possible should have an important and worthwhile contribution to make in the planning and delivery of many aspects of the guidance programme. Guidance provision is seen as a school-wide responsibility, involving the collaboration of school management, the guidance counsellors and mainstream subject teachers, additional educational needs (AEN) teachers, special needs assistants (SNAs)/ inclusion support assistants (ISAs), ancillary staff, parents, students and the community at large.

 The guidance and counselling process aims, with the assistance of all relevant stakeholders, to seek to help students develop an awareness and acceptance of their talents and abilities; to seek to explore possibilities and opportunities; to grow in independence and to take responsibility for themselves and to make informed choices about their lives and to follow through on those choices.

2.3 The Whole School Guidance Team 

The Coláiste an Spioraid Naoimh in-school Whole School Guidance Team includes but is not limited to:

Ms. Brenda Moriarty (Principal)

Mr. Colmán O’Tuama (Deputy Principal)

Mr. Philip O’Sullivan (Deputy Principal)

Ms. Martina Downes (Guidance Counsellor)

Ms. Liz Evans (Guidance Counsellor)

Ms. Anne Cleary (Student Leadership Coordinator)

AEN Coordinator (Assistant Principal, rotating role)

Parent Voice Coordinator (Assistant Principal, rotating role)

Student Voice Coordinator (Assistant Principal, rotating role)

Wellbeing Coordinator (Assistant Principal, rotating role)

School Self-Evaluation (SSE) Coordinator (Assistant Principal, rotating role)

SPHE Programme Coordinator (rotating role)

RE Programme Coordinator (rotating role)

Guidance Programme Coordinator (rotating role)

RSE Programme Coordinator (rotating role)

The school community as a whole has a general responsibility for day-to-day aspects of student guidance. Stakeholders include but are not limited to: the students and their families, the board of management, school senior and middle management, year heads and class teachers, subject teachers and ISAs, the pastoral care team, the RE department, the SPHE department, the RSE department, the AEN department, other programme coordinators and experts from outside agencies.

The guidance and counselling process aims, with the assistance of all relevant stakeholders, to seek to help students develop an awareness and acceptance of their talents and abilities; to seek to explore possibilities and opportunities; to grow in independence and to take responsibility for themselves and to make informed choices about their lives and to follow through on those choices.

2.4 The Model of Provision – A Continuum of Support

 A continuum of support model is applied to the Coláiste an Spioraid Naoimh guidance programme. In applying the continuum, our whole school guidance programme aims to meet the needs of students along a varied range, from a whole school approach to group and individualised approaches. The continuum model can be applied as follows:

 Guidance For All:

This is provided to all students to support personal and social, educational and career development, and students making transitions (incoming first years, Junior Cycle to Senior Cycle and from Senior Cycle to life after school).

The guidance counsellor has a key role to play in coordinating the planning and delivery of the whole school guidance programme and in the provision of guidance to students. A whole school approach is employed in delivering the learning and teaching activities of the school guidance programme which include career education programmes, SPHE and Wellbeing in Junior Cycle, guidance modules and work experience provided as part of Senior Cycle programmes (TY and Leaving Cert).

 Guidance For Some:

This is provided to specific groups of students to support personal and social, educational and career development, and transition making. Such groups of students will typically include, for example, students in senior cycle, especially sixth year, who will benefit from group and one-to-one guidance counselling to support educational and career decision making and students who are making transitions. Transition points include: primary school into first year of Coláiste an Spioraid Naoimh, Junior to Senior Cycle, and school to higher/further education and training and apprenticeships and employment.

 Some students may require additional and more intensive support in making transitions. Group/ one-to-one guidance counselling requires the expertise of specialist school staff, such as guidance counsellors working in collaboration with the pastoral care team, SPHE teachers, AEN coordinator, year heads and class teachers.

Guidance For a Few:

Students may require support in meeting their developmental needs and when they experience personal crises. Some students may also require more intensive support throughout their time in school as they make important decisions. This support will require the expertise of specialised school staff with the necessary knowledge, skills and competences to respond to the needs of these students and will involve the guidance counsellor, and other school staff who have been trained in meeting the needs of vulnerable students and those who may have additional needs. In the event that the student requires more intensive support, referral to external agencies and supports are employed.

2.5 Areas of Learning and Competencies

Guidance-related learning builds on student’s holistic education which starts in early

childhood education and continues through their primary education under four

themes:

• Wellbeing;
• Identity and Belonging;
• Communicating;
• Exploring and Thinking.

 In post-primary education three areas of learning to facilitate post-primary students’ development in eight areas of competence. These are illustrated in Figure 2.

The areas of learning aim to build on the learning that children will have

experienced during their years in primary education. These outcomes relate to the

development of self-awareness and self-knowledge, knowledge of learning and work

opportunities, and applying this knowledge to make effective transitions and decision

making.

Junior Cycle

The three areas of learning and associated competences are associated with the

Principles underpinning the Framework for Junior Cycle, and a number of the Statements of Learning and Key Skills. The whole school guidance programme is linked to Key Skills such as

• Managing Myself,
• Managing Information & Thinking,
• Staying Well,
• Communicating and Working With Others.

Guidance-related learning activities are planned, co-ordinated and delivered with a focus on these skills and the Wellbeing competencies. These dovetail with the Guidance for All level on the continuum of support. Where necessary some students may require more intensive interventions in line with the needs of the student.

Wellbeing

There is considerable overlap between the competences and associated learning

outcomes presented under Developing Myself, Developing My Learning and Developing My Career Path (Figure 2.) and the Wellbeing programme in Junior Cycle (SPHE and guidance related learning are two of the main pillars of Wellbeing). Wellbeing is linked to the Staying Well key skill of the Framework for Junior Cycle (NCCA, 2017; pg. 22). The eight competences can be linked with five of the six indicators of Wellbeing – Responsible, Connected, Resilient, Respected and Aware (presented on page 45 of the Wellbeing Guidelines).

Senior Cycle

At senior cycle (including transition year) the RSE, RE and Guidance programmes all facilitate the learning outcomes from Figure 2. for students.

Four-Stage Continuum of Learning

Outcomes presented in Figure 2. for each of the eight competences can be organised under a four-stage continuum of learning, Figure 3.

Students may not progress through all four-stages of the continuum nor do so in a

linear fashion i.e. students will start at different points, progress at different stages and may need to revisit earlier stages throughout their five/six years in post-primary

schools. Progression will depend on individual characteristics and circumstances such as motivation, environmental factors, prior knowledge and attitudes.

The Whole School Guidance Plan for Coláiste an Spioraid Naoimh is a working document to ensure planning and practice support the learning outcomes associated with Wellbeing Indicators, Key Skills and the Continuum of Learning.

Section 3

Guidance in Coláiste an Spioraid Naoimh

This section is divided into the following areas:

• Overview of Guidance
• Overview of Counselling
• Goals and Aims of the Whole School Guidance Programme
• A Whole School Activity

3.1 Overview of Guidance

 Guidance is defined as:

“a range of learning experiences provided in a developmental sequence that assist students to make choices (personal and social, educational and career) about their lives and to make transitions consequent on these choices.”

(NCGE Planning the School Guidance Programme, 1.1, p.8)

Coláiste an Spioraid Naoimh aims to support all students through the continuum of support. The Guidance programme addresses the needs of students through a range of activities which incorporate the following three interlinked areas:

• Personal and Social Education/Development
• Educational Guidance
• Vocational/Career Guidance

It is envisaged that the guidance counsellor divides time equally between each area and is sensitive to the needs of all students and those who need extra support.

Personal and Social Education / Development

Personal and social development and support in Coláiste an Spioraid Naoimh aims to help students to make decisions, solve problems, resolve difficulties and develop coping strategies that will empower them to live more fulfilled lives.

All students commencing their studies in Coláiste an Spioraid Naoimh are made aware of the guidance and counselling service available to them; That is their student support team:

• Subject teachers
• Class teachers
• Year heads
• School management
• Guidance counsellors
• SPHE teachers
• RE teachers
• ISAs
• AEN teachers

Educational Guidance

“Guidance provision has an essential role to play in ensuring that individuals’ educational and career decisions are firmly based and in assisting them to develop effective self-management of their learning and career paths”.

(Resolution on Guidance, 2004).

The Whole School Guidance Plan recognises the critical importance of the provision of educational guidance at both junior and senior levels. Educational guidance includes empowering students in the areas of subject choice, study skills and examination skills, and consulting with parents about related matters and as such is a whole school activity. This provision will be developmental in nature and will aspire above all to be empowering and motivating to the individual and groups, in harmony with the PBST Catholic ethos.

 It is our aim that our students will become aware of and confident in their unique giftedness and potential – classroom guidance and individual meetings underscored by self-evaluation by the student and reflection on the barriers to learning will support these aims. The provision of accurate and up-to-date information will form a significant part of these meetings and of Guidance classes. Educational Guidance commences prior to a student’s entry into first year.  Staff members of Coláiste an Spioraid Naoimh visit feeder schools and may communicate with staff of primary schools to identify students who may require support.

 First year assessments are conducted prior to entry. These are to ensure four to five mixed ability class groupings in first year. These may also assist in identifying students who may need support from or referral to the AEN department. The Guidance Counsellors will liaise with the AEN department in order to identify students who may require extra help (subject to available resources). Various other career interest inventories may be used in fourth, fifth and sixth year to support students with subject choice and career choice, as needed.

 Information Evenings are provided by the Guidance Counsellor, in conjunction with the school management and programme coordinators for incoming first year students, and TY students prior to their entry to fifth year.

Further details on Educational Guidance provision for each year are listed in the Guidance Programme.

Vocational / Career Guidance

Vocational/Career Guidance is an on-going process which commences when students enter the school and continues throughout their secondary school education. Vocational Guidance in Coláiste an Spioraid Naoimh recognises the enormity of the decisions facing the young adult leaving second-level education; it involves empowering students to recognise their talents and abilities and enabling them to make informed choices and take responsibility for their own futures.

Our objective is to provide accurate information and assist the student with the choices he faces. All students will be encouraged to aim for the highest level of education/training achievable to them. They will be encouraged to see their education as life-long, and as a means to securing both employability and the fulfilment of their human potential. Students will be guided towards making informed, realistic choices about their future plans after their Leaving Certificate. This takes place during classroom Guidance classes and individual career interviews.

