Annual Report
2010 - 2011
Carlow Vocational School / Carlow Institute of
Further Education - 70420R
Mission Statement
Administration, staff and Board of Management of Carlow Vocational School seek to promote
a secure and caring community environment and a well-balanced curriculum, which is learner
centred, with learners recognised as central to learning, and teachers as facilitators of the
learning process.
In partnership, we hope to provide an atmosphere, which encourages
respect, responsibility and commitment, drawing forth the positive potential of each individual,
thus equipping all learners to take their place in life and work in the future.
Legislative Context
In preparing the school’s development plan, we recognise our responsibility to the national
legislative framework, and have paid particular attention to the following:
Education Act, 1998
Education Welfare Act, 2000
Education for Persons with Special Educational Needs Act, 2004
Safety, Health and Welfare at Work Acts, 1989 and 2005
Employment Equality Acts, 1998 and 2004
Equal Status Acts, 2000 and 2008
The Education Act (1998) specifies
‘that it is the responsibility of the Board of Management to arrange for the preparation
of the school plan, and to ensure that it regularly reviewed and updated. It requires
that the school plan address the issue of quality of access and participation, particularly
in relation to students with disabilities or other special educational needs. It indicate
that the preparation for the school should include consultation with the parents, patron
(trustees), staff and students of the school.’
School Development Planning DES 1999
As described in our Mission Statement, we believe the fundamental aim of our school is to
offer an environment where every student can learn and develop their talents and potential,
and which provides each learner with the scope and motivation to do so. While the future can
sometimes be uncertain, we embrace progress with an open and welcoming outlook and look
forward to the challenges and opportunities ahead. This school will always value, appreciate
and encourage each individual student and this tenet has been a key factor in the
development of this plan.
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Introduction
Our school dates back to the late eighteen hundreds.
We have had the privilege to be
involved in the education of generations of families coming from Carlow town and environs.
We thank our former Principals, Deputy Principals, and staff for their commitment to and
development of vocational education in Carlow;
Principals of Carlow Vocational School
Bernard O Neill (1936 - 1940)
John O'Keeffe (1981 - 1987)
George Merne (1940 - 1951)
John Keehan (1987 - 1990)
Pat O 'Mahony (1951 - 1978)
Bernard Mulchrone (1991 – 2010)
Seamus Reynolds (1978 - 1981)
Deputy Principals
A. J. Crotty (1942 - 1951)
Brian Fitzharris (1990 - 1998)
Bob Holohan (1972 - 1985)
Joseph Rattigan (1998 - 2010)
Liam Hayden (1985 - 1990)
Markita Mulvey (2009 - 2010)
The Senior Management Team appointed in 2010 are Principal, Markita Mulvey and Deputy
Principals Nigel Quirke-Bolt and David Forde.
‘We venture to build on the legacy and the considerable success of our predecessors
in promoting vocational education to the future generations of Carlow’
Carlow Vocational School: Senior Management Team 2011
Carlow Vocational School has a positive and welcoming atmosphere that provides a unique
learning environment that is appreciated by students, parents and visitors to the school.
'The school's ethos and atmosphere lends significantly to allowing students to progress
in education'
DEIS Inspectorate 2010
In our genuinely supportive school we are fortunate that learning for our students takes place
in small classes, where they receive individual attention from their teachers.
Our unique
learning environment is enriched by many of our students coming from other countries
including; Italy, Germany, Czech Republic, Sudan and China. Some join us in first year
studying through to leaving certificate with others joining us to complete the senior cycle
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programme.
This gives an international dimension to our school and is an enriching
experience for all.
'The school has a highly inclusive ethos and embraces cultural diversity'
DEIS Inspectorate 2010
Carlow Vocational School participates in Developing Equality of Opportunity in Schools
(DEIS). The school has the services of a full-time Home School Community Liaison Coordinator and is a member of the School Completion Programme.
We offer the Junior
Certificate School Programme, Transition Year Programme and the Leaving Certificate
Vocational Programme.
‘Initiatives such as Breakfast Club, lunch time activities, after-school activities, the
transition year programme, the leadership programme and some appropriate genderfocused personal development lessons help build a notable sense of community within
the school and enhance student-teacher and student-student relationships.’
DEIS Inspectorate 2010
We have a team of outstanding teachers who strive to challenge the pupils and impart
knowledge and skills to the highest standards. This is borne out by the fact that students excel
and reach their full potential and achieve and have opportunities to progress. Our reputation is
built primarily on our ability to work with each student and cater for his or her individual needs.
Our teachers believe in a collegial and partnership approach with parents and students. They
are known for their energy, commitment and enthusiasm, and have a proven track record of
exam achievement and take pride in the academic success of our students. The teachers
provide a warm, caring and welcoming learning environment, where students are encouraged
to learn. Teachers are all keenly aware of examination requirements and techniques.
Carlow Vocational School’s key strengths are:
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Students achieve high grades in the Junior Certificate and Leaving Certificate both at
Ordinary and Higher Level
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We cater for the whole range of abilities right up to those who seek A1 on Higher level
papers
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We provide a unique mix of academic, vocational and technological subjects that meet
the needs of students who wish to progress to University and Third Level, Further
Education, Apprenticeships and Employment
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Leaving Certificate Destinations -2010
5%
37%
Higher Education
Further Education
Employment
58%
Our school facilities include well equipped science labs, computer rooms, home economics
room, workshops, art studios, music rooms, canteen and library and a recently built modern
sports hall. We invest in the best up-to-date technology to underpin and support learning
which includes; language labs, CAD and computer systems, and we have a campus wide WiFi network.
We endeavour to provide a high quality education to every student who attends our school.
We pride ourselves on working with every student and assisting them to develop into mature
adults who will leave our school with knowledge and skills to lead a productive and happy life.
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School Development Plan 2011 - 2016
The first step in developing this plan was to gather qualitative and quantitive data in order to
critically and systematically determine our strengths and weaknesses; this is available as our
school Self Assessment Report which informs and identifies priority areas for our Whole
School Development Plan and our aims for the coming five years.
In this process the following groups were consulted:

Students
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Parents
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Board of Management
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Teaching Staff
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Staff – Administrators and Caretakers
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Assistant Principals and Post holders
Following the consultation process and an analysis of the data gathered, the following
strategic areas for the Whole School Development Plan were identified:
Strategic Areas
1. The Student Experience
2. Teaching and Learning
3. Finance and Resources
4. Policies
5. Managing and Developing Staff
6. External Relationships
7. Quality - Self evaluation and Action Plan
Also incorporated in this plan is our Delivering Equality of Opportunity in Schools (DEIS) Plan.
Carlow Vocational School’s Whole School Development Plan is a living document and is
subject to continuous evaluation, both to ensure that stated aims are met and to update our
plan to meet the ever-changing needs of students, curriculum and stakeholders
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Strategic Areas
The following are the strategic areas that form the structure of our School Development Plan.
Under each area, key themes have been identified through our consultation process (School
Self-Assessment Report) and addressed through the aims and actions of our strategic plan.
Inevitably these areas overlap and many creative links between activities are envisaged as
part of this plan.
