Equalityof Access

Policy

On

Equalityof Access

And

Participation

Introduction

This policy was formulated on Friday, 29th April, 2005.

People involved were:

Peggy O’Carroll

Oonagh O’Rahilly

Joanne O’Connor

Margaret Moriarty

It was formulated through discussion and collaboration.

Rationale

To comply with the following:

Equal Status Act 2000

Employment Equality act 1998

Education Act 1998

To enable all our pupils to access and participate in education

To promote the principles of justice and equality for all involved in the school community i.e. staff, pupils, parents, board and community.

Relationship to characteristic spirit of the school

This policy is very much in keeping with our Mercy Ethos of holistic development of each child particularly those who are marginalised or disadvantaged.

Aims

By introducing this policy the school aims:

To ensure that the school complies with legislative requirements and principles of good practice
That each person in our school feels valued and respected
The awarding of equal opportunities to all persons
The preparation of our pupils for life in a multicultural society and with an understanding of the value of cultural diversity and pride in their own culture

Guidelines

Organisational Areas

Enrolment:

All pupils are welcome to enrol in our school irrespective of race, religion, membership of travelling community, family status and gender.
Pupils are placed in age appropriate classes. Level of proficiency in English is also taken into consideration for non-nationals.
Parents are aware of the religious denomination of the school and its reflection in the curriculum offered.
Arrangements made for children who do not wish to participate in Religion/R.S.E. classes are, that the class teacher gives the child other work to do while religion/R.S.E lessons are taking place. For whole school religious assembly children are supervised in one classroom.
Enrolment Form

Mercy Philosophy of Education

Inspired by the vision of Catherine McAuley, Mercy education is committed to holistic development and to the achievement of the full potential of eachstudent, including those who are disadvantaged or marginalised. It is a process informed and influenced by the teaching and example of Jesus Christ and is conducted in an atmosphere of care, respect and joy. Mercy education is committed to on-going whole-school development in collaboration and partnershipwith the Board of management, Staff, Parents and the wider community.

Language Support teacher offers support in explanation and filling out of enrolment form. Sometimes an older child in the school may help with translation. In extreme circumstances an interpreter may be called. For non-nationals, extra information instead of Pre-school information e.g. date of arrival in Ireland, schools attended and class, duration of attendance in school.

Staff

The Board of Management is an equal opportunities employer – it does not discriminate against any application for a position (or continuation in employment, training opportunities, promotion etc.) in the school based on the nine grounds as set out in the Equal Status Act.
Age, Member of Traveller Community, Sexual Orientation, Family Status, Marital status, Disability, Gender, Religion, Race.
procedures ? ? ?
The format outlined in the CPSMA Board of Management handbook for the advertisement and selection of staff is known and followed.
We have a policy in relation to harassment and bullying and is included in the Code of Behaviour and distributed to parents with the enrolment form.
The allocation of teachers to classes and other teaching duties is a direct responsibility of the Principal. C.f. DES Circular 16/73 and Education Act 1998, Sections 22 and 23.

Circular 16/73 states that:

‘He/she should arrange a fair distribution of teaching duties among the staff, taking into account the needs of the pupils and the abilities, experience, personality and preference of each teacher. He/she should utilise the services of staff with special qualifications or aptitudes in an organisational or advisory capacity.’

We have a fair and equitable procedure in relation to job sharing, secondment, staff development, career breaks, study leave, carer’s leave, maternity and paternity leave applications.

HomeSchool Communication

Parents are welcome, by appointment, to discuss concerns and progress. Parent/Teacher meetings are held in January each year. Parents who cannot attend are facilitated at a later date. If desired, parents are accommodated with separate appointments. Class teachers can communicate any concerns in the child’s Homework Diary or by a note home.
Translation by an older child if necessary (or by a family member) is available to parents who do not have a working knowledge of English.
Language lessons etc. are available through community groups, to assist families in integrating into the community.
Multi-lingual notices are displayed in the school.
The role of the school and the expected role of parents are explained in the Code of Behaviour. We are aware of different child rearing practices (e.g. dominance of men in African/Asian community and

Role of corporal punishment). Parents are aware of additional learning support systems in place for their children.

6. A translation service is available in the community.

Parental Involvement

Our Parents Association has a broad gender balance and includes representatives from
We encourage parents to come in to the classroom to share their experiences, skills and knowledge.
We have invited local historians, artists, story-tellers, authors and a non-national parent and a speaker from the traveller community.
International parents are aware of language development and are encouraged to continue speaking the child’s first language at home.

Uniform

Uniforms are provided for those who cannot afford them.
The school track-suit is gender neutral.
The girls have a choice of pinafore/pants.
Exceptions are made for wearing of cultural garments for special occasions.