Examples of Guidance Activities that assist students to make informed choices include but are not limited to:

• Personal counselling
• Assessment using psychometric instruments and inventories
• Career information (classroom, personal vocational guidance interviews, attendance at career events and guest speakers)
• Use of online career resources e.g. Qualifax.ie and CareersPortal.ie – introduced in classroom guidance sessions.
• Development of self-awareness
• Personal Vocational Guidance Interviews
• Decision making skills & Planning Skills (e.g. part of the SPHE programme)
• Information on Post Leaving Certificate Choices / Pathways to Further Education
• Job Search Skills including interview preparation (e.g. PLC course interviews)
• Work Experience (an integral part of the TY programme)

3.2 Overview of Counselling

Counselling is also a key part of the school guidance programme, offered on an

individual or group basis as part of a developmental learning process and at moments of personal crisis. Counselling may be seen as the empowerment of students to make decisions, solve problems, develop coping strategies and resolve difficulties they may be experiencing. Counselling may include personal counselling, educational counselling, career counselling or combinations of these.

 The first year school induction process which includes a tour of the school, identifying offices (including Guidance Counselling offices) and facilities. Through subjects such as SPHE and RE, the pastoral care structure in the school and the class teacher and Year Head system, help-seeking behaviour is encouraged. Students are encouraged to talk to any member of staff with whom they feel comfortable, if they are experiencing difficulty. Our aim is to provide a strongly supportive presence, in particular in times of personal difficulty.

 An interdisciplinary approach is adopted. The student support team, all collaborate as necessary in order to best support our students. Individual support is seen as an integral part of the student support system and as part of the school’s duty of care for the students in a holistic way, taking into account their individual needs.

 At Pastoral Care meetings, Senior Management meetings, Year-heads and class teacher meetings the needs of students are discussed and the most appropriate supports and structures are discussed and put in place as appropriate. A referral to the guidance counsellor may often form part of the support plan. In addition, students can be referred for support at their own request, the request of parents and other teachers (often through the Year Head system) or if a friend or peer draws it to the attention of a member of staff that a student is encountering difficulties.

Counselling, on an individual or group basis, can be integral to supporting the ‘personal and social development’ of our students. Personal counselling aims to assist students in exploring their thoughts and feelings, giving care and support to students learning to manage the various challenges and developments in growing and changing. Great emphasis is placed on endeavouring to raise and enhance pupils’ self-esteem. (Counselling) Supports can only be put in place if a student is willing to participate and after an initial referral it is always the student’s choice whether he wishes to continue.

At all times it is the policy of the Guidance & Counselling Department to respect and value a student who is receiving support and to provide the student with a safe, positive and accepting atmosphere. In line with best practice, students who are receiving external support (e.g. counselling with an outside agency, perhaps by referral) will not attend both internal (school) and external counselling – to avoid conflict with the counselling process. Many students may attend for a single counselling session, while others, in response to their individual needs and the concerns raised, may require additional counselling sessions.

Students will generally attend for a maximum of six sessions. If a student requires support which goes beyond the resources of the school, or if a student requires targeted expertise intervention which is beyond the expertise and resources of the school (e.g. referral to the SHIP programme for self-harm or Pieta House for suicidal ideation) or emergency intervention (e.g. suicidal ideation or attempted suicide) then a student will be referred for additional support, in consultation with the parents/guardians; the school counselling service will be seen as a ‘holding service’ in such cases – supporting students in the interim space between referral and external support.

3.3 Goals and Aims of the Whole School Guidance Programme

The Guidance Programme in Coláiste an Spioraid Naoimh aims to provide support for learners to enable them to make wise and informed personal, educational and career choices. Coláiste an Spioraid Naoimh’s Guidance Department strives to be inclusive, providing for the needs of all students. The guidance counsellors have primary responsibility for the delivery of the school’s Guidance and Counselling Programme. However, the important role of all other members of the school staff and their relevant contributions to the planning and delivery of many aspects of the programme is acknowledged ; a whole school approach is essential in terms of delivery and in achieving the objectives:

• Enable students to grow in independence and take responsibility for themselves
• Develop and explore an awareness and acceptance of their talents and abilities.
• Make informed choices about their lives and follow through on those choices.

The Guidance and Counselling Department in Coláiste an Spioraid Naoimh strives to help all students in the school to:

• Develop an awareness and acceptance of their talents and abilities
• Identify and explore opportunities
• Provide support for learners to enable them to make informed personal, educational and career choices.
• Grow in independence and take responsibility for themselves
• Make informed choices about their lives and follow through on these choices

The aims of the Guidance programme at Coláiste an Spioraid Naoimh are as follows:

• Foster a sense of personal responsibility for identifying future educational/vocational goals.
• Provide experiences that promote career development and prepare students for the transition to work/higher education.
• Focus on an individual’s strength and potential.
• Promoting discussion of student’s educational/careers development.
• Introduce and foster a process of evaluating realistic, attainable career/higher education goals.
• Encourage the pupils to define expectations.
• Overcome any information deficit on careers/education.

Aims of Junior Cycle Guidance Programme

The aims of the Junior Cycle Guidance Programme include:

• Facilitate and enable students to make successful decisions in the areas of personal, educational and vocational development
• Enable students to make a successful transition from primary to second level education.
• Integrate all students, regardless of their social, economic or religious background.
• Identify and refer students who may be at risk to themselves or who are experiencing personal crisis.
• Provide counselling and support to all students whether it be personal/social, educational or career related.
• Assist students and parents/guardians in relation to Subject Choice for the Senior Cycle – awareness of the implications of subject selection and levels for career choice.
• Organise the delivery of study skills workshops and exam techniques for Junior Cycle students through Social Personal and Health Education (SPHE) classes and the Guidance Counselling Service.

Aims of Senior Cycle Guidance Programme

The aims of the Senior Cycle Guidance Programme include:

• Assist students in making the transition from Junior Cycle to Senior Cycle.
• Support students when choosing subject levels for the Leaving Certificate appropriate to their educational abilities.
• Provide career advice and information regarding a wide range of third level options, budgeting for the next stage of their education, scholarships and further education grants.
• Build up IT based research resources and to show students how to research information regarding college courses (e.g. Qualifax, Careers Portal and Career News).
• Facilitate one-to-one guidance counselling sessions for each Senior Cycle student.
• Organise Study Skills workshops for Senior Cycle
• Identify and refer students who may be at risk to themselves or who are experiencing personal crisis.
• Provide counselling support to all students, whether it is personal, social, educational or career based.
• Be present at Senior Cycle parent/guardian teacher meetings, to offer support to parents/ guardians and to inform them of how and when they can make an appointment with the Guidance Counsellor.
• Prepare students to manage the successful transition to higher or further education, training and/employment.
• Learn about job search and job retention skills.
• Provide an environment that facilitates students in developing an understanding of themselves, their values and their future adult roles.
• Help students to continue to develop a range of self-management skills, including the ability to access information concerning further study and career options.
• Identify the needs and expectations of and prepare students for entry to working life and provide information on second-chance educational and training opportunities in the hope of encouraging them to resume their education at a later date.
• Assist students in carrying out accurate and thorough research on their options and choices after the completion of the Leaving Certificate.
• Encourage students to build independent learning skills prior to entry to further or higher education in the hope of preventing students experiencing difficulty during the first year of their course and make students aware of the careers and appointments services and student supports at the colleges of further and higher education.

3.4 Guidance: A Whole School Activity

Guidance is not provided exclusively by any one individual or group. It is holistic

process that benefits from the synergy of many working together with a shared vision

towards a common goal. Whole School Guidance Planning enables our school to identify, prioritise and respond to the guidance needs of students using the resources available. When one considers the three dimensions of guidance (personal, educational and career), all members of the teaching staff are in some way involved in providing guidance to students. However, it is the responsibility of the Guidance Counsellor to coordinate the guidance programme under the direction of senior management.

The Whole School Guidance Plan recognises the important role that the whole school community plays in supporting and implementing these aims. The following is a list of stakeholders with whom we share our learning community:

• the Principal / Deputy Principals/Year Heads
• Class Teachers / Subject Teachers
• Subject and Programme Coordinators (e.g. RE, SPHE, TY,)
• School Chaplain
• Additional Educational Needs (AEN) Co-ordinator
• Addition Educational Needs Teachers (AENTs)
• Wellbeing Co-Ordinator
• Inclusion Support Assistants (ISAs)
• the Board of Management
• Parents Council / Students Council
• auxiliary staff including administration staff
• the students themselves
• families of students
• the local community
• the local clergy and the Presentations Brothers
• the Presentation Brother School Trust (PBST)

A Whole School Approach thus ensures that our school maximises its resources for guidance through the identification of roles and responsibilities for school management and staff in the provision of appropriate guidance to students. The main roles and responsibilities with our school are:

Guidance Counsellors

Guidance Counsellors because of their specialist training have a professional role in each of the main areas of guidance: personal and social, educational, and career. Within the personal and social strand their role for example may involve publicising to the students and at parents’ meetings the work of the Guidance Counsellor. Their educational role involves many aspects such as liaising with the SEN coordinator in relation to incoming students prior to the student’s entry to the school, or liaising with management, year heads, and class teachers, subject teachers concerning pupils who require intervention or offering those pupils counselling with regard to study techniques, educational planning and personal organisation. Their career role may involve addressing all students in Transition Year prior to them choosing their subjects for the Leaving Certificate. The Guidance Counsellor will also address a meeting of parents on the same topic. In addition, the guidance counsellor has a key role in collaborating with school management in the development and review of the school Guidance plan and the integration of guidance into the curriculum.

The Guidance Counsellor works collaboratively with all staff members and management. They meet regularly with the principal, deputy principals and chaplain. The guidance counsellor has strong links with outside support agencies and is a member of the pastoral care and critical incident teams. The Guidance counsellor is involved in delivering central aspects of the TY programme such as work experience preparation and career investigation.

Board of Management

The Board of Management has a responsibility to ensure that the provision and practice of guidance in the school is of the highest possible standard. The Board of Management manages the school in accordance with the Education Act (1998) and the Articles of Management for Voluntary Secondary Schools. Each school is required to comply with the Education Act (1998) and provide students with “access to appropriate guidance”.

Parents Association

This group supports many whole school guidance activities throughout the year through their valuable role in the consultation process of school policy development.

School Management

The Guidance Counsellors communicate regularly with the Principal and Deputy Principals, and attend a weekly meeting with the Principal and Deputy Principals to discuss the educational, vocational, social and personal, developmental needs of the students. These meetings allow for students at risk to be identified, personal counselling duties to be allocated and decisions on referrals to be made where necessary. The Principal oversees the Whole School Programme of which Guidance Counselling is an important component. The Principal controls the internal organisation and management of the school, and exercises supervision over the teaching and non-teaching staff. The Principal is the Designated Liaison Person (DLP) in the school and as such immediate and direct contact is made with the Principal by the Guidance Counsellor and indeed all staff should there be a concern regarding Child Protection. The Principal & Deputy Principals are involved in both student welfare and student discipline in the school.