SA 1
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SA 2
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SA 3
SA 4
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The Student Experience
Curriculum
Subject Choice
Code of Conduct
Student Support and Pastoral Care
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Homework and Study
CVS/CIFE Partnership Projects
Student Councils
Extra Curricular
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Homework and independent
learning
Literacy and Numeracy
Assessment and attainment Timetables
Examinations
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Cost of Materials
IT Infrastructure
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Code of Conduct
Homework Policy
Anti Bullying Policy
Special Educational Needs Policy
Critical Incidents Policy
Child Protection
Substance misuse
Induction Policies
Teaching and Learning
Curriculum
Subject Planning
Teaching and Learning
Differentiation
Use of ICT
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Finance and Resources
Resource Allocation & Budgeting
Financial monitoring/control
Buildings
Policy Areas
Admissions Policy
Attendance & Participation
Computer & Network Usage
HSL Policy
Guidance Policy
Pastoral Care policy
Book Scheme Policy
Health & Safety
Healthy Eating in Carlow Vocational
School
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SA 5
SA 6
SA 7
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Managing and Developing Staff
Senior Management
Continuous Training & Professional
Development
Training & Development for Middle
Management
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Job Descriptions and Guidelines for
Auxiliary Staff
Staff Reporting Mechanisms
Roles & responsibilities
Staff Policies
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Health Service Executive
County Carlow VEC
Stakeholders
International Students
Teachers’ Union of Ireland
VTT
SENO
NCCA
SLS
External Relationships
Parents
Board of Management
Communications and Marketing
Juvenile Liaison Officer
National Education Welfare Board
Primary Schools
NEPs
The Inspectorate
Department of Education and Skills
Quality
Planning Review
CVS Inspector Reports
CVS Student Profiling
Evaluation
Review of CVS Exam Results
Policy Reviews
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Carlow Vocational School / Carlow Institute of Further Education
Senior Management Team
Markita Mulvey – Principal
David Forde – Deputy Principal
Nigel Quirke-Bolt – Deputy Principal
Institute Management Team
Assistant Principals
Brid Brett
Maria O Flaherty
Patrick Lawlor
Assistant Principal / Pastoral Care
Assistant Principal /CVS Examination Officer
Assistant Principal / JCSP Co-ordinator / Student
Social Affairs
Denise Lennon Hennessy Assistant Principal / School Development
Planning/Enrolment
Josephine Calvey
Assistant Principal / Attendance Officer / October
Returns
Elizabeth Roche
Assistant Principal / Work Placement Co-ordinator
Tom Roche
Assistant Principal / IT Co-ordinator
Shelagh Hand
Assistant Principal / School Book Scheme / Diversity
Officer
Brid Griffin
Assistant Principal / Director of Adult Education
Mary Lyons
Assistant Principal / Further Education Co-ordinator
Niamh Doyle
Assistant Principal /CIFE Examination Officer
Seamus Donohue
Assistant Principal /Further Education Organiser /
Administrator
Mary Mooney
Assistant Principal / Assistant Director of Adult
Education
Special Duties Teachers
Padraig Sweeney
Patrick Kinsella
Imelda Fitzmaurice
Margo O Brien
Anne Marie Malone
Liam Cole
Claire Halpin
Mary Collins
Dot Byrne
Paula Kennedy
Deirdre Dunphy
Audrey Howard-Bowles
Annette Dempsey
Maria Quinn
Lorraine Lawlor
Nicola Phelan
David Morey
Nuala Dalzel
Stock Control
School Shop
Communications Equipment
Parents Council
Repeat Leaving Certificate co-ordinator
Maintenance of Sports Changing Rooms
Year Head
CIFE Student Grants & CIFE PR
Marketing & Events Manager
Year Head
Assistant Examinations Officer CIFE
CVS - PR
CIFE - Storage / International Students
Year Head
Assistant Academics Officer
Year Head
Year Head
Marketing & Events Management
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Teaching Staff:
88
School Completion
4
Special Needs Assistants:
1
Administrative Staff:
2
Caretaking/Cleaning Staff:
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Board of Management
VEC Representative -4,
B. Griffin - Chairperson
N. Whelan
N. Barcoe
F. Hunter
Teacher Representative – 2,
M. Quinn - Vice Chairperson
D. Morey
Student Representative- 1,
K. Coakley
Parent Representative - 2
B. Sheehan
Ahmed Ibriham
Feeder Schools Representative
M. Kennedy
Business Representative -1,
D. Pender
Secretary – School Principal
M. Mulvey
Parents Council
Membership: Committee of six
Student Council
Membership: Twelve
Chairperson: Jason Noctor
Carlow Vocational School Enrolment 2010/2011
CVS Mainstream - October 2010 – 282
CIFE student enrolment - October 2010 - 744
CIFE Evening School Enrolment -2010 11 - 1400
Scholarships and Awards
Austin Waldron Scholarship 2010: Nigel Sheehan
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Carlow Vocational School
Annual Awards 2011
(1A)
1st place Bradleigh Nolan 2nd place Natasha Sheehan
(1B)
1st place Dylan O Tootle 2nd place joint award goes to Mark Dowling and
Sellina Fitzpatrick
(2A)
1st place Patrick O Brien 2nd place joint award goes to David Mulhall and
Amanda Ward
(2B)
1st place Jack Timmons 2nd place award Lee Hanley
(3A)
1st place Jack Laight 2nd place Roisin Byrne
(3B)
1st place Gavin McLoughllin 2nd place award Paige Todd
(Transition Year)
Joint 1st place Sam Woong and Shaluka Mudiga 2nd place award Micheal
Mulhall
5A / 5B
1st place Aoife Tobin 2nd place award Lee Johnson
6A
1st place Catherine Earl 2nd place award Chihab Ibrahim
6B
1st place Ferghal Walsh 2nd place award Micheal Meaney
6D
1st place Finbar Fitzgerald 2nd place award Aaron Doran
6S (Italian Students) joint 1st place Katharina Weiss, Lorenzo Versini ,
Giorgia Pianettola
Major Awards
The runner up of the junior student of the year award 2011 is Michelle Woong
The winner of the junior student of the year 2011 is Aran Purcer
The runner up of the senior student of the year award 2011 is Adam Alcock
The winner of the Senior Student of the year award is Danielle Furey
The runner up of the international student of the year award 2011 is
Lucia Zeni
The winner if the international student of the year award 2011 is Nicola Zeni
Every year Ms. Calvey keeps a close eye on everyone’s attendance and this
year she recorded 4 people who have not missed one day from school:
 Oran Lawlor (1A)
 Jack Timmons (2B)
 Sam Wong (TY)
 Jason Noctor (6th year)
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An award Luke Hyland for personal development.
Garden Project Awards: Evan Brooks Damon Buggy Gerry O Neil Andre
Gomes Darren McNally Jason Curran Kevin Lennon
Sport Awards:
The Soccer awards
(3 awards) FIFA runner up Brian Farrell FIFA Winner Paul Sheehan Soccer
person of year Sean Nelson
GAA junior Ronan Slattery
Senior Jason Noctor
County Awards
This year one of our 6th year students represented our school on the county
schools hurling team. According to the team management he was a wonderful
ambassador for our school and the team, he showed leadership, respect and
a high degree of sportsmanship on and off the pitch. Playing in the corner
forward position he was a vital member of the team. We would like to
congratulate Kealan Brennan.