Attendance

A letter was issued to parents informing them of issues relating to attendance in the Education Welfare Act 2000.
Our procedure for dealing with absenteeism is that parents/guardians are notified after an absence of 15 days. 20 days of absence requires a letter to the Education Welfare Board. Reasons for absences will be noted in homework diary and signed by parents.

Lunch

We have a healthy eating policy in place. Dietary requirements/restrictions of pupils of religious fasting are respected.

Code of Behaviour and Anti-Bullying Policy

The Code of Behaviour and Anti-Bullying Policy aims to ensure thesafety and promote the self-esteem of each pupil irrespective of race, gender and religion.

Schools Anti-Racism Ethos

We in MoyderwellMercyPrimary School strive to promote tolerance, mutual respect and understanding of cultural, ethical, racial, social and religious diversity. They also promote the reality of difference with an intercultural society. The celebration of intercultural diversity is, for many schools, becoming an important component of school life particularly through their experiences in music, art, dance, history etc.

The school is a multicultural environment. Every child’s ethnic origin and religion is respected. It is expected that all children will also respect other children in the school.

Any bad behaviour that is racially motivated by Irish children or by non-national children will not be tolerated by the school. Should such incidents arise they will be dealth with in a serious manner by both teachers and the Principal.

Anti-Racism Charter

We in Moyderwell

Treat all students – nationals and non-nationals – fairly and in the same way, except where it is necessary to differentiate e.g. for assistance with their English
Pay attention to the changing needs of both groups of students as they learn to live in mutual respect with one another while dealing with cultural differences and diversity
Create a buddy system to help the non-national students acclimatise to their new school environment
Provide adequate information to the non-national parents on the range of curricular and extra-curricular activities that combine to make up school life
Not enquire too deeply into a non-national’s background, if they are not forthcoming with information
Assess the students once their English language becomes more proficient to ensure they are:

(i)in the right programme, particularly in senior cycle

(ii)studying for the right levels in the State examinations

Induction of New Pupils/Staff

An open day is held in the month of May, welcoming prospective pupils to Junior Infants.
Pupils joining older classes are taken on a guided tour of the school and introduced to their teacher andotherpupils.
Prospective pupils are also welcomed and informed of all school amenities.
New staff are introduced to fellow colleagues and furnished with a booklet on aspects of school life.
Class teacher is informed of child’s educational/social background.
Learning support/resources are provided if necessary.

Homework

Homework/classwork is differentiated to suit the child’s individual needs.
Children who are learning English for the first time are given an initial interview.
They are then offered language support classes for 2 years.
Homeworkfor these children varies depending on their capabilities and progress.
Parental involvement in homework is encouraged throughout the school.
From infants – Second – through the use of the C.A.P.E.R. system (Children and Parents enjoy reading) - parental involvement is encouraged.
A video on shared reading is also available.
During Parent/Teacher meeting the importance of parental involvement in homework is emphasised.
Use of the local library is encouraged.

Resources

The language support teachers have a basic supply of books in the mother tongue of international children.
The R.T.T. uses a reading scheme depicting traveller life.
Class teachers explore the issue of diversity through the use of textbooks and subjects e.g. S.E.S.E., SPHE and religion. Lack of funding restricts the purchase of resources.
Children with learning disabilities have access to resources e.g. computer games, fine motor skill equipment and books.

Tours & School Organised Events

All pupils have equal opportunity to participate in school tours and school organised outings.
Children in financial difficulties are subsidised from school funds.
Extra curricular facilitators (Irish dancing teacher, gymnastics coach, basketball/tag rugby coaches, swimming instructors, are all made aware of the needs of special children).

Staff Development

The Staff participate in curriculum and In-service days, summer courses, evening courses and organised seminars.
Teachers share expertise and skills e.g. 2nd class teacher does music with 1st class while 1st class teacher does PE with 2nd class
All teachers have a comprehensive list of I.C.T. equipment available in the school.

Assessment

Mist assessment is available for Senior Infants and is administered in February each year.
Sigma-T and Micra-T are carried out in collaboration between class teacher, learning support/resource and language support is engaged when assessing children who have literacy problems.
If necessary further psychological assessment is considered and suitable resources put in place.

Extra – Curricular Activities (Arranged for after school hours)

Presently there are no extra curricular activities arranged for after school hours. Previously we have had

French classes

Art

Speech and Drama

Piano lessons

There are a number of homework clubs in the local community.

Transition to Post Primary

All pupils are encouraged to continue their education to post primary.
Teachers from a local Secondary School speak to children in 5th and 6th Class informing them about subjects/resources and facilities in second level education.
Parents/Guardians and children are invited to an open day/assessment, which eases the transition from primary.