The Year Head

The Year Head serves as an intermediate level of authority and assumes responsibility for the overall progress and welfare of the students of a certain designated year group and, in terms of discipline, endeavours to ensure their compliance with the school ‘Code of Positive Behaviour’.  

Class Teacher

The Class teacher is a teacher who, on behalf of the school community, takes on the role of caring for a particular class group, helping to promote a spirit of togetherness and harmony.  They act as support for the class in relation to any issue that may arise during the year. The class teacher endeavours to get to know each student individually and fosters a relationship and rapport with them that is conducive to their overall development. The first year class teachers play a big part in the smooth transitioning of students from primary school to first year in Coláiste an Spioraid Naoimh. They are an important point of contact for parents who may have a concern about their sons. 

Subject Teacher

Classroom subject teachers spend a considerable amount of time with the student in a learning environment so they are in position to assist in the development of students, not just in their own specialised subject area, but also in a more holistic way.  Teachers have the opportunity to help students develop positive self-understanding and self-acceptance as well as making an invaluable contribution to assist the student in becoming conscious of their own potential and opportunities available to them.

Pastoral Care Team

The Care Team meets once a week for one class period. These staff members consist of the Principal, Deputy Principals and Guidance Counsellors. At this meeting concerns about student welfare are discussed.

Religion Department

The Religion department contributes to whole school guidance through the organisation of many ceremonies throughout the year: spiritual services, school and graduation mass, carol service, and visits to the prayer room. TY students participate in leadership training days in the Presentation Brothers centre. The promotion of social justice through charity work with various organisations enhances the social awareness of students. 

AEN Department

The Additional Educational Needs department works in consultation with the Guidance Counsellor, Year Heads, Teachers and School Management at all times aim to assist in providing support for students. The learning support department liaises with a psychologist allocated by National Educational Psychological Services (N.E.P.S.) when assessment is required. Further details on the AEN department can be found in the schools AEN policy.

SPHE Department

The curriculum for Junior Cycle SPHE is presented in four strands: Who am I?; Minding myself and others; Team Up; and My Mental Health. The four strands are discussed and further developed over the three-year cycle. SPHE is designed to enable students to develop a positive sense of themselves and a commitment to caring for themselves and others.

RSE Programme

The RSE Programme at Coláiste an Spioraid Naoimh seeks to:

• Promote an understanding of sexuality.
• Promote a positive attitude towards one’s own sexuality and in one’s relationship with others.
• Promote knowledge of and respect for reproduction
• Enable young people to develop attitudes and values concerning their sexuality in a moral, spiritual and social framework.
• Enable students to develop the skills for coping with peer pressure, conflicts and threats to personal safety.

CSPE Department

As well as the SPHE programme the Civic, Social, & Political Education (CSPE) programme also provides a curriculum-based forum for further enhancing the aims and objectives of the guidance programme.  The CSPE programme is delivered within the school timetable from first to third year.

PE Department

Aims to:

• Enhance student’s sense of self
• Develop understanding of the link between physical activity and other aspects of life
• Choose a healthy, active meaningful life style
• Develop personal and social skills and encourages positive attitudes and values in their interaction with others

The school has a well-equipped gym and pitches and students have access to all in their regular PE classes. The PE teachers play a very important role in the holistic development of the student. 

Student Council / Student Voice

Each year is represented by two members on the student council with the following aims in mind:

• to involve students in actively promoting the welfare of the school
• to provide a channel for students to make recommendations for consideration by the principal and staff
• to provide a forum to discuss responsibly and formally issues relating to the well-being of the school and those who work there
• to provide students with the experience of democratic election, discussion and negotiation
• to give students a voice.

External Expertise and Agencies

A guidance programme in second level schools should recognise and draw upon expertise that is available from the wider community. Individuals and institutions with specialised knowledge of certain fields, for example, in the areas of sexuality, substance abuse, cultural and gender differences, the world of work, training and further study are invited to assist.  These include visiting speakers, visits to outside institutions, work experience, retreats, seminars, working with particular organisations such as St. Vincent De Paul, SHARE as well as drawing upon the expertise provided by social services, CAMHS, TUSLA, N.E.P.S., An Garda Síochána, Department of Education & Skills, the State Exams Commission, the H.S.E., and other necessary agencies. The is school currently also involved in initiatives and work with Jigsaw, the National Center for Youth Mental Health, Green Schools and An Taisce.

Section 4

Relevant Policies and Programmes

4.1 Policies which are relevant to Guidance

The plan addresses the guidance needs of all students at all levels within the school. As guidance is a whole school concern, the plan applies to school management and staff generally. The School Guidance Plan is part of Whole School Development Planning and intersects and interlinks with several policies including:

• Critical Incident Policy
• Data Protection Policy & Procedures
• Job Share Policy
• Child Safeguarding Risk Assessment & Safeguarding Statement
• CCTV Policy
• Dignity at Work Policy
• Homework Policy
• Admissions Policy
• Health and Safety Statement
• Acceptable Use Policy (AUP)
• RSE Policy
• Code of Positive Behaviour
• Additional Educational Needs (AEN) Policy
• Anti-Bullying Policy
• Anti-Cyber Bullying Policy

The Whole School Guidance Policy is aware of and informed by the legislative requirements of:

• The Education Act (1998)
• The Education Welfare Act (2000)
• The Equal Status Act (2000)
• The Education for Persons with Special Educational Needs Act (2004)
• Data Protection Acts (1988)

To be developed

• Religious Education RE Policy
• Wellbeing Policy
• School Attendance Policy
• Assessment Policy

4.2 Existing Programmes and Structures

Existing programmes & structures that support the achievement of the aims of the school guidance plan include (the list is not exhaustive):

• Pastoral Care System
• Ladder of referral
• Social, Personal and Health Education
• Relationships and Sexuality Education
• Religious Education
• Physical Education
• Civic, Social and Political Education
• First Year Induction Programme
• Subject Choice Programme for Senior Cycle
• Transition Year Programme
• Bystander Intervention Programme (TY)
• Future Leaders Programme (TY)
• Extra-curricular Activities

Section 5

Current Whole School Guidance Programme and Provision

Guidance is a whole school activity in Coláiste an Spioraid Naoimh. Guidance falls into three general categories:

• Educational Guidance – Developing my Learning
• Vocational Guidance – Developing my Career Path
• Personal Guidance – Developing Myself

The following diagrams illustrate the continuum of support model on which our whole school approach to guidance is based.

5.1 Educational Guidance – Developing my Learning

5.2 Vocational Guidance – Developing my Career Path

5.3 Personal and Social Guidance – Developing Myself

Section 6

Guidance Activities and Procedures

Guidance and Counselling support is offered on an individual, small group or class

group basis. The three key areas of the guidance programme (Personal and Social

Development, Educational Guidance & Vocational / Career Guidance) are supported

by the Guidance Counsellors’ professional skills and training and collaboration with the guidance partners (as indicated previously) who play significant and vital roles in supporting the personal, social, educational and career development of our students. As noted by the DES, guidance is a whole-school activity and as such many of the activities & procedures listed below reflect the community initiative and community of cooperation adopted by Coláiste an Spioraid Naoimh.

This section is divided into the following areas:

• Counselling
• Developmental Programmes and Vocational Preparation
• Information
• Consultation Services
• Referral Services
• Testing and Assessment
• Pastoral Care System
• Subject Choice and Change Process

6.1 Counselling: Personal Social and Career Guidance

Counselling is offered on a one to one basis and is generally short-term in nature. The service operates on an appointment basis however priority will be given in the event of an emergency. During the course of one’s school day many issues and concerns may present for students. Counselling offers the opportunity to discuss in private any such issues or concerns which impact on academic performance or personal well-being. It is a key role of the Guidance Counsellor to empower students to make decisions, solve problems, change behaviours and resolve issues in their lives. The focus of counselling may be on personal, educational and career issues, individually or in combination. The Guidance Counsellor may help the student explore alternatives and develop strategies for change or consider referral if appropriate. In a person-centred, caring environment students are empowered to self-actualise.

It is generally understood that conversations with the Guidance Counsellor are

confidential. Students should feel comfortable that conversations with the guidance counsellor are private and confidential and this confidentiality will be maintained except in the following circumstances:

• Where a student is at risk or is considered to be putting themselves or others at risk
• Where an illegal activity is going to take place
• Where there are concerns regarding child protection.

6.2 Developmental Programmes and Vocational Preparation

These programmes are designed to help students to develop their social and personal skills and are met through the guidance programme, SPHE, RSE, RE, PE & CSPE syllabi, TY programme, speakers and workshops (e.g. study skills, internet safety and resilience talks).

Students need some experience and preparation for the world of work and how to manage this transition. Work Experience is an integral part of the transition year programme in Coláiste an Spioraid Naoimh. During work experience the students learn valuable skills for work and gain insight for their own career preferences. The guidance counsellor liaises with the TY co-ordinator and this function is met through Careers class. This experience informs students on career choices post leaving certificate.

Experiences that promote the career development of pupils and prepare them for the transition to work, training and higher education include:

• Job seeking skills development (e.g. completing an application form, CV preparation, interview skills, communication techniques, etc.)
• Work experience planning, investigation, scenario assessments, etc.
• Visits to workplaces, training institutions, Higher Education colleges, careers exhibitions
• Participation in presentations by visiting speakers

6.3 Information

Information is critical to decision making and in particular for career guidance and making informed lifestyle choices. The Guidance Counsellor helps students to acquire useful information to assist them in decision-making. This entails knowing what information students require; identifying sources of useful information; setting up systems for acquiring, storing and disseminating information; and showing pupils how to process and use information.

Information can be provided by subject teachers on their own specialisms (Senior Cycle Subject Information booklet is available on our school website) but also by outside bodies or individuals (e.g. guest speakers from the local Third Level Institutes, guest speakers organised by subject departments/teachers, RE speakers, etc. – careers, social, personal) and through the guidance service via the Guidance Notice Boards on Google Classroom, Guidance section of the website.

It is also important to empower the student to find and disseminate their own information; Careersportal, Qualifax, college websites are useful in this work. The Guidance Counsellors also make presentations to parents and students on a range of guidance topics (e.g. TY subject sampling, fifth year subject choice).

6.4 Consultation Services

The Guidance Counsellor engages in a two-way process of consultation with parents, teachers, school management and referral agencies. Open channels of communication, honesty, integrity and respect for all parties is essential. The guidance counsellor regularly consults with significant adults in the students’ lives, both formally and informally, e.g. teachers, parents, principal, deputy principals, year head). This is achieved through presentations to parents, parent-teacher meetings, pastoral care meetings and informal consultation with colleagues (teachers, year-heads, etc.). This process both enables these significant adults in young people’s lives to be more effective supports for them and enhances the guidance service through targeted provision & indeed the valuable insight and advice often gleaned from parents/guardians and colleagues.