National Awards
Award winner: Rebecca Hade
Subject Awards
Maths:
Ciara Mannion,
Niall Byrne
Dilder Begun
Lucia Zeni
Gavin Mc Gloughin, Catherine Earl
Irish:
Orla Kinsella
English:
Nicolas Connors,
Gerard O’ Neil
Niall Byrne
Finbar Fitzgerald
Science:
Mark Dowling,
Brian Doran
Business:
Jason Noctor
Home Economics:
Roisin Byrne
Niall Byrne
Catherine Earl
Woodwork: Dylan O Tootle
Aran Murphy,
Latin:
Marco Tomasi
Katharine Weiss
Religion and CSPE: Naomi Dermody
Bradley Nolan,
Danielle Fury
Michelle Wong
Amy Cunnigham,
Oisin Byrne
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French:
Jason Noctor
Music:
Rosin Byrne
Tommy Nash
Adam Alcock
Examination Result - Achievements
One hundred and thirteen students sat Leaving Certificate in 2010. A large number
of students had attainted A1 in many Higher Level subjects with languages doing
particularly well. Junior Certificate results were also of a very high standard.
Meetings
Board of Management: Meetings: 5
Assistant Principals:
Meetings: 9
School Completion:
Staff Meetings:
Meetings: 5
Meetings: 10
Parent Teacher Meetings: Meetings: 7
Parents’ Association: Meetings: 4
Mini Pastoral Care
Pastoral Care: Meetings: Monthly
Weekly
Student Council Meetings: Monthly
Year Heads meeting: Weekly
Open Night
5th of November, 2010
School Inspections


Subject Inspection – Engineering
School Inspection - DEIS
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Co Carlow VEC: Theme 1: Teaching & Learning
Carlow Vocational School:
Strategic Area 1
Theme 1
The Student Experience
Curriculum
Aims
1.1.1
1.1.2
Increase the number of students taking Transition Year
Increase the number of students opting for Higher Level subjects
Theme: Curriculum
Ref: Agreed Action
1.1.1 From 2011 include
Transition Year as a
compulsory component
for all students
enrolling in first year
1.1.2 Subject Teachers to
promote and support
more students to
achieve at Higher
Level
By Whom
Principal, SMT
and First Year
Admissions Team
By When
Beginning
September 2011 for
2012 Enrolment
Monitoring
Annually by
Senior
Management
Team
Principal and
Subject Teachers
At Junior Certificate
level 2010 - 2015
At Leaving
Certificate level
2010 - 2015
Annually by
Senior
Management
Team
General Review:
1.1.1. The number opting to take TY for 2011 is on par with 2010 figures.
1.1.2. This is a target set for subject planning on an annual basis
How posts of responsibility have met the above aims as relevant:
 Repeat Leaving Certificate Students are offered twenty two subjects in
subject blocks, all of which are offered at Higher and Ordinary Level.
English, Mathematics, Irish, French and Biology are timetabled back to
back for Higher and Ordinary Level. Students are encouraged to take
Higher Level if academically able. The purpose of the subject options
meeting in early September has been to inform students on options
available to maximise their points in the Repeat Leaving Certificate
Programme. Subject teachers encourage students to take HL and
decisions regarding level are tentative until the Subject Entries are
completed by the students in February each year. Even at that stage if
a student wishes to continue with a HL subject until a later date they
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will discuss the change with their coordinator and the change is faxed
to the State Exams Commission.
Adhered to school policy of encouraging participation in TY
Followed up on progress reports from class teachers in pastoral care
meeting about students potential /possibilities and possible supports
needed for students to do this
Through literacy and numeracy initiatives as a subject teacher
encouraging students to aim high.
I encouraged all students to take part in our evening study programme
which would assist them in continuous revision of their higher level
subjects.
Promoting existing and potential programmes for Transition Year.
Transition year students were involved in a recycling awareness
programme that WEEE Ireland ran this year.
Students received a presentation from a WEEE Representative
highlighting the importance of recycling WEEE and and batteries and
the positive impact it has for the environment.
It is a practical programme which will enable the students to make a
real difference in their local community.
Students have entered into the Recycling Awareness Programme
Competition 2010/2011 by completing a school project on battery
recycling.
The school receives a free P.C. from rehab recycle.
In my role as co-ordinator of school development planning subject
groups, I have liaised with and guided convenors of subject groups to
work with the subject teachers in their groups to meet these targets
and to plan achievable and realistic targets within the scope of these
agreements. I have designed templates and school planning sessions
devoted to the discussion and planning of these targets and dealt with
the individual needs and queries of both the subject convenors and the
teachers within the various subject groups. Over the course of my
work as planning co-ordinator for subject groups, I have divided the
staff into nineteen subject groups with a revolving system of convenors.
I have recently extended this to a further two groups to incorporate new
programmes within the school. The transition year programme is the
focus of one of these groupings.
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Theme 2
Subject choice
Aims
1.2.1 Promote higher level achievement
1.2.2 Review curriculum programmes at Junior Certificate and Leaving
Certificate level
Theme: Subject Choice
Ref: Agreed Action
1.2.1 Offer back-to-back
Ordinary level and
Cf.
1.1.2 Higher Level and A / B
classes to increase
student options and
promote higher
attainment
1.2.2
By Whom
SMT and
Programme
Reviewers
By When
From academic year
2011-2012
Monitoring
Annual
Programme
Review
Review and update
SMT and
curriculum
Programme
programmes on offer at Reviewers
Junior Certificate and
Leaving Certificate
level
From academic year
2011-2012
Annual
Programme
Review
General Review:
1.2.1 Core subjects at Junior cycle will be timetabled back to back and as
many technical subjects as are feasible will also be timetabled back to
back.
1.2.1 An annual review of curriculum took place when allocating
programmes for the timetable.
How posts of responsibility have met the above aims as relevant:
 Repeat Leaving Certificate Students are offered twenty two subjects in
subject blocks, all of which are offered at Higher and Ordinary Level.
English, Mathematics, Irish, French and Biology are timetabled back to
back for Higher and Ordinary Level. There is a very good range of
languages offered: German, French and Spanish all available at Higher
Level. In the area of Science, Physics, Chemistry, Biology and
Agricultural Science are all on offer. Practical subjects are also
available, Construction, Engineering, Art and Graphics. Students have
such a broad range of subject choice that this in turn makes any career
choice possible. Students are encouraged to take Higher Level if
academically able. The purpose of the subject options meeting in early
September has been to inform students on options available to
maximise their points in the Repeat Leaving Certificate Programme.
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Each student’s timetable is very unique to them on the RLC
Programme. The subjects a student has previously taken and their
results are all taken into account when making their subject choice
decisions. Subject teachers encourage students to take HL and
decisions regarding level are tentative until the Subject Entries are
completed by the students in February each year. Even at that stage if
a student wishes to continue with a HL subject until a later date they
will discuss the change with their coordinator and the change is faxed
to the State Exams Commission.
Forum provided at pastoral care meetings to discuss what programme
options are best applicable to individual students
I promoted our evening student programme to all students as an
opportunity for continuous revision in order to achieve well in class
tests, end of term exams and state exams.
Review and promotion of cross-curricular activities in Art that
incorporates recycling.
This years ‘Make a Book Competition’, students were given a talk from
myself on collection and usage of recycling materials to promote an art
piece.
I worked alongside art teacher during free classes and lunchtime
encouraging students to keep momentum of their work.