Curriculum

General

All children are accessing all areas of the curriculum
We strive to enable all children (regardless of background) to achieve in academic, sporting, extra-curricular activities
The child is engaged in intellectually stimulating work appropriate to his/her intellectual ability
We encourage non-English speaking children to speak English
Children are encouraged to use their first language at home/community
Children are given opportunities to explore the other language/s of the classroom and to learn a little of that language
Communication is emphasised when the child starts to speak English
The teaching methodologies which are employed in the classroom to support integration and promote equality of participation are in place
ICT is utilised as a resource to meet the needs of our pupils in curricular areas

Gaeilge

The primary school programme in Irish is designed to meet the learning needs of a wide variety of pupils. It is taught in a stimulating and activity-centred fashion and the main emphasis is on oral learning and interaction.

All teachers are required to have the Scrúdú Cailiochta sa Ghaeilge which enables them to teach all classes from Infants – VI
The Gaeilge programme in classes is adapted to meet individual child needs.
Children are assessed individually

Pupils in the following circumstances may be allowed exemption from the study of Irish in national schools:-

a)Pupils whose primary education up to 11 years of age was received in Northern Ireland or outside Ireland, provided that the parent or guardian who had custody of the pupil was permanently resident in Northern Ireland or outside Ireland during the pupil’s period of education up to that age;

b)Pupils who were previously enrolled as recognised pupils in national schools who are being re4-enrolled after a period spent abroad, provided that at least three years have elapsed since the previous enrolment in the State and the pupil is at least 11 years of age on re-enrolment;

c)Pupils

Who function intellectually at average or above average level but have a Specific Learning Disability of such a degree of severity that they fail to achieve expected levels of attainment in basic language skills in the mother tongue, or
Who have been assessed as having a general learning disability due to serious intellectual impairment (i.e. mental handicap) and are also failing to attain adequate levels in basic language skills in the mother tongue, or
Who have been assessed as having a general learning disability due to serious sensory impairment, and are also failing to attain adequate levels in basic language skills in the mother tongue.

English

Through the use of suitable textbooks, novels, story books, pictures and resources (Concern & Trócaire) equality and a respect for diversity is encouraged.
Charts and flashcards depicting phrases from other cultures are displayed throughout the school
Children are given opportunities to express their opinions and educate their peers about other cultures
Extra language support is offered to pupils who require it.
Teachers make sure instructions are clear and logical and liaise with Language Support teachers.
Some pupils, who do not speak English, are using a different alphabet/script in communicating at home/in their community.
Books for the library are selected with equality and diversity of culture in mind
The challenges faced by some non English-speaking pupils are taken into consideration
We are reflecting and promoting diversity, reflecting the mother tongue of pupils in the classroom, library etc.
There are opportunities to analyse the media coverage of key news stories from other countries
We aim to build knowledge of the vocabulary of rights
Opportunities are given for pupils to use their imagination, to write about their opinions, etc.
A springboard for other pupils to share their language with English speaking pupils has been part of our curriculum

Maths

Currencies from outside the euro zone are explored.
Number operations are global

History

There is a balance of hero/heroine, international history portrayal of perpetrators, gender ratio, principal characters in history – Ghandi, Mandela, Luther King, Nobel, Eleanor Roosevelt, Emily Pankhurst, Queen Maeve, Cleopatra, Marie Curée, etc.

Pupils /parents are encouraged to prepare a brief history of their country of origin

Topics such as slavery, war, child labour, emigration, Universal Declaration of Human Rights are discussed.

Geography

People from other countries, food produced in other countries, cultures, national flags, national dress, terrain and physical geography, climates etc. All these topics are covered as part of our geography curriculum.

Science

Flora and Fauna of other countries, food of other countries, role of Greenpeace and other environmental protection agencies are included.

SPHE

Many opportunities present under the strands Myself and others, Myself and the wider world and the strand unit Media education.

Religion

Children are encouraged to understand other religions, the commonalty of other religions, struggle for the freedom of belief, etc

Music

Music and songs from other countries, pop stars, instruments, folk music, reggae, international aspect of music, freedom songs, labour songs are covered.

Art

Art includes topics such as famous artists, examples of ethnic art, international aspect of art
Parents/pupils are invited to demonstrate traditional crafts, dress and patterns, pottery etc.

Famous sports persons e.g. Jessie Owens, Sonia O Sullivan, traditional games and their country of origin, Special Olympics, etc. are covered.
Dance from other countries are covered
Children attend school wearing PE tracksuit on appropriate days

Drama

International, cultural, short stories, enacting, role-play, etc help in expression of different cultures.

Success Criteria

All pupils accessing and participating in all areas of the curriculum and school life at a level appropriate to their needs

Formulation Date:29th April 2005

Review Date:30th June 2007