The Guidance Counsellor links with parents to ensure that the emotional, educational, vocational and social needs of each student are met. Parents are welcome to make an appointment to meet/speak with the Guidance Counsellor to afford them the opportunity to discuss their son’s aptitudes, abilities and interests, in educational and occupational planning as well as issues of personal concern if so desired. The aim of the school guidance service is to support parents in their endeavours to help their son with his personal and social development and school progress.

6.5 Referral Services

Referrals cover two types of activity: referrals to the counsellor and referrals by the counsellor.

Referrals to the Counsellor:

The Guidance Counsellor may arrange an appointment with a student if they are referred by others. Referrals can be self-referral, parental referral, referral by management, year head, class teacher and subject teachers or referral by a friend or peer. For instance, a friend or peer may draw it to the attention of a member of staff that a student is encountering difficulties. The voluntary participation in counselling of the referred student must be respected by all concerned. Students are encouraged to discuss their problems/worries with their parent/guardian where appropriate.

However, confidentiality, with its limits, is respected at all times. Any member of staff who has a concern for a student which falls under Child Protection legislation should immediately contact the Designated Liaison Person, the Principal. TY and 6^th year class groups are divided between both Guidance Counsellors to facilitate ease of referral and a more balanced approach.

Referrals by the Counsellor:

The Guidance Counsellor may often make a referral if a student requires support that is beyond the resources and/or expertise of the school; for instance, a student may need assistance from other qualified help outside of school or require intervention which is more intensive in duration and focus than the resources of the school can facilitate. The Guidance Counsellor liaises with the pupil, parents/guardians and the Principal when recommending external referral, except in exceptional circumstances such as physical or sexual abuse or neglect by a member of the family – in such cases Child Protection and Department of Health Guidelines are followed.

When recommending students for counselling it is the policy of the school to issue the parents/guardian with a list of accredited counsellors from the Directory of the Irish Association for Counselling and Psychotherapy or advise parents/guardians to contact their local GP or provide information on local voluntary and state agencies who can provide further help as appropriate. It is not the policy of the school to recommend an individual counsellor.

6.6 Testing and Assessment 

The Guidance Counsellor may use a range of psychometric tests for a variety of

Purposes e.g. categorisation of occupational interests, educational and career planning, and, generally, to help students to obtain a better self-understanding. Information from these sources, supplemented by school records, examination results and discussion with the student enables the Guidance Counsellors to assist students in decision-making, problem solving, etc. Confidentiality will be respected at all times. The Guidance Counsellor is responsible for the maintenance of professional standards in the administration, interpretation and dissemination of tests and their results. In addition, the AEN Department completes assessments with students who may be eligible for reasonable accommodations in the certificate examinations (RACE) and for the purposes of Learning Support and NEPS assessment procedures as required. For further information see the AEN policy.

Test results and school reports:

In order to engage in effective guidance and counselling of students the Guidance Counsellor has access to school reports and results. Student files are stored securely on the VSware system.

CATS:

These are standardised tests and are administered to incoming first year students by the Guidance Counsellors. Testing usually takes place in late February / early March, in the year of entry to the school. Students and parents are briefed on this assessment. These assessments are completed prior to entry in order to facilitate mixed ability groupings.

Assessment during First Year

School based testing and assessment takes place in first year in the areas of numeracy and literacy during the first term of the year.

Assessment during Transition Year

As part of the Careers module in Transition Year, the first term (September – Christmas) is focused specifically on developing student’s self-awareness, with assessments of personality, interests, intelligences, values, etc. in conjunction with detailed presentations on personality, interests, values, skills, etc. The Careers Portal website is used to carry out these assessments. The purpose of these assessments is to help students to gather and  process information about themselves, in order to help them make decisions based on a good self-understanding of their behaviours and motivators. It also helps assess those attributes in the search for suitable leaving cert subject choice as well as possible career/further study options.

Assessment during Sixth Year

Leaving Certificate students use the Careers Portal website which has vast resources in relation to pursuing college courses and future careers. Students are encouraged to create an online account to save all their findings to use for future research. These tests include: Interest-based tests to see what level of interest a student would have in a particular career or course, personality tests which allow the students to gain more self-knowledge and career values questionnaires in order for students to work what is important to them in relation to their future.

School Based Identification Process

The initial screening processes that take place in Coláiste an Spioraid Naoimh are:

• Recommendations by parents/guardians on the School Open/Information Night
• CATs (entrance assessment)
• Information from Primary Schools

The purpose of the entrance assessment is to identify learning needs and to facilitate

the organising of mixed ability classes in first year. The AEN Coordinator and relevant staff meet with parents/guardians, where appropriate, to discuss the specific learning needs of their sons.

6.7 Pastoral Care Team

 A Pastoral Care Team is established within the school and plays an integral role in supporting the needs of the students in Coláiste an Spioraid Naoimh. Both Guidance Counsellors are members of the Pastoral Care Team. Student Support Team meetings facilitate a space for relevant parties (e.g. Principal, Deputy Principals, Guidance Counsellors) to discuss concerns regarding particular students and to suggest methods to best support the student. Pastoral Care meetings are timetabled for one period weekly. Meeting notes are stored securely.

6.8 Subject Choice and Change Process

Subject Choice at Junior Cycle

First year students study the following subjects: Irish (unless exempt), English, Maths, Science, History, Geography, French, CSPE, RE, SPHE & PE and two additional ‘choice subjects’. The Open Night is used as a valuable opportunity to showcase the variety of choice subjects on offer. Each subject department presents their subject to parents during an extensive tour of the school and subject room facilities. The choice subjects on offer in Coláiste an Spioraid Naoimh are: Music, Visual Art, German, Graphics, and Wood Technology. All core and choice subjects may be continued to Leaving Certificate level.

Subject Choice at Senior Cycle

In third year students pick the six option subjects they would like to sample in transition year. All TY students study Irish, English, Maths and French/German. At the end of TY students choose their three option subjects for Leaving Cert. Students take the core subjects of Irish (unless exempt), English, Maths and French/German and three ‘choice’ subjects from a choice of thirteen choice options. Current option subjects include: Geography, History, Accounting, Business, Economics, Biology, Chemistry, Physics, Art, Music, Computer Science, Design and Communication Graphics and Construction Studies. Applied Maths is offered in school as an extra subject outside of timetable.

The fifth year timetable is created based on their choices, in order to ensure that the largest possible number of students obtain their top three choices. Students submit their choices in order of preference (1-6) and study three subjects. Typically, the majority of students are subjects from within their top four choices. While every effort is made to accommodate student’s preferences, due to limited resources, this may not always be possible.

Changing Subject or Level

All senior cycle students who change a subject or subject level must get a subject/

subject level change form from their Deputy Principal and this form must be signed,

following consultation and discussion with the student, their parent/guardian, the subject teacher and the Guidance Counsellor.

Section 7

Guidance Curriculum

This section is divided into the following areas:

• Formal Guidance
• Informal Guidance
• Method and Delivery of the Guidance Programme
• Guidance Programmes at Coláiste an Spioraid Naoimh
• Guidance Programmes by year group

7.1 Formal Guidance

The Formal Guidance curriculum is delivered using two forms of intervention employing a number of methodologies:

• Individual contact of a personal counselling nature and careers/vocational guidance.
• Classroom guidance delivered in regular weekly classes/class group or year group intervention as required.

7.2 Informal Guidance

The Informal Guidance programme consists of liaising with other teaching staff/management to promote cross curricular links and to enhance the development of a whole school policy in relation to the delivery of the Guidance Plan. Meetings with parents/guardians and outside agencies form an integral part of informal guidance.

7.3 Method of Delivery of Guidance Programme

Formal guidance classes are timetabled for transition year (one period per week). In addition, the guidance counsellor liaises with subject teachers, particularly SPHE teachers, when delivering whole class guidance interventions (e.g. study skills, subject choice) to year/class groups who are not formally timetabled for guidance classes.

7.4 Guidance Programmes

The School vision is to supply an effective and comprehensive Guidance service which enables our students to acquire knowledge and develop competencies for future careers, to broaden their horizons and to strive to be successful on their pathways in life. The programme aims to address the needs of all students within the school community. The following is a list of both Guidance specific activities and whole school/subject department activities which are in place to support the personal, social and career development of our students. This list is not exhaustive but serves to highlight the vital work subject departments (such RE, SPHE, PE and  Guidance) do to support the students in Coláiste an Spioraid Naoimh.

Incoming First Year Students

• The School Open Night provides an important opportunity for students to take a tour of the school facilities and learn about the school’s religious ethos and school achievements and the range of option subjects available to them. Parents & students have an opportunity to visit the different Subject Rooms and are given an outline of the option subjects by the relevant subject teachers. Students choose two subjects from: German, Music, Business Studies, Wood Technology, Graphics and Visual Art.
• A presentation takes place on the Open Night. This may include advice regarding: Completing the Application Form, Subject Choice for first years, Supporting the Transition from Primary to Post-Primary school, the Student Support system in place in the school, the Incoming First Year Assessment and organisation tips for first^t
• Incoming first Year Assessments occur in Spring to facilitate mixed ability class groupings and to identify any educational needs which may not have been already identified. A range of assessments examining verbal, non-verbal & numerical reasoning is administered (CATs) The results of these assessments may prompt discussion with the AEN department.
• The AEN co-ordinator and First year head contact feeder primary schools to meet with sixth class teachers. The link between feeder primary schools and the Principal and First Year Head is an important one which facilitates:
  • The transfer of accurate information on incoming students (Educational Passport) including standardised test scores.
  • The identification of children requiring resource/learning support.
  • In some cases, gaining personal information which may be pertinent to best supporting the students (e.g. recent/significant bereavement) – this information is held in the strictest confidence and on a strictly need-to-know basis, unless otherwise requested by the parents/guardians.

Senior Cycle

The aims of the Guidance Counselling programme are:

• Help students to develop an awareness and acceptance of their talents and abilities
• Explore possibilities and opportunities open to them
• Grow in independence and take responsibility for themselves
• Make informed choices about their lives and to follow through on those choices.

The Guidance Counselling programme at senior cycle aims to assist the full development of each student’s potential, to help students grow in self-knowledge and self-esteem and to prepare him for higher or further education, training and/or employment.

Objectives:

Guidance Counselling should endeavour to provide students with opportunities to:

• Prepare to manage their successful transition from second level to further or higher education, training or employment.
• Identify their own key motivating factors.
• Prepare for the successful transition into adulthood.
• Learn about jobs search and job retention skills.
• Develop research and Information Technology skills so that they can be self-directed in their career exploration and development.
• Develop skills to become independent and self-motivated learners.