Raising awareness during project of possibilities of mixing subject and
environmental issues.
As stated in response to the previous question, I work with twenty one
subject groups to design and implement plans to achieve these targets
in a a realistic way within an achievable timeframe. I have sought to
frame the work of the subject groups to meet the needs of the school
and the various subject inspections which have been presented to us.
I have also liaised with the principal and the national network of subject
planners to this end.
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Theme 3
Student Support and Pastoral Care
Aims
1.3.1
1.3.2
1.3.3
Develop a Pastoral Care Annual Activity Programme
Regularly monitor and develop support responses to meet the
needs of all students
Strengthen communication between Student Council and all staff
Theme: Student Support and Pastoral Care
Ref:
Agreed Action
By Whom
By When
1.3.1
Develop a Pastoral
Deputy Principal, From academic
Care Annual Activity
Pastoral Care Co- year 2011-2012
Programme, including ordinator, Student
key calendar events
Support Team
(Christmas, end of
and Class
year etc) and key
Teachers
pastoral care activities
Monitoring
SMT annual
Pastoral Care
review
1.3.2.1 Support students
Year Heads
through existing format
of twice-daily
assembly
On-going
Weekly
Meetings with
Deputy
Principal
1.3.2.2 Support needs of
students to be
reviewed weekly by
the Student Support
team
Student Support
team
Scheduled weekly
meetings
SMT halftermly Pastoral
Care review
1.3.2.3 Maintain regularly
report referrals from
Class Teachers to
Student Support Team
Class Teachers
and Student
Support team
Scheduled monthly
meetings
Weekly
Student
Support Team
meetings
1.3.2.4 Develop and extend
Monthly Class
Teachers meetings,
with one for juniors
and one for seniors.
Reports filed by Class
Teachers each month
1.3.2.5 Introduce regular
Student Council
feedback briefings to
all staff
Pastoral Care Co- Monthly
ordinator, Class
Teachers
Weekly
Student
Support Team
meetings
Student Council
co-ordinators
SMT
From academic
year 2010-2011
General:
1.3.1 Annual pastoral care review taken place last term with a revised
structure in place for September 2011 and revised roles and duties.
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How posts of responsibility have met the above aims as relevant:
 Two representatives from the RLC programme are elected from among
their peers each year to the Student Council. RLC meet throughout the
year with coordinator. A record of attendance is taken at all meetings.
Issues of concern are discussed and if the issue requires further
attention it is addressed to the Principal. Attendance is monitored by
the subject teachers. Monthly the coordinator requested an attendance
report from subject teachers. Parents/guardians are contacted in
regard to problem attendance. Problem attendance sometimes occurs
due to a personal issue and support is offered to the student by the
Guidance Counsellor in that instance. Where the issue of a Learning
Difficulty arises Reasonable Accommodation is applied for. This
situation arose for four students this academic year that had no
previous Reasonable Accommodations.
 CVS Examination Officer - Work with members of pastoral care team to
ensure students fulfil all requirements of SEC to enable them to sit their
examinations.
 The post of responsibility which I undertake involves a lot of extra
contact with student outside of the formal channels and gives an extra
view on how the student is progressing within the school structure. It
also allows for a low level intervention which can bring about a
resolution to a student needs which can prevent it from becoming a
more serious issue. It also brings about issues that may not be raised
at the student council but do effect the student experience within the
school. This post also allows for extra monitoring of students outside of
class times to support the class teacher in the execution of there
duties.
 As part of my post I inform the pastoral care co-ordinator of students
with irregular attendance, and liaise with the HSLO about students who
have poor attendance.
 I inform the pastoral care co-ordinator of students with 100%
attendance for the school year so they can achieve an award at the
end of year at the annual awards.
 Pastoral Support and Pastoral Care
 Annual activity programme.
 Class teachers encouraged to organise term outings, multicultural
events, Christmas celebrations, Awards Day, Graduation, Sports Day
 Referrals from subject teachers, class teachers and Year Heads dealt
with.
 Weekly meetings of Mini Pastoral Care Team, with Deputy Principal
Guidance Counsellor, Home School Liaison, School Completion Officer
 Monthly meetings with class teachers, year heads, and mini pastoral
care team for Junior School and Senior school
 As JCSP co-ordinator and class teacher I attend Pastoral Care
meetings.
 During the school year 2010/2011, I met with 6th year students prior to
Christmas and mock examinations to discuss a number of areas,
Primarily to support them in their revision and study procedures and
monitor their progress towards the Leaving Certificate in June. To
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encourage, praise and guide in their study plan and give advice in any
area.
As previously stated, in my work as co-ordinator of subject planning, I
have sought to work within the time allowed within the school meetings
calendar to help and guide subject groups to work on and in time meet
all of these targets.
As Year Head, I facilitate the organisation of end of term activities for
each of my class groups with their Class Teachers. I also plan the end
of term activities at Christmas along with the Awards Day and the
Leaving Certificate Graduation towards the end of the year.
I have an orderly structured twice daily assembly through which I can
support students, disseminate information and meet their pastoral care
needs.
When necessary, I provide the Student Support Team with the relevant
information pertaining to students’ needs.
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Theme 4
Homework and Study
Aims
1.4.1
1.4.2
Continue to monitor students recording and completion of
homework/consolidation
Develop greater and more productive involvement with homework
and study
Theme: Homework and Study
Ref:
Agreed Action
1.4.1
1.4.1 Regularly check that
students write down
their
homework/revision in
student journal
By Whom
Subject teacher
daily reviews
By When
Continuous
Monitoring
On-going spot
checks by
Assistant
Academic
Officer
1.4.2.1 Increase the amount of
students who require
study to avail of
supervised study
1.4.2.2 Develop Homework
Clubs
Class Teachers,
Year Heads,
Student Support
Team
SCP/Student
Support Team
Annually
SMT review
By Academic Year
2011-2012
SMT review
1.4.2.3
1.4.4 Study skills workshop
compulsory for all
leaving Certificate
students
Sixth Year
Mentors with
Guidance
Counsellor and
Year Head
By Academic Year
2011-2012
SMT review
1.4.2.4
1.4.5 Study skills and
homework workshops
compulsory for all first
year students
Subject Teachers
with Guidance
Counsellor and
Year Head
By Academic Year
2011-2012
SMT review
General:
1.4.1 An annual report written up from spot checks at assembly from
assistant academics officer.
1.4.2.1 Numbers doubled from first term to second term.
1.4.2.2 SCP are co-ordinating the setting up of homework clubs - a maths
club was established last term. A drama / music club is planned and
will be led by TY in September 2011.
1.4.2.3 Study skills work shops are booked annually for all exam classes and
an annual talk for Leaving Certificate parents in September.
21
1.4.2.4 Study skills part of the first year induction and on one to one interviews
with parents.
How posts of responsibility have met the above aims as relevant:
 A Study Skills Seminar is offered in early September each year.
Students have reported that it is vey effective and the most appropriate
time of year for the seminar. A Supervised Study Room is provided
throughout the year for Repeat Leaving Certificate students. They
make excellent use of the facility and are encouraged at all times to
study when not timetabled for a class. Students are informed of
Revision Courses offered at Easter, in particular the Carlow IT Revision
Course. Students having difficulty with their study or assignments
discuss concerns with the coordinator and the coordinator seeks the
advice of the subject teacher.
