SEN
Our SEN Philosophy
It is expected that some children will require extra help along their 8-year journey of primary
schooling. This help may be for academic needs, social needs, behavioural needs or physical needs. This is perfectly normal and once supports are put in place, the children will continue to have a positive experience in school life.
It is very important that parents and teachers have good, open and honest communications during the initial consultation of a query of a child’s needs. We encourage parents to let us know if you feel your child is not meeting any of their milestones, we are happy to help and offer support and advice.
The earlier the needs of a child are identified, the easier it will be to put supports in place. Sometimes a teacher may raise concerns that you as a parent do not agree with or haven’t seen at home. This may cause some upset initially, however it is important that we all work together to find a way that ensures your child receives the supports they need to succeed and be happy in school. That is our common goal.
Ultimately it is the parent’s final decision as to whether their child accesses additional supports and this will be accepted and respected by the school. The level of support a child needs is guided by the school’s continuum of support.
Levels of Support
The Continuum of Support suggests the following levels of support:
Classroom Support is the most common, and typically the first response to emerging needs. It is a response for pupils who have distinct or individual educational needs and who require approaches to learning and/or behaviour which are additional to or different from those required by other pupils in their class.
Problem-solving at this level typically begins when a parent or teacher has concerns about an individual pupil. The class teacher and parents discuss the nature of the problem and consider strategies which may be effective. The class teacher may seek advice from Special Education Teachers at this stage.
Classroom Support incorporates the simple, informal problem-solving approaches commonly used by class teachers to support emerging needs.
In some cases, interventions at classroom support level are not enough to fully meet the pupil’s special educational needs. If standardised test results and teacher observation indicate this to be the case, School Support may, therefore, be required.
The class teacher involves the Special Education Teacher Team (SET Team) in the problem-solving process at this point and it involves more systematic gathering of information and the development and monitoring of a School Support Plan.
Where progress is such that the child is no longer giving cause for concern, the child will revert to the usual differentiated curriculum available to all children.
If a pupil’s special educational needs are severe and/or persistent, they are likely to need intensive support. If interventions at classroom support and school support levels are not enough to fully meet the child’s special education needs, a School Support Plus plan is required.
School Support Plus will generally involve personnel outside the school team in the problem solving, assessment and intervention process. An assessment may be arranged at this point from a relevant and suitably qualified professional to provide more information to help the school and parents to meet the needs of the child.
If the child is assessed as having care needs then an application will be made to the SENO for SNA support. Where it is recommended that a child requires specialised equipment the school will make an application for this equipment and arrange for the use of this equipment to be demonstrated to the relevant staff.
However, the information from Classroom and School Support work will provide the starting point for problem-solving at this level.
The principals’ advice and support can be accessed by parents throughout any of these stages.
What Should I Do if I Think My Child Has a Learning or Behavioural Difficulty?
There is no stigma in a child receiving additional support.
Many children need some form of extra help at different stages of their school life. This is a completely normal part of inclusive education, and support is provided with care, respect, and sensitivity to each child’s unique needs.
If you are concerned about your child’s learning, behaviour, communication, or emotional development, you are not alone - and early action makes a big difference.
Here’s what to do:
The first step is to talk to your child’s teacher. They can:
- Share how your child is doing in school
- Compare observations with yours
- Begin monitoring and adjusting classroom strategies
- Start early support, if appropriate
Together, you can:
- Review your child’s strengths and challenges
- Discuss any relevant family, developmental, or health information
- Consider next steps, such as classroom support or small group interventions
If your child needs extra support, the school may:
- Create a Support Plan under the Continuum of Support
- Offer small group or one-to-one support
- Track progress through regular check-ins with you
In some cases, the school may recommend or support a referral for further assessment. This can help clarify your child’s needs and guide tailored support.
Options include:
- Educational Psychology Assessment
Through the NEPS (National Educational Psychological Service) or a private psychologist. This may assess cognitive, learning, or behavioural needs. - Speech and Language Therapy / Occupational Therapy / Behavioural Support
Accessed through the HSE, Primary Care Services, or private providers. Your child may be referred by the school or through your GP (General Practitioner).
- Assessment of Need (AON) under the Disability Act (2005) If you believe your child may have a disability, you can apply for an Assessment of Need through the HSE, often initiated through your GP or Public Health Nurse. The AON process may involve a team of professionals (e.g., psychologist, SLT, OT) who assess your child and recommend appropriate supports.
Note: There may be waiting lists for public services, so early application is encouraged.
As a parent, you play a vital role. You can help by:
- Attending review meetings and sharing insights
- Following up with suggested strategies at home
- Keeping open communication with your child’s teacher and SEN team
💬 Remember:
You know your child best, and your concerns are important. The earlier we understand a child’s needs, the better we can support them to thrive socially, emotionally, and academically.
If you're unsure where to start, don't hesitate to contact the school office or speak with your child’s teacher — we're here to help.