7.5 First Year Guidance

• An induction programme is in place, incorporating an early return for first year students – allowing students to familiarise themselves with the new school environment. First Year Induction occurs on the first day of term. Students meet with all members of Management, the First Year Head, Class Teachers and their assigned Student Leaders in the morning and take a tour of the school in small groups (rooms associated with teachers they will have and offices/rooms to note such as the Principal’s office, Deputy Principals’ offices, Main Office/Reception, Staffroom, Prayer Room, Library, PE Hall, Guidance Counsellors’ Offices etc. are highlighted). Lockers are allocated, journals are distributed and the school Code of Conduct is explained.
• Senior Student Leadership programme: Senior students are asked to volunteer to apply to be leaders to incoming first year students. Successful applicants receive leadership training in Mardyke house.
• The Religious Programme incorporates visits to the prayer room, a module which explores the history of the school and the story of Edmund Rice, attending mass in the local church, and developing an understanding of the ethos of the school.
• The SPHE Programme focuses on topics such as settling into a new school environment, belonging and integration, coping with change, and the transition from primary to secondary school, planning and organising your time, study techniques, making friends/friendship, self-esteem, etc. this programme outline and timeline suggestions, is available in the SPHE Subject Plan.
• First year students may make individual guidance appointments or be referred to the guidance counsellor – generally by their Year Head or class teacher.
• Counselling is available to all students.
• Students have two class periods of Social, Personal and Health Education (SPHE) per week.
• The Relationships and Sexuality Education (RSE) programme is delivered as part of SPHE.
• Students have a double period of Physical Education (PE) per week.
• Students have two class periods of Civic, Social and Political Education (CSPE) per week.
• All students have three periods of Religion per week.
• Students have two class periods of Computer Studies per week.
• Students are encouraged to become active members of the school community through the extensive range of extracurricular activities.
• A parent-teacher meeting for parents/guardians of first year students is scheduled.
• Individual meetings with parents/guardians are available on request.
• Individual student concerns which may arise are brought to the attention of the School Pastoral Care Team, which includes the Principal, Deputy Principals and Guidance Counsellors.
• The Year Head liaises with parents, subject teachers, class teachers and the Guidance Counsellor to address any issues of concern.
• Individual meetings are held between students and the Guidance Counsellor, or parents and the Guidance Counsellor on request. These can be in relation to personal, educational or career matters.
• Students Council includes two first year student representatives. They represent the views of first year students at Student Council meetings.
• Assemblies take place to reinforce positive behaviour, to reflect on our school ethos, to provide positive feedback to year groups and any other relevant information.
• Students may attend a retreat as part of the RE programme.
• Students participate in first Year Fun Events organised by staff.
• Referrals to outside agencies are made when the school resources and expertise are exhausted in dealing with particular issues.

7.6 Second Year Guidance

• Study skills are incorporated into the SPHE programme and students can make individual appointments with the Guidance Counsellor for help to create plans.
• Students may make individual guidance appointments.
• Continuing development of self-knowledge, personality, qualities and potential through SPHE and RE programmes (including speakers on Internet Safety etc.)
• Multidisciplinary approach building on first year topics such as Study Skills/Planning, Organisation, career journey. Encourage students to set goals to help achieve success. These skills are developed through all subject programmes.
• Students are encouraged to become autonomous members of the school community. Students are encouraged to become active members of the school community through the extensive range of extracurricular activities.
• All students have three periods of Religion per week.
• Students have two class periods of Social, Personal and Health Education (SPHE) per week.
• The Relationships and Sexuality Education (RSE) programme is delivered as part of SPHE.
• All classes have a double period of PE per week.
• Students have two class periods of Civic, Social and Political Education (CSPE) per week.
• Students have two class periods of Computer Studies per week.
• A parent-teacher meeting for parents/guardians of second year students is scheduled.
• Individual student concerns which may arise are brought to the attention of the School Pastoral Care Team; which includes the Principal, Deputy Principals and Guidance Counsellors.
• The Year Head liaises with parents, subject teachers, class teachers and the Guidance Counsellor to address any issues of concern.
• Individual meetings are held between students and the Guidance Counsellor, or parents and the Guidance Counsellor on request. These can be in relation to personal, educational or career matters.
• Referrals to outside agencies are made when the school resources and expertise are exhausted in dealing with particular issues.
• Assemblies take place to reinforce positive behaviour, to reflect on our school ethos, to provide positive feedback to year groups and any other relevant information.

Students Council includes two second year student representatives.  They represent the views of second year students at Student Council meetings.

7.7 Third Year Guidance

• Study skills are incorporated into the SPHE programme. Resources are available from the Guidance Counsellors.
• Students may make individual guidance appointments.
• An Information Webinar for parents of 3rd year students is presented by the TY Co-ordinator and Guidance Counsellors on the TY programme including Subject Sampling.
• Resources are available on the school website for students and parents – subject information booklet, links to Careers Portal & Qualifax Minimum Subject Requirements tool. Information available on the internet Careersportal.ie and Qualifax.ie.
• Junior Cycle Examination Special Accommodations are processed by the AEN Department.
• Students may attend a retreat as part of the RE programme.
• Individual career appointments are available for any students to assist with TY and subject choice or any other concerns.
• Assemblies take place to reinforce positive behaviour, to reflect on our school ethos, to provide positive feedback to year groups and any other relevant information.
• Students Council includes two third year student representatives. They represent the views of third year students at Student Council meetings.
• All classes have a double period of PE per week.
• All students have two periods of Religion per week.
• Students have one class period of Social, Personal and Health Education (SPHE) per week.
• Students have one class period of Civic, Social and Political Education (CSPE) per week.
• Students have two class periods of Computer Studies per week.
• Referrals to outside agencies are made when the school resources and expertise are exhausted in dealing with particular issues.

7.8 Transition Year Guidance

TY students have a Careers class each week throughout TY.

The Careers module incorporates the following 4 themes:

• Developing Self Awareness
• Careers & Course Exploration
• Subject Choice Preparation
• Preparation for the World of Work & Job Search Skills with a focus on:
• Self-Assessment & Awareness which can include: reflection on TY modules (e.g. different subject options, Leadership module) and TY experiences (e.g. work experience, Law workshop); use of various interest, personality and vocational assessments such as Careersportal.ie personality test & interest assessment, Qualifax.ie interest assessment.
• Job Search skills which includes CV preparation (examples of CV template, action verbs, common mistakes, etc.), writing a Cover Letter, completing an Application Form and Interview Preparation & Practice.
• Introduction to the World of Work: types of work including voluntary work, relevant employment laws (e.g. legal requirements regarding working hours for secondary school students), workers’ rights, unions, employment/ labour market trends.
• Careers Research – including the use of websites such as qualifax.ie, careersportal.ie, jobs.ie, publicjobs.ie, lit.ie / job profiles to investigate and explore different careers of interest. Students will complete a Career Investigation as part of this module.
• Course Investigations – including the use of websites such as qualifax.ie, individual college websites, e.g. ucc.ie with a focus on course modules, graduate profiles and entry requirements (including points trend) & learning how to read a prospectus.
• Subject Choice Research – including the use of websites such as qualifax.ie and the ‘Minimum Subjects Requirements’ search tool, subject information booklet on the school website, examinations.ie and ncca.ie to gain an understanding of different subjects at senior cycle, and careersportal.ie and individual college websites/prospectuses to gain an understanding of the subjects which would prove the most useful for future studies of interest. Students will complete a short subject investigation to help identify relevant leaving cert subject options. In addition to the Subject, Career and Course research detailed above, Transition Year students receive a Subject Choice presentation which includes information on: matriculation, college and course specific requirements, the points system, the individual subjects available and how the Subject Choice form should be completed. Current 5^th and 6^th year students outline the various senior cycle subjects and answer any questions the TY students may have in relation to subject content, workload etc.
• Work Experience Preparation – All Transition Year students complete two one-week work experience placements. Work Experience Preparation includes discussion of workplace scenarios, responsibilities to the employer/business, getting the most out of the experience, dress code, communication, organisation of their work experience, reflection on work experience, evaluation of personal performance and perceptions of the career and self-assessment.
• Transition Year students may make individual guidance appointments. Individual counselling/guidance meetings are available by referral or on request.
• The Transition Year programme itself provides a wide range of whole school guidance activities. Personal Development modules in TY include activities such as volunteering to collect for various charities, GAA Future Leaders programme, UCC Bystander course, Environmental Awareness, Sign Language, Chinese Studies, Safety in the Workplace, Strength and Conditioning, etc. Other learning experiences include Build a Bank, MiniCompany, Student Enterprise Awards, Work Experience, etc .
• The Transition Year programme provides opportunities for students to explore a range of different subjects, learn about different career sectors and professions (e.g. MiniMed), In addition, students visit UCC and MTU Cork.
• Past pupil Careers and Courses day.

The following is a sample of the many and varied structures and activities which are in place to assist students in making the transition from Junior to Senior Cycle.

• Transition Year induction lead by Programme Co-ordinator/Year Head
• Bonding trip
• Work experience
• Transition Year Portfolio
• Progress Report at Christmas & at the end of year
• TY Graduation
• Subject sampling
• Interview skills
• European Computer Driving Licence course (ECDL)
• Various educational visits/trips. Numerous guest speakers on topics deemed suited to the group, e.g. Careers speakers, well-being speakers, etc.

In addition:

• All classes have a double period of PE per week.
• Assemblies take place to reinforce positive behaviour, to reflect on our school ethos, to provide positive feedback to year groups and any other relevant information.
• Students Council includes two fourth year student representatives. They represent the views of fourth year students at Student Council meetings.
• The TY Coordinator/Year Head liaises with parents, subject teachers and the guidance counsellor to address any issues of concern.
• All students have two periods of Religion per week.
• Individual meetings are held between students and the Guidance Counsellor and parents and the Guidance Counsellor on request. These can be in relation to personal, educational or career matters.
• As part of the Transition Year Careers class Programme the Guidance Counsellor meets with/presents to all Transition year students to discuss senior cycle year subject choice, DATs results, matriculation & entry requirements, subject, career & course research, etc.
• Students can avail of counselling with the Guidance Counsellor by referral from a teacher, parent or by self-referral.
• Referrals to outside agencies are made and when the school resources and expertise is exhausted in dealing with particular issues.
• Students Council includes two fourth year student representatives. They represent the views of fourth year students at Student Council meetings.