 Reports are issued following the Christmas Examinations and Mock
Examinations.
 I have development individual study plans for students in 3 rd year for
after school and weekend study and forwarded these plans to parents.
 As 6th year mentor, teachers came to me on a couple of occassions to
express concern re a students non completion of homework, non
participation in course work or poor effort generally. I sat with each of
these students discussing the concerns, going through any areas of
worry or difficulty and suggeting solutions or support systems or study
plans or time management scenarios that might help them to improve
the situation in the classroom. I also spent time explaining the
importanceof class and homework, the key of revision and how critical
coursework was to the final grade.
 I carried out regular spot checks on students journals throughout the
year to ensure and encourage students to make note of all homework
assigned in class and to record revision work. Where students were
not making correct use of journal I advised them on how to improve on
this.
 In September and January I posted a letter to all parents informing
them on our evening study programme. I encouraged students to avail
of our programme.
 Once again, I have worked within the timeframe that I was allowed in
the school meeting calendar, to liaise with and guide school subject
convenors to discuss these issues and formulate action plans to meet
these targets.
22
Theme 5
Extra Curricular
Aims
1.5.1
1.5.2
1.5.3
Consolidate planning for all extra curricular events
Link with Further Education students to organise events
Communicate extra curricular programme to all stakeholders
Theme: Extra Curricular
Ref: Agreed Action
1.5.1 Develop a annual
programme of extra
curricular events and
activities
1.5.2
1.5.3
Link with Further
Education students to
organise events and
annually develop a
joint project between
students and teachers
in CVS and CIFE
Publish (in print and
electronically) an
School Events
Calendar, to include
Arts activities,
performances, sports
fixtures and student
support events
By Whom
Deputy Principal,
Year Heads,
Class Teachers,
Leadership Coordinator
Principal, Year
Heads, FE Coordinators
By When
Commence
September 2010
Monitoring
SMT, AP and
Year Head
review
Commence
September 2010
SMT
SMT with whole
school
By Academic Year
2011-2012
SMT review
General:
1.5.1 Programme of events are planned on a term by term basis, also
incorporated into subject planning.
1.5.2 2010 /11 Garden Project and VISUAL exhibition
1.5.3 School Events calendar published on a term by term basis.
How posts of responsibility have met the above aims as relevant:
 Students are made aware of extra curricular activities throughout the
year such as careers open days, sporting events and the Student
Welfare Day. Students of RLC receive a Diary which has a calendar of
events and they are made aware of this at Induction Day. New events
are communicated by our screen in the CIFE reception area, meetings
23
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with the coordinator and notice boards. The possibility of using a text
system for RLC students is being explored as it is a very effective
means of communication with such a large group of students.
As part of the post it allows for communication between the students to
encourage and praise there efforts in relation to extra curricular
programme and to offer assistance that student might not be will to ask
for. It also offers a chance to speak to student about what they would
like to see in the extra curricular programme within the school.
As Year Head, I facilitate the organisation of end of term activities for
each of my class groups with their Class Teachers. I also plan the end
of term activities at Christmas along with the Awards Day and the
Leaving Certificate Graduation towards the end of the year.
As JCSP co-ordinator, a paired reading initiative is carried out with Ms.
Dempsey’s PLC group.
To consult with 6th year head re any school activities, trips etc
involving the 6th year group. To keep myself informed of their extra
curricular activities, rewards, achievements and successes.
Congratulating those concerned to encourage and praise.
From a pastoral care capacity and from a mentoring perspective extra
curricular activities are essential in developing character and
personality in all students.
Promotion of environmental issues across subject areas.
Transition Years looked at their surrounding areas in Carlow. They
went on a photographic trip to Carlow Town looking at the importance
of pride within their home town.
Transition Years produced two art pieces during the year on reflection
of this trip. One of which was used on the graduation night ceremony.
Transition Years were involved in the “insects” recycling project for the
schools new garden, which I directed during free periods and lunch
times with a few after school periods. Looking at potential usage of
‘Waste’ as recycled pieces of art to enhance an area.
This year the school participated in all the usual competitions in Gaelic
football and soccer with little success. Our senior football team reached
the semi final of the South Leinster league but unfortunately were
beaten in that match.
Four students from the school were involved with the inter county
schools hurling team and the experience will benefit them in the future.
Both ladies and gents footbal teams in the Further Ed. Area were also
unsuccesful both in the league and championship.
In my attempts to increase enrolment within the school, I visit all
primary schools within the larger catchment area twice during the year
and speak about the work of our school, extra-curricular activities and
events which take place within the school, to both primary school
children in fourth to sixth classes and to the teachers and management
teams within each school.
During the school Open Night and Parent – teacher meetings, which I
organise, I meet with all of the parents, the VEC Committee, the town
councillors, the Board of Management of the school and the Parents’
Association and use this opportunity to enlighten them to our work,
their place in that work and the opportunities which exist to enhance
24
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
that work through their continued involvement.I also engage in
correspondence with each of these groups of stakeholders to invite
them personally to these events.
In an attempt to engage our Post Leaving Certificate students in the
activities of the school, I enrol several from various security, reception
and tourism classes to meet with parents and other stakeholders on
these nights and participate in the various activites taking place.
Likewise, I enrol a selection of our younger students to guide these
stakeholders around the school buildings on these nights. I also
organise a range of coffee mornings throughout the year, for Post
Leaving Certificate students and their teachers, to offer them the
opportunity of meeting within a more relaxed setting.
In my work printing the school prospectus each year, I organise
photographs of the school, extra-curricular activities on offer, new
technologies acquired within the school and achievements of students
within the school and display them in the annual prospectus.
As Year Head, I facilitate the organisation of end of term activities for
each of my class groups with their Class Teachers. I also plan the end
of term activities at Christmas along with the Awards Day and the
Leaving Certificate Graduation towards the end of the year.
I have linked with Further Education Co-ordinators and students to
organise events and projects including the Garden Project and Beauty
and Holistic Health sessions.
Encourage programme of events and activities, by forming committees
etc to do same
25
Co Carlow VEC: Theme 1 Teaching & Learning
Carlow Vocational School:
Strategic Area 2 Teaching and Learning
Theme 1
Subject Planning
Aims
2.1.1
2.1.2
2.1.3
2.1.4
Continue to encourage coherent subject planning in all school areas
Ensure that subject planning addresses the requirements of DEIS
outcomes, technology and curriculum changes
Devise appropriate Improvement Strategies targets that respond to
annual exam results outcomes
Relate planning to DEIS targets for numeracy and literacy
Theme: Subject Planning
Ref:
Agreed Action
2.1.1
All subjects to develop
coherent annual
Schemes of Work
2.1.2
Schemes of Work to
include plans to
address DEIS,
Technology and
Curriculum
Development
2.1.3.1 Subject Teachers to
propose appropriate
Cf. 8
Improvement
Strategies to further
improve student exam
outcomes
2.1.3.2 SMT to provide
appropriate support to
implement
Improvement
Strategies
2.1.4
Incorporate strategies
to address numeracy
and literacy in all
Schemes of Work as
appropriate
By Whom
Subject Teachers
By When
By September 2011
Monitoring
SMT
Subject Teachers
By September 2011
SMT
Subject Teachers
By September 2011
SMT
SMT and Subject
Teachers
By October 2011
SMT
Subject Teachers
By September 2011
SMT
26
General:
2.1.1 Subject planning meetings are scheduled with aims and goals
Identified.
2.1.2 Subject planning meetings are scheduled with aims and goals
identified 2010 /11 DEIS numeracy / literacy identified as the goals and
reviewed.
Use of ICT in the classroom and reviewed.
2.1.3.1Annual review by subject planning of Levels and grades attained in
exams.
Cf. 8
2.1.3.2 Timetabling of classes back to back and provision of Ordinary / Higher
level classes.
2.1.4 Numeracy and literacy in all Schemes of Work incorporated into
subject planning, DEIS planning and JCSP.
How posts of responsibility have met the above aims as relevant:
 The coordinator of RLC encourages all students to work to their full
potential and to submit a CAO application if appropriate or alternatively
an application is made to Further Education Colleges or Teagasc etc.
Options are discussed with the Guidance Counsellor taking into
consideration the number of subjects and the subject combination of
the individual student. Students are encouraged to apply for Learning
Support at Further or Higher Education where appropriate
 As part of my IT post we have installed Data Projectors in most of the
class rooms and by September 2011 all rooms will have a Data
Projector installed. A bank of laptop computers is available for use by
teachers in all subjects. Students can also use these laptops for class
group work under the supervision of their subject teacher.
 Engage with Junior Certificate teachers to encourage them to set
targets related to J.C.S.P. Profiling.
 As co-ordinator of school planning subject groups within the school, I
maintain a staff notice board for school planning on which I display all
recent developments in terms of school planning, courses available,
inspection requirements and templates for school planning work and
subject inspection.
 As stated above, I work with all subject groups both individually and
together to meet the planning needs of the school and the subject
groups and I offer templates and materials both in English and Irish on
which to record their work. As groups receive notice of subject
inspections, I work with them on the preparation of their work and offer
them any support which they require.
27
 I alternate work on various staff planning days to meet the challenges
of inspections and the needs of the school as they arise. All groups
are constantly reminded of the need to review their work and their
planning and to make their targets achievable and realistic. I am
currently working on a strategic plan for school planning for 2011-2012.
 Celebration of events achievements through Awards Day
28
Theme 2
Teaching and Learning
Aims
2.2.1
2.2.2
2.2.3
2.2.4
Continue to support best teaching practices
Support techniques to integrate differentiation in teaching and
learning
Support techniques to measure attainment in teaching and learning
Take opportunities to celebrate success in teaching and learning
Theme: Subject Planning
Ref:
Agreed Action
2.2.1.1 Support teachers to
develop ‘best practice’
Cf.
approaches to teaching
3.3.4
and learning, including
the use of ICT, through
ongoing CPD in and out
of school
2.2.1.2 Encourage opportunities
to ‘share best practice’ in
teaching and learning
through staff meetings ,
focused activities, teamteaching and ‘buddying’
2.2.1.3 Support opportunities to
reflect on teaching
practice amongst staff
2.2.2
Introduce techniques to
manage differentiation
for students at various
levels and with different
learning styles
2.2.3
Share methods of
measuring attainment in
class teaching and use
this information to inform
subject planning
2.2.4
Subject staff to identify
success and celebrate
this with the whole
school through
assemblies, staff events,
newsletter, displays etc
By Whom
Subject Teachers
with SMT
By When
Ongoing
Monitoring
SMT
Subject Teachers
with SMT
Ongoing
SMT
Subject Teachers
with SMT
Ongoing
SMT
Subject Teachers
with SMT
Ongoing
SMT
Subject Teachers
with SMT
Ongoing
SMT
All staff
Ongoing
SMT
General:
2.2.1.1
Annual CPD training and Community of Professional shared
practice.
29
Cf.
3.3.4
2.2.1.2 Induction programme of mentoring and evaluation; Annual CPD
training and Community of Professional shared practice.
2.2.1.3 Reflective Practice and reviewing at individual / subject team /
management levels.
2.2.2 CPD training / setting subject aims and goals / school ethos and vision
- senior schools of excellence.
2.2.3 Classroom testing feedback and examinations - continuous
assessment and student profiling. IEP when necessary for a student
to achieve
2.2.4 Student support plan includes celebrations of all levels of achievement,
academic, personal, sport, extra curricular and contributing to the
school as community.
How posts of responsibility have met the above aims as relevant:
 Teachers are briefed in regard to learning difficulties in September and
any other appropriate information sharing. Any difficulties arising during
the academic year are advised to the Guidance Counsellor.
 In consultation with teachers courses were provided in the following
area’s:
Use of Data Projectors.
Introduction to Microsoft PowerPoint.
Moodle.
 I have sourced and ordered support materials on audio/video.
 I provided access to audio/video/recording equipment.
 I provided materials for recording as requested.
 Involved with the DEIS with regards attendance.JC
 Through a mentor’s involvement and association with assemblies, it
was my responsibility to touch base with teachers of all subjects and to
formally reward those concerned. Assembly is an ideal opportunity to
gather a group together to celebrate any achievements and as a class
group congratulate and celebrate.
 The strategic plan on which I am currently working for 2011-2012 will
further develop this area of work. I intend, in the new time allowed for
school planning through the Croke Park Agreement, to focus in on
certain areas of this and develop a better understanding of these needs
by the teachers of subjects. Also in my work in planning, I am
constantly updating myself on my knowledge of planning and on the
developments which are taking place. I regularly attend in-service
training and am part of the National Network of School Planners in
Ireland. I also examine the LCA Examinations and the Leaving
Certificate Examinations, where I act as Advising Examiner to the LCA
and External Examiner to centres for FETAC to keep myself aware of
new trends and national standards.
30
Theme 3
Consolidation and Assessment
Aims
2.3.1
2.3.2
2.3.3
Facilitate opportunities for out-of-class consolidation and learning
Continue to monitor and review progress with homework and
consolidation
Continue to develop students’ exam skills through common exams
and ‘Mocks’
Theme: Subject Planning
Ref:
Agreed Action
2.3.1 Subject planning to
incorporate useful
opportunities for
homework, practice or
further research as
appropriate, including
use of technology and
Internet
2.3.2 Continue to encourage
students to complete
homework
2.3.3 Subjects teachers to
continue to prepare
term and mock exams
to develop skills, with
appropriate feedback
to the students
By Whom
Subject Teachers
By When
On-going
Monitoring
SMT
Subject Teacher,
Class Teachers
and Year Heads
Subject Teachers
On-going
SMT
Annually
SMT
General:
2.3.1 Aims and goals of subject planning.
2.3.2 Use of student diary and communicating this with parents.
2.3.3 In house exams and feedback to parents via parent teacher meeting
and school reports.
How posts of responsibility have met the above aims as relevant:
 RLC students undertake examinations at Christmas and Mock
Examinations. Mock Examinations are invaluable to students in making
decisions about subject levels.
 Field trips are organised for RLC students in Geography, Agricultural
Science etc to enable the students complete practical work.
 The coordinator collates information from each subject teacher in
regard to the number of papers required in each subject and level. This
information is given to the Deputy Principal to ensure the correct
numbers of Mock Examination papers are ordered. Where subjects
31
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were timetabled at the same time for a student then alternative
arrangements were made for the student to take the examination.