7.9 Fifth Year Guidance

• Students may make individual guidance appointments through self-referral or may be referred for a meeting with the guidance counsellor.
• Fifth year is an important time for students to develop their understanding and interest in their newly chosen option and mandatory subjects. Individual Guidance sessions will often focus on developing self-awareness.
• Individual meetings are held between students and the guidance counsellor and parents and the guidance counsellor on request. These can be in relation to personal, educational or career matters.
• Referrals to outside agencies are made when the school resources and expertise
• are exhausted in dealing with particular concerns.
• A study skills seminar takes places for 5^th year students and study skills resources are provided for all.
• All students have two periods of Religion per week.
• All students have two periods of PE per week.
• Assemblies take place to reinforce positive behaviour, to reflect on our school ethos, to provide positive feedback to year groups and any other relevant information.
• Students Council includes two fifth student representatives. They represent the views of fifth year students at Student Council meetings.
• Guidance Counsellors meet with all students who are intending to apply through UCAS or other colleges abroad towards the end of fifth year. Students are made aware of items such as the UCAS Personal Statement and the requirement for additional assessments (e.g. UKCAT).
• The RSE programme is delivered to all classes.
• Referrals to outside agencies are made when the school resources and expertise are exhausted in dealing with particular issues.

7.10 Sixth Year Guidance

• Sixth year Career guidance vocational interviews. Key Periods: Sept – Feb

Each sixth year class group is allocated a Guidance Counsellor. Sixth year students are encouraged to organise their own career guidance appointment, or the guidance counsellor allocates a date and time. 

• Key dates are Oct 15^th & January 15^th.

Students are advised at the beginning of the academic year in sixth year and at the end of fifth year to make contact with one of the Guidance Counsellors to make guidance appointments as necessary. Careers consultations focus on preparation & support with students’ personal statements, academic references & applications.

• CAO Application Process. Key Period: November – January. Key Dates: January 20^th & February 1^st.

Guidance Counsellors meet the sixth years in their class groups regularly to explain the CAO process, key dates, HEAR/DARE etc. Demo CAO applications are made in the computer room or using the chromebook trolley.

• Course Research and Career Research form an integral part of the sixth year Career Guidance programme and the use of various websites is fundamental in this regard. Use of Qualifax.ie & Careersportal.ie forms a key component of 6^th year careers, students can investigate courses, research college open days, discover entry requirements and points trends, examine course content and graduate options.
• Introduction to the SUSI grant application website, process and requirements – studentfinance.ie & susi.ie.
• Introduction to the DARE & HEAR application systems – accesscollege.ie.
• Students will learn the importance of and how to research the specific modules in courses they are interested in using the College Calendars and Book of Modules sections of various college websites; students will also investigate the assessment procedures and the mandatory and elective module options in their chosen courses.
• All sixth year students have the opportunity to attend UCC, MTU Cork and the local PLC college open days.
• Sixth year notice board on Google Classroom for information in relation to guest speakers and open days.
• Study Skills

Students discuss study techniques/methods and organisation during their Vocational Guidance Interview. Students are assisted in making personal study plans

• Open Days.

Information on Open Days are presented on the school guidance calendar (on school website) and guidance notice board on google classroom.

• Learning or emotional issues which arise are dealt with through the School Pastoral Care System are referred to the guidance counsellors.
• Parent teacher meetings for sixth year students are scheduled.
• Individual meetings are held between students and the guidance counsellor and parents and the guidance counsellor on request. These can be in relation to personal, educational or career matters.
• Referrals to outside agencies are made when the school resources and expertise are exhausted in dealing with particular issues.
• Assemblies are conducted regularly to reinforce positive behaviour, to reflect on our school ethos, to provide positive feedback to year groups and highlight all the activities which take place for that year group – particularly in relation to pre Leaving Certificate examinations, CAO/PLC/UCAS deadlines, accessing guidance support, etc.
• Student Council includes sixth years who take part in many aspects of school life and represent the views of the students, as well as organise school events.
• All students have one period of Religion per week.
• All students have two periods of PE per week.
• Students have one-to-one career planning meetings with the Guidance Counsellor. It is the aim of the Guidance service to ensure that each sixth year student receives a minimum of one guidance appointment with the Guidance Counsellor. If a student requires more time, additional appointments can be organised by arrangement with the Guidance Counsellor.
• Visiting speakers are invited in throughout the year. These are generally from Higher Education Institutes (HEI) and Colleges of Further Education. They may be general information talks on the specific HEI or they may be subject specific, depending on the needs of the year group. There is a focus on ensuring a mixture of topics are given the opportunity for exploration through these sessions. Students sign a ‘sign up’ sheet to attend these events.
• There is a strong emphasis on each student achieving their potential.
• Referrals to outside agencies are made when the school resources and expertise are exhausted in dealing with particular issues.

Students Council includes two sixth year student representatives.  They represent the views of sixth year students at Student Council meetings. The chairperson of the Students Council is generally a sixth year representative.

Section 8

Guidance Programme Considerations

This section is divided into the following areas:

• Differentiation in Guidance and Assessment
• Literacy in Guidance
• Numeracy in Guidance
• Planning for Students with Additional Educational Needs
• Planning for Cultural Diversity
• New Junior Cycle & Wellbeing

8.1 Differentiation in Guidance and Assessment

Definition:

“the process of varying content, activities, teaching, learning, methods and resources to take into account the range of interests, needs and experiences of individual students”.

(NCCA, 2007)

Based on the principle given by the Primary Professional Development Service ‘Differentiation in Action’, “No two children are alike”, and as such differentiated teaching and learning is key to ensuring that children have multiple options for taking in information and making sense of concepts. To differentiate effectively and support individual and diverse students in the classroom, the teacher is required to be flexible in their approach in order to adjust: what the children will learn (content), how the children will learn (process) and, how they will demonstrate their learning (product). An obvious feature of the differentiated classroom is that it is ‘child centred’.

To differentiate effectively and support individual and diverse students in the classroom, the teacher is required to be flexible in their approach in order to adjust:

• what the children will learn (content)
• how the children will learn (process)
• how they will demonstrate their learning (product).

In order to differentiate, the teacher will:

• Break all learning tasks into small steps.
• Probe regularly to check understanding
• Provide regular quality feedback, both orally and for all written tasks
• Present information visually and verbally, using ICT, whiteboard, PowerPoint
• Use diagrams, graphics and pictures to support instruction.
• Provide independent practice (through independent research projects)
• Model what they want students to do (i.e. Using career websites such as careersportal.ie, show students how to research courses effectively)
• Clearly define and post classroom expectations for work and behaviour at start of year and reminders throughout the year
• Explicitly teach study and organisational skills
• Use Direct Instruction
• Provide simple instructions on completing tasks
• Sequence slowly, using examples
• Speak clearly and turn so students can see your face
• Allow time for students to process requests and allow them to ask questions
• Use an overhead projector with an outline of the lesson or unit of the day and explain to students
• Provide clear photocopies of notes and overhead transparencies
• Provide a detailed course outline at beginning of the year
• Keep oral instructions logical and concise and reinforce them with brief cue words
• Repeat or re-word complicated directions
• Frequently verbalise what is being written on the board
• At the end of class, summarise the important segments of each presentation
• Give assignments both in written and oral form
• Independent Study: Student chooses a topic of interest that they are curious about and wants to discover more about (i.e. worksheets on career/course investigation)

Equally, a differentiated approach to Assessment is integral to a complete & thorough model of differentiation in Guidance; the Guidance Plan acknowledges this need.

Assessment of Learning (AoL)

While there is generally no formal Assessment of Learning in Sixth Year Guidance or in Transition Year, students understanding of the skills & processes taught in Guidance classes are assessed through over-arching activities which illustrate a well-rounded understanding of both specific processes (e.g. research processes) and personal reflection (e.g. on their values, interests, aptitudes). For example, Transition Year students complete assigned tasks which are moulded to suit their personal interests and preferences, yet require the successful application of the skills & knowledge gleaned in their Guidance classes.

Assessment for Learning (AfL)

Assessment for Learning is an approach that emphasises the importance of giving clear focused feedback to learners. It involves: keeping the focus on the learning intention, talking to students about their progress towards it, getting them to talk about their progress and the progress of others and discussing success and ways of improving learning. This approach ‘brings students inside the learning process’. It makes learning something that they do, organise and talk about, rather than something the teacher does for them.’ (NCCA, April 2007). AfL is a source of empowerment and motivation for learners and is associated with improvement in levels of achievement and a better disposition towards learning.

This approach can be implemented by:

• Sharing the learning intention with the class at the beginning of each session, e.g. Identify a suitable university course of study.
• Following learning, giving clear focused feedback to learners in the following areas:

• Aspects of the work that have been successful 
• Aspects that might need to be improved on
• How to go about making the improvements

• Self-Assessment and Peer Assessment are essential components of Assessment for Learning and will be used throughout careers classes in the Guidance program, e.g. comparing CV’s and suggesting areas that can be improved
• Asking good questions is essential – i.e. Bloom’s taxonomy is a useful and time tested model for examining and differentiating the challenge levels of learning tasks and discussion questions in all subjects. It enables the teacher to look at instruction through the lens of challenge. It includes six levels: · Knowledge · Comprehension · Application · Analysis · Evaluation · Synthesis.

Some specific strategies used in Career Guidance classes include:

• Teacher observation i.e. Teacher will assess career areas of interest for students and make sure to keep each lesson inclusive of all students’ interests with regards careers etc.
• Focused talk and discussion i.e. Discussion of progression routes to third level.
• Questioning i.e. Bloom’s Taxonomy as discussed above.
• Teacher designed tasks and tests i.e. All worksheets will be created by teacher in order to challenge all learners and cater for mixed ability.
• KWL grids i.e. What I know, What I want to Know and What I have learned –
• Students are actively encouraged to use KWL grids as part of their study methods.

• Standardised tests, e.g. Career Interest test, Careers Sector review, Personality test.
• Self-assessment and reflection
• Evidence of learning and activities completed on Careers Portal and career investigation worksheets from which they can assess the learning achieved by personal research either online/via prospectus.
• Students will also calculate CAO points from their pre-exams and can therefore assess their level of achievement in the Leaving Certificate.
• Think Pair Share (e.g. students will be asked what career areas they are interested in researching and they will then share their thoughts and interests with their peers to aid the learning experience)
• Correcting Sample Answers/Peer Assessment (e.g. students will be presented with sample
• CVs and cover letters and will identify points of strength and weakness within them. They will also assist their classmates when completing CVs).

8.2 Literacy in Guidance

“Literacy includes the capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media and digital media.” (DES 2011). Literacy is a whole school issue and as such involves all teachers and subjects. Whole school literacy has been a strand in the school SSE process.