There is regular communication between parent/guardians and the
coordinator where a concern arises.
I have provided access to audio/video/recording equipment as
requested.
Through the twice daily assemblies, I get the opportunity to encourage
students to complete their homework. I inform students about and
encourage them to participate in Evening Study in cooperation with the
relevant post holder. Where there is a continued breach of the
homework policy by a student, I impose the appropriate sanctions in
my position as Year Head.
JCSP – Extra Maths and English.
Keeping in contact with the process of continuous assessment in
differing subject areas, attendance for practicals, orals and coursework.
To attend a study skills seminar with 6th year students and to
implement any recommendtions – throughout the year, through
assemblies and individual meetings.
To follow up using journals – contact with home re progress and
improvement in classwork ie homework or alternatively to communicate
any difficulties so they can be resolved without delay.
32
Co Carlow VEC: Theme 4: Supporting Structures &
Infrastructures.
Carlow Vocational School:
Strategic Area 3 Finance and Resources
Theme 1
Controls
Resource Allocation, Budgeting/Financial Monitoring and
Aims
3.1.1
3.1.2
3.1.3
Develop practical financial planning and control
Adult Education Programme to develop annual financial plan
Emergency resources to be allocated annually
Theme: Resource Allocation, Budgeting/Financial Monitoring and Controls
Ref:
Agreed Action
By Whom
By When
Monitoring
3.1.1.1 Set up finance
Principal
Commence
SMT
monitoring system to
September 2010
track department
spending. Copies of
all requisitions
presented for approval
to Principal and filed
3.1.1.2 Regular review of
Principal
Commence
SMT
department
September 2010
expenditure
3.1.2.1 Adult Education
Principal and
Commence
Principal and
Programme to prepare Director of Adult
September 2010
SMT
and negotiate an
Education
annual budget with
appropriate growth
and income targets
3.1.2.2 Explore the
SMT and
Commence Spring
Principal and
development of a
Director of Adult
2011
SMT
commercial, full-cost
Education
programme through
the Adult Education
Programme
3.1.3
Emergency fund
Principal
Annually
SMT
applications to be
managed on an annual
basis
33
General:
3.1.1.1
3.1.1.2
3.1.2.1
2011
3.1.2.2
2011
New system in place from September 2011 modifications and
codes changed in agreement with VEC finance Department.
Weekly meeting with accounts department.
An annual plan from AE Department presented for September
An annual plan from AE Department presented for September
3.1.3 Due to cut backs on budgets this will be reviewed as a goal.
34
Theme 2
Buildings and Estates
Aims
3.2.1
3.2.2
Secure a new-build programme for the whole school
Continue to maintain the existing buildings and estate as well as
possible
Theme: Buildings and Estates
Ref:
Agreed Action
3.2.1
Secure budget, full
approval and goahead for a new build
programme for the
whole school
3.2.2.1 Repair the roof of
Further Education
building under building
emergency repairs
3.2.3
Master keys and
security system
upgrade
By Whom
By When
Department of
September 2012
Education and
Skills, VEC, BOM,
Principal and
SMT
Principal and DP
September 2011
(2)
Monitoring
SMT
Caretaking staff
Principal
Summer 2011
SMT
General:
3.2.1 Principal / CEO in negotiations with DESS.
3.2.2.1Proposed application for 2011
3.2.3 New key holder system and alarm system call out in place.
35
Theme 3
IT Infrastructure
Aims
3.3.1
3.3.2
3.3.3
3.3.4
Develop an ongoing IT strategy
Introduce appropriate IT systems for administration including
students records, on-line payment etc
Promote the use of IT systems for school communication
Promote the use of IT systems in teaching and learning
Theme: It Infrastructure
Ref:
Agreed Action
3.3.1
Develop a three-year
plan and review
strategy for planned
development and
expenditure on IT
systems and
infrastructure
3.3.2.1 Introduce secure online payment systems
3.3.2.2 Introduce secure online student record
system
3.3.2.4 Develop use of IT
based Management
Information Systems,
including student
records, timetables etc
3.3.3.1 Develop a wholeschool email address
book
3.3.3.2 Encourage e-mail
based information
sharing and
communication
3.3.4
Encourage best
Cf.
practice use of ICT in
2.2.1
teaching and learning
By Whom
Principal and IT
Co-ordinators,
SMT
By When
September 2011
Monitoring
SMT
Principal
Administrators, IT
co-ordinator
Principal,
Administrators
and IT coordinator
SMT, Student
Support Team,
Administrators
and IT coordinator
IT technician
September 2011
SMT
September 2011
SMT
June 2012
SMT
June 2011
SMT
SMT and all staff
On-going
SMT
SMT and all staff
On-going
SMT
General:
3.3.1 Annual plan incorporating infrastructure roll out and staff training.
3.3.2.1 Introduced September 2010
3.3.2.2Introduced September 2010
3.3.2.4Introducing portal reports from September 2011.
Introduced MOODLE September 2010.
36
3.3.3.1
3.3.3.2
3.3.4
Cf.
2.2.1
Email issued to all members of staff 2010.
Extending use of email for communication of minutes.
ICT available across the school and in individual classrooms.
How my post of responsibility has met the above aims as relevant:
 To promote and develop ongoing IT strategy in the school the following
is carried out by IT coordinator and IT teachers.
 Monthly meetings.
 Planning and review for the future.
 Support subject teachers in the following areas ~ Best practice
of ICT in teaching and learning etc, using Facility ePortal for
student records.
 Support admin staff for secure online registration of students
and payment system.
 To develop a whole-school email address book.
 Letter writing forms a part of the RLC Coordinators role but with the
use of web text from September 2011 it is anticipated this will reduce
the number of letters. RLC Students are encouraged to apply online to
CAO and Further Education Colleges. They are advised it is a more
secure method and the application to CAO is automatic. This is
demonstrated for students in the Repeat Leaving Certificate
Programme. Students are encouraged to use the internet as research
tool for their study. They are also encouraged to submit practical
projects in a typed format as it’s useful to keep track of word count and
spelling and grammar.
 As part of Work Placement I have set up a database of students
placements, start dates, employer’s name & address etc,
 Truancy calls are sent on a daily basis this is a computerised system
which informs parents of their child's absence from school also returns
are made four times yearly to the NEWB and an annual report is sent
to NEWB this is an on line system
 A paper trail still in existence for grant completion.
 As part of our IT infrastructure within the school we have the facility for
video conferencing.