8.3 Numeracy in Guidance

Numeracy complements literacy and is sometimes called ‘mathematical literacy’. Both skills are needed in order to function fully in modern life. Numeracy is the ability to reason and to apply simple numerical concepts. Basic numeracy skills consist of comprehending fundamental arithmetic, such as addition, subtraction, multiplication, and division. However, numeracy is not limited to the ability to use numbers in this way. Numeracy encompasses the ability to use mathematical understanding and skills to solve problems and meet the demands of day-to-day living in complex social settings. To have this ability, a young person needs to be able to think and communicate quantitatively, to make sense of data, to have a spatial awareness, to understand patterns and sequences, and to recognise situations where mathematical reasoning can be applied to solve problems. Thus, being numerate is as much about thinking and reasoning logically as about ‘doing sums’. It means being able to: interpret data, charts and diagrams; process information; solve problems; check answers; understand and explain solutions; and make decisions based on logical thinking and reasoning. Whole school numeracy has been a strand in the school SSE process. Numeracy includes promoting skills in critical thinking & problem solving skills as well using key mathematical/numeracy competencies.

• Count (e.g. results, course options)
• Add (e.g. results, predicted points, target setting)
• Choose (e.g. courses which fit interests, strengths & values)
• Define (e.g. entry requirements, specific career activities & qualities)
• Identify (e.g. personal strengths, interests and values)
• Record (e.g. results, targets, courses of interest, entry requirement details)
• Organise (e.g. study schedule, revision plan, attendance at Open Days)
• Compile (e.g. a list of courses in order of preference)
• Plan (e.g. their time, study schedule, life balance)
• Assess (e.g. course details, module topics, level of interest)
• Compare (e.g. aspects of different careers, courses and modules with each other)
• Interpret (e.g. results, interest assessment, personal values Vs career interests)
• Investigate (e.g. matriculation requirements, points requirements, modules, courses, careers)
• Rank (e.g. courses in order of preference, importance of life values, career interests)
• Measure (e.g. interests, aptitudes, etc.)
• Analyse (e.g. an abundance of data on courses, careers, personal interests, qualities, values, modules)

Specific examples of some specific tasks which facilitate the above numeracy skills and form part of the Career Guidance programmes are:

• Completion of Personality & Interest Assessments using a Likert scale to record and assess answers. Students practice ranking, choosing, measuring and later interpreting their answers.
• Interpretation of graphical data. For instance, the results of the personality test is given in the form of a pie chart. Students must assess and analyse this data and interpret this information.
• Interpretation of numerical data. For example, the results of interest assessments are given in linear data form for analysis.
• Generating individual study timetables/ schedules – students must analyse and quantify the time available for their study and plan, organise and divide this time between their different subjects.
• Students rank, assess and compile their career values and use this information to analyse the match between their values and their preferred careers.
• Students compile and add their current and predicted grades and points and compare this data with the required grades and points. Students then apply this knowledge to their study plan to assess whether additional time should be spent.
• Students research and identify the entry requirements for various courses of interest and analyse this data in terms of their specific subject details.

8.4 Planning for Students with Additional Educational Needs

The Guidance and Counselling Department is very conscious of the need to facilitate our students with special needs. It is our aim to maximise the learning potential for each of our students.

In the teaching of Career Guidance, new concepts and vocabulary are often introduced which may prove difficult for our special needs students. Various teaching methodologies (e.g. pre-teaching key words, differentiated worksheets, use of Google Classroom) are employed to make these more accessible. Assignments are differentiated, if necessary, to support the learner also (e.g. differentiated versions of assignments & quiz worksheets).

The Guidance Department works closely with our colleagues in the AEN Department & ISAs as they often provide valuable insight into the particular needs of some students with additional needs. We rely on their expertise in areas where we might be unsure. More detail can be found in the AEN policy document.

8.5 Planning for a Cultural Diversity

The Career Guidance Department is conscious to value and respect the cultural

diversity and needs of all our learners. Support for our learners, particularly EAL learners can include the following:

• Much of the Career Guidance teaching involves using visual aids for example, Power Point & website images & diagrams (e.g. NFQ framework).
• Key words are written on the board.
• Encourage the students to ask questions if they find something too difficult.
• In sixth year the guidance counsellor is conscious to enquire about language exemptions (e.g. NUI Irish exemption application may be required) and if the student is considering taking an additional language (perhaps the students native language or another language of proficiency) for the Leaving Certificate.

8.6 Junior Cycle and Wellbeing

The Framework for Junior Cycle (2015) provides for a new area of learning at junior cycle called Wellbeing.

Wellbeing will cross the three years of junior cycle and build on substantial work already taking place in schools in support of students’ wellbeing.

The introduction of Wellbeing into the Junior Certificate in September 2017 recognises the association between the quality of relationships between teachers and students and a number of student outcomes, including socio-emotional wellbeing, engagement in schoolwork, feeling a sense of belonging in school, levels of disciplinary problems, and academic achievement.

Guidance related learning forms part of the Wellbeing programme at junior cycle. On-going review will be required to ensure that the guidance programme supports the wellbeing of all students in Junior Cycle.

Coláiste an Spioraid Naoimh recognises that student wellbeing is something that, similar to guidance, requires a whole-school approach.

Section 9

Organisation and Administration of the Guidance Service

This section is divided into the following areas:

• Administration
• Time Allocation & Timetabling
• Record Keeping
• Protocols/procedures for meetings with parents/guardians
• Assessment Procedures

9.1 Administration

Students who wish to meet with one of the Guidance Counsellors for educational, social, personal, or vocational guidance/counselling may make an appointment themselves; referrals are also made by the Principal, Deputy Principals, Year Heads and Class Teachers. In these cases, the Guidance Counsellor will liaise with subject teachers in order to meet with students; the on-going cooperation and goodwill of the teachers in Coláiste an Spioraid Naoimh in this regard greatly supports the counselling service in particular. 

Students are given an appointment slip and are instructed to present their appointment card to their subject teacher, requesting permission to attend, in advance of the appointment. Students are also advised to record their appointment in their school journal.

All meetings are by appointment, except in the case of emergency referrals. It is the responsibility of each student to inform their teacher in advance of their appointment and to request permission to attend the appointment.

Subject teachers have the right to refuse a student to attend the Guidance Counsellor if it interferes with their teaching. For instance, if a student cannot attend their appointment as there is a test scheduled for the appointment time then it is the student’s responsibility to communicate this in advance to the guidance counsellor and organise an alternative time for their appointment.

9.2 Time Allocation and Timetabling

The school employs two full time Guidance Counsellors whose duties include: teaching SPHE classes, and career, educational, social and personal guidance and counselling work- generally one-to-one careers and counselling appointments.

However, this flexibility also facilitates various class & small group guidance interventions (careers exploration, subject choice, study skills, etc.).

The Guidance Counsellors are members of the Institute of Guidance Counsellors (IGC) and engage in continuous professional development and counselling supervision with the Cork branch of the IGC. This group, facilitated by an accredited supervisor, offers support for counselling issues that arise and meets five times a year for two hours per session.

The guidance counsellors do not have classes on Friday afternoons to accommodate their attendance at supervision (where the timetable allows).

9.3 Record Keeping

The Guidance Counsellor operates the following record-keeping procedures.

• Records of all personal counselling and careers/vocational guidance interviews are kept.
• Guidance records are kept for 7 years after the students leave school.
• The notes of personal counselling sessions should contain some of the actual words and phrases used by the student and the student should be informed of all matters pertaining to confidentiality between the counsellor and the student.
• The Counsellor should ideally write up notes as soon as possible after the meeting to ensure accuracy and precision.
• Notes should be brief.
• Details on all appointments are recorded in the Guidance Counsellor’s diary.

9.4 Protocols/procedures for meetings with Parents/Guardians

Parents meet with the Guidance Counsellors at information evenings, parent/teacher meetings and on request. Parents are welcome to ring the school at any time to make an appointment to meet with the Guidance Counsellor.

A request for a meeting will be acknowledged and will be arranged for the soonest available time. Appointments are conducted during the school day or during the Parent Teacher meetings by arrangement. All parties are requested to inform each other if a cancellation is necessary. Meetings may be conducted over the phone.

On occasion, the Guidance Counsellor may request another staff member e.g. class teacher, subject teacher or/and management to be present at a meeting. The student may be invited for all or part of the meeting with approval of parents/guardians.

In certain circumstances the Guidance Counsellor may need to contact the parents/guardians in order to request a meeting with them. Contact is made with the parent directly by phone or email to arrange a mutually convenient time for the meeting.

If appropriate, the parents/guardians are informed over the phone/by email of the reason for the meeting. Notes are kept of all meetings by the Guidance Counsellor.

9.5 Assessment Procedures

Assessment can include Assessment of Learning (AoL) and Assessment for Learning (AfL) as detailed in this plan.

Transition Year assessment includes assignments such as: Career investigation and Course Investigations and CV preparation.

Students are encouraged to engage in self-reflection and to self-evaluation in terms of goal-setting and personal development.

10.1 Ethical Requirements

Ethical awareness is a prerequisite for the school Guidance Counsellor.

The Guidance Counsellor is obliged to operate, in policy, process and practice in an ethical manner.

The Guidance Counsellor is bound by the Code of Ethics as outlined by the Institute of Guidance Counsellors.

The Guidance Counsellor’s primary focus is the welfare of the student and  they are bound to act in the best interest of the student.

The counsellor must act within the law and within the ethical guidelines as outlined by her profession.

The Guidance Counsellor is expected to be competent in and mindful of the legal and ethical responsibilities of their work.

Furthermore, the Guidance Counsellor is ethically obliged to seek out new developments in the personal, educational and vocational fields with a view to improving the overall counselling service to the student.

The Guidance Counsellor receives professional support by means of regular meetings with a trained counselling supervisor through ‘Supervision’ which is organised by the Institute of Guidance Counsellors (IGC) at a regional level and occurs five times per year. In addition, regional IGC branch meetings occur monthly and support professional development.

10.2 Counselling and Confidentiality

 The Guidance and Counselling Service is a professional counselling service, which abides by a strict code of ethics and confidentiality policy as outlined by the Institute of Guidance Counsellors.

Confidentiality is a central and integral part of the counselling process and is assured to each student who avails of the Counselling Service. It offers safety and privacy to those who choose to discuss personal and private concerns.

The guidance counsellor takes all reasonable steps to ensure that consultation takes place in an appropriately private environment and to preserve the confidentiality of information about the student.

Students should feel comfortable that conversations with the guidance counsellor are private and confidential. However, absolute confidentiality cannot be guaranteed, and this is explained to the student at the onset of counselling and students are reminded of this limited confidentiality.

It is explained to the student that the guidance counsellor cannot guarantee confidentiality if:

• The life or safety of the student is in danger
• The life or safety of others is in danger
• There are concerns regarding Child Protection – see Children’s First Guidelines and Child Protection policy
• A crime is about to be committed

If such a situation arises where confidentiality cannot be kept, the guidance counsellor will contact the school’s Designated Liaison Person (DLP, the Principal) to seek help and safety for the student.

In so far as is possible, in such cases, confidentiality is broken following discussion (and hopefully agreement) with the student and a full explanation will be given regarding the necessary procedures that may need to be taken.

Where appropriate the Designated Liaison Person may make contact with TUSLA for a formal referral or to seek advice (informal consultation) and/or contact the student’s parents/guardians.

The DLP will keep a record of all TUSLA referrals made.

10.3 GDPR: Guidance & Data Compliance

The Irish Data Protection legislation sees the organisation, school or institute as the Data Controller, “the legal entity which, alone or with others, determines the processing and use of the personal data”.

Staff who are employees of the organisation, who gather and process personal data, are doing so on behalf of the organisation, and must comply with the organisation’s data management procedures in order to protect the privacy rights of individuals, to protect the organisation’s reputation and, where possible, to avoid breaches of the legislation.

For Guidance Counsellors who are employees of the school or institution, the school as a legal entity will be the Data Controller.

The Data Subject is the living individual to whom the personal data relates. For the most part, the Guidance Counsellor will gather data on the students for whom they will be providing guidance counselling, but they will also have contact details for employers and others who support their guidance activities; Compliance with this national legislation is enforced by the Office of the Irish Data Protection Commission and will be based on adherence to the seven Principles which form the framework for the General Data Protection Regulation (GDPR), an EU Regulation that replaced the pre-existing Data Protection legislation in May 2018.

Any data management activity involving personal information which is conducted by the organisation must comply with the seven principles of the GDPR.

The Data Protection Principles:

The following key principles are enshrined in the Irish legislation and are fundamental to Coláiste an Spioraid Naoimh’s Data Protection policy. In its capacity as Data Controller, Coláiste an Spioraid Naoimh ensures that all data shall:

• Be obtained and processed fairly, lawfully and in a transparent manner.
• Be obtained only for one or more specified, legitimate purposes.
• Only be processed to the minimum necessary to achieve the specified purpose(s).
• Be kept accurate, complete and up-to-date where necessary.
• Not be kept for longer than is necessary to satisfy the specified purpose(s).
• Be kept safe and secure in order to protect the confidentiality and integrity of the data.
• Be managed and stored in such a manner that Coláiste an Spioraid Naoimh can easily and verifiably demonstrate its compliance with the appropriate legislation.

Compliance with the legislation can be seen from three perspectives:

• Personal: The personal data which the organisation processes relating to its students, staff or parents who in turn may process the personal data of the staff, parents and pupils of their school
• Professional: Within the day-to-day activities of the Institute, the legislation requires that personal data is managed in a compliant and appropriate manner;
• Reputational: Any breach of the legislation reflects negatively on the credibility and reputation of the organisation, and damages peoples’ trust in the institution and its activities. Managing the personal data in a compliant manner reduces the risk of this happening.

Data Collection in Coláiste an Spioraid Naoimh

As part of the Guidance & Counselling service offered by Coláiste an Spioraid Naoimh, the guidance counsellors may become aware of various personal details of the students (e.g. email, career interests, areas of concern, academic scores, additional educational needs, exemptions, financial circumstances, family circumstances, etc.). All information is treated in the strictest confidence, in accordance with the Guidance Plan and Policy and disseminated, where strictly necessary, on a strict need to know basis.

Data is collected on students in various forms, for instance:

• Through the school application process (e.g. incoming first year application), through a standardised form, submitted to & stored in the school office.
• Visits to feeder primary schools by the Guidance Counsellor to ascertain if there is any information such as access to Learning Support, Resource, ISA, Exemptions etc. which may not have been recorded on their initial application (for instance if there was a late application for an exemption, etc.) & may be relevant to the student. This information is forwarded to the AEN Coordinator, where appropriate.
• The gathering of appropriate contact details of parents, guardians and family members who are the primary points of contact in relation to the students’ education and welfare.
• The disclosure of this personal data to appropriate authorities, governing bodies, national organisations, inspectors and officers;
• Psychometric assessments are completed with the incoming First Year cohort. Again, results are stored securely – feedback (if appropriate) & interpretation practices are detailed below.
• Equally, a parent may inform the guidance counsellor of their son’s academic scores, access to supports, financial circumstances, well-being or mental & physical health as part of a parental referral to the guidance counsellor.
• From the students themselves during one-to-one meetings.
• Principal, Deputy Principal, Year head, or Teachers may make a referral to the guidance counsellor, expressing a concern, etc. about a student.

Use

All data pertaining to students (e.g. counselling notes, referral notes, VGI forms, student’s academic records, etc.) is used to provide informed support to the student’s individual guidance &/or counselling needs.

Note-Taking

School staff members who provide counselling and welfare services within the school must do so in compliance with the Codes of Practice of their professional bodies, as well as keeping in line with best practice in terms of student welfare, child safeguarding and note-taking. Guidance Counsellors, as part of the provision of both guidance & counselling support to students, may keep notes on students (e.g. counselling & referral notes, or vocational guidance forms). All counselling notes are kept brief and factual. The Institute of Guidance Counsellors provides clear recommendations on the note taking practices of the Guidance Counsellor in the Data Protection Handbook drafted by Sytorus Ltd. (2018).

Coláiste an Spioraid Naoimh meets these recommendations in the following ways;

• Any notes taken during the course of the provision of such services are highly confidential and are treated at all times with the utmost care and attention.
• Notes taken during counselling meetings are sparse, and should only include the minimum level of detail to enable the counsellor to provide appropriate counselling, and to maintain a duty of care from one meeting to another

The Guidance Counsellor has a particular duty of care towards the storage of the notes, in order to protect the trust placed in them by the student and parents, as well as to protect the quality and integrity of the counselling process.

The counsellor takes guidance from appropriate authorities (Tusla, HSE, HIQA) regarding the appropriate retention of such notes, and the timely destruction of such material once its purpose has been fulfilled.

Where the welfare of the student continues to be a source for concern, the counsellor continues to hold such notes on file, with a view to having a reliable record of the student’s welfare history if required as part of his continued care.

Storage

The details of all counselling notes, results of standardised tests, and other data are strictly confidential and stored securely for the time period indicated in Figure 5, following the student’s departure from the school.

The duration of storage will be contingent on the nature of the data. Secure storage implies either a secure filing cabinet or a password protected computer/server/storage depending on the form of the data.

Each guidance counsellor has their own office which can be locked. Both guidance offices contain secure cabinets and desktop computers and/or laptops, which are password protected.

Special Categories of Data Processing

The Data Protection Regulation recognises that certain data is particularly susceptible to discrimination or prejudice, and deserves an additional level of protection – this includes data on an individual’s racial or ethnic identity, their political, religious or ideological beliefs, their sexual orientation and any information on an individual’s mental or physical health, etc. In the school’s context, the results of standardised ability tests (e.g. incoming first year assessments) would qualify as an indication of an individual student’s mental and academic ability, and would therefore qualify as a special category of processing.

Disclosure by transmission

Certain applications are made by students in sixth year, these may include UCAS, DARE, HEAR, RACE applications.

The guidance counsellor may help the student with this application & may, on occasion be required to submit a reference for the student & forward on this reference and/or academic details to state bodies, colleges, etc.

All transmissions of information are completed in consultation with the student and at the request of the student.

As part of these applications, parental consent is required and documented. Again, this information is treated with the strictest confidence and where the guidance counsellor is submitting documentation, copies of such (e.g. references) are kept in soft copy on the password protected computer.

Erasure or Destruction

Student records are kept for seven years following the student’s departure from the school.

After this period, the records are destroyed in accordance with school procedures.

10.4 Confidentiality and Testing

 Psychometric Testing: Confidentiality, Feedback and Storage

Results of tests administered are given to students in a confidential manner. A one-to-one feedback discussion is approached in such a way as to ensure in as far as possible that it is a thoroughly rewarding experience for the student.

A test result will not be taken in isolation but will be viewed in context of the development of the whole individual.

Feedback will be oriented towards the immediate objective of the testing e.g. what have the test results highlighted for discussion that can help the student plan their career/choose their academic route?

Access to test results and data held

Access is restricted to those with a need to know. Persons that are untrained will not be allowed access to raw data from tests but only to clearly described interpretations. Individuals do change and develop and therefore psychometric data can become less accurate over time.

Tests can provide well-constructed measures of aspects of individuals at a point in time, but this does not preclude a degree of subsequent change and development. Parents on request may be given a copy of the results of the DAT/CAT and the Guidance Counsellor will discuss the findings of the test accordingly.

Procedures adhered to (in accordance with best practice guidelines: British Psychological Society) are as follows:

• Appropriate parties who may legitimately receive test results as well as the Guidance
• Counsellor are: The Principal, Deputy Principals and the AEN co-ordinator.
• Class Tutors and subject teachers may, when appropriate, be given general oral qualitative descriptions but will not have access to actual test data results or to written reports of data unless deemed appropriate.
• Levels of confidentiality are explained to individuals and groups before tests are administered.
• Data kept on file is protected so that only those who have a right of access can obtain them.

10.5 In-Career Development

In-Career development is essential to the work of the Guidance Counsellor.

Regular attendance at local IGC meetings and Counselling Supervision is facilitated by the school through timetabling (Friday afternoon). The IGC AGM provides a range of in-service through the provision of workshops and presentations relevant to our work.

Additional in-service is organised at local or/and at national level and is open to all registered current members of the IGC.

Both guidance counsellors engage in regular professional development.

10.6 Evaluation and Review

Critical reflection and evaluation is a very important part of the school Guidance Programme.

It is necessary to review the plan to measure the strengths and weaknesses of guidance within the school and to assess whether it is meeting the needs of the students.

It is also important to employ strategies for a whole school approach to guidance. Engagement with bodies such as NEPS and utilising Subject Development and Planning hours facilitate the evaluation and review process.

Equally, the guidance programme is amended in line with the School Improvement Plan, targets and SSE process.

The Guidance Department actively reviews, evaluates and amends guidance programmes annually and engages in long term planning.

The Whole School Guidance Team is involved in review of whole school guidance. In addition, the Guidance Plan in its entirety will be reviewed regularly.

Review by School Staff: 17th April 2023

Review by Parents Association: 2nd  May 2023

Review by Students Council: 17th May 2023

Ratified by Board of Management: 30th May 2023