37
Co Carlow VEC: Theme 3 Quality Assurance
Carlow Vocational School:
Strategic Area 4 Policies
Theme 1
Aim
4.1
School policies
Review and update all Carlow Vocational School policies relating to
Student support between 2010 and 2015, including:
 Code of Conduct
 Homework Policy
 Attendance & Participation
 Anti Bullying Policy
 Special Educational Needs
 Critical Incidence Policy
 Pastoral Care
 HSL Policy
 Healthy Eating Policy
 Guidance Policy
 Computer & Network Usage
 Admissions Policy
 Book Scheme Policy
 Teacher Induction Policy
 NQT Policy
 Health & Safety Policy
Theme: School Policies
Ref:
Agreed Action
4.1.1 Introduce a rolling
programme of policy
review, attending to all
school policies in a five
year cycle
By Whom
SMT
By When
September 2010
Monitoring
SMT and
BOM
General:
4.1.1 Policy review commenced in September 2010
Student Support and Pastoral Care Policy - Completed
Homework Policy - Completed
Policy review commenced in September 2010 / 11
Teacher Induction Policy
38
Agreed Policy Review Cycle (Rolling 5-year programme)
Year
1 (2010-11)
2 (2011-12)
3 (2012-13)
4 (2013-14)
5 (2014-15)
Policy
Student
Support and
Pastoral Care
Policy
Principal,
Deputy
Principals (2),
Student
Support
Team, Class
Teachers,
Subject
Teachers
Attendance &
Participation
Special
Educational
Needs
Home-School
Liaison
Policy
Guidance
Policy
Deputy
Principal,
Truancy
Officer, HSL,
School
Completion,
Student
Support Team
Deputy
Principal,
Student
Support
Team, SNAs,
Deputy
Principal, HSL
Officer,
Parents
Council
Deputy
Principal,
Guidance
Counsellors,
Policy
Homework
Policy
Anti Bullying
Policy
Critical
Incident
Policy
Healthy
Eating Policy
Computer &
Network
Usage
By
Whom
Deputy
Principal,
Assistant
Academic
Progress
Officer,
Deputy
Principal,
Student
Support
Team, All Staff
Principal,
Deputy
Principals (2),
Student
Support Team
Deputy
Principal &
Delegation
with
qualifications,
Deputy
Principal, IT
Co-ordinator,
and team
Policy
Teacher
Induction
Policy
Admissions
Policy
Book
Scheme
Policy
NQT Policy
Health &
Safety Policy
By
Whom
Deputy
Principal
Principal,
Deputy
Principals (2),
Deputy
Principal,
Book Scheme
Co-ordinator
Deputy
Principal
Deputy
Principal,
Estates team
By
Whom
39
Co Carlow VEC: Theme 2: Professional Development
Carlow Vocational School:
Strategic Area 5 Managing and Developing Staff
Theme 1
Roles and Responsibilities
Aims
5.1.1.
5.1.2.
Organise management posts and responsibilities to meet the
changing needs of the school
Develop and support the management team
Theme: Roles and Responsibilities
Ref:
Agreed Action
By Whom
5.1.1 Monitor and review
SMT
posts and
responsibilities to
ensure that the
changing needs of the
school are addressed
5.1.2 Develop and support
SMT
the management team
through ongoing CPD
and communication
By When
September 2011
Monitoring
SMT
Ongoing
SMT
General:
5.1.1
Review taken place and changes of posts of responsibility agreed
with staff.
5.1.2
Workshop meetings with Assistant Principals and on going CPD.
40
Theme 2
Administrators, Caretakers and Cleaning staff
Aims
5.2.1
5.2.2
5.2.3
5.2.4
Clarify job descriptions and guidelines for all non-teaching staff
Support and develop the Administration team
Support and develop the Caretaking team
Support and develop the Cleaning team
Theme: Roles and Responsibilities
Ref:
Agreed Action
By Whom
5.2.1
To work with all nonPrincipal
teaching staff in
devising schedules
and guidelines
5.2.2
5.2.3.1
5.2.3.2
cf.
3.2.3
5.2.4.1
5.2.4.2
Support the ongoing
CPD of the
Administrators to meet
the changing needs of
the school, including
the introduction of new
systems and
technology
Support the ongoing
CPD of the Caretaking
team to meet the
changing needs of the
school, including the
introduction of new
systems and
awareness of new
legislation etc
Introduce a new
security and masterkey system to manage
the building
Support the Cleaning
Team with new rotated
schedules and
appropriate training as
required
Introduce new key
holding arrangements
for Cleaning Team
By When
Ongoing
Monitoring
SMT
SMT
Ongoing
SMT
SMT
Ongoing
SMT
SMT and
Caretaking Team
September 2011
SMT
Principal and
Caretaking Team
On-going
SMT
Principal and
Caretaking Team
September 2011
SMT
General:
5.2.1 Monthly meeting with caretakers / Admin
41
5.2.2 Introduction of new systems and technology to support administration
work.
5.2.3.1
Caretakers working with Deputy Principal in the introduction o9f
new Health / Safety systems.
5.2.3.2
Introduced a new security and master-key system to manage
the building
cf.
3.2.3
5.2.4.1
New rotas and schedules introduced.
5.2.4.2
Introduced a new security and master-key system to manage
the building
42
Theme 3
Training and Development
Aims
5.3.1
5.3.2
5.3.3
5.3.4
Develop a Staff Training Plan
Support Continuous Professional Development of staff
Operate an Induction programme for newly appointed staff
Support collegiate reflective practice for teaching and learning
Theme: Roles and Responsibilities
Ref:
Agreed Action
By Whom
5.3.1
Develop a wholeSMT
school Staff Training
Plan
5.3.2
Support appropriate
SMT and all staff
CPD through the Staff
Training Plan
5.3.3
All newly appointed
DP
staff to be offered
support through the
school Staff Induction
Programme
5.3.3.1 Introduce a Mentor
DP
Programme for newly
appointed staff
5.3.4.1 Support collegiate
SMT and all staff
reflective practice
through staff and team
meetings, staff
development days
5.3.4.2 Introduce opportunities SMT and all staff
for teachers to share
best practice in
teaching and learning
5.3.4.3 Introduce training
SMT and all staff
opportunities to
develop application of
IT in teaching and
learning
By When
On-going
Monitoring
SMT
On-going
SMT
Ongoing
SMT
Ongoing
SMT
On-going
SMT
On-going
SMT
On-going
SMT
General:
5.3.1 CPD Annual training plan in place.
5.3.2 CPD Annual training plan in place.
5.3.3 Induction programme in place for all nqt's or staff returning to work.
5.3.3.1
Induction programme in place for all nqt's or staff returning to
work.
43
5.3.4.1
A professional teaching forum in place from September 2011
5.3.4.2
A professional teaching forum in place from September 2011
5.3.4.3 ICT annual training plan in place.
44
Co Carlow VEC: Theme 5 Partnerships & Linkages
Co Carlow VEC: Theme 6 Growth & Development
Carlow Vocational School:
Area 6 External Relationships
Theme 1
Aims
6.1.1.
6.1.2.
6.1.3.
Parents
Maintain parents’ involvement in school life
Increase membership of the Parents’ Council
Maintain and develop communication with parents
Theme: Roles and Responsibilities
Ref:
Agreed Action
By Whom
By When
Monitoring
6.1.1.1
Maintain parents’
participation at parent
meetings and other events
by more regular
communication
Include parents’ events in
the school calendar and
communicate invitations by
this means
Promote further
involvement by parents in
the Parents’ Council
Maintain and develop
communication with parents
by extending the use of
Parent- Call and e-portal
messaging
SMT and all staff
September 2011
SMT
SMT and all staff
September 2011
SMT
SMT and Parent
Council Facilitator
Ongoing
SMT
SMT and all staff
September 2011
SMT
6.1.1.2
6.1.2
6.1.3
General:
6.1.1.1 Parent teacher Meetings, Special evenings for parents, training for parents (HSCL),
newsletter to parents, truancy and parent call, student reports and student
diary. Celebration evenings and fund raisers.
6.1.1.2
6.1.2
6.1.3
Invites to parents to attend all school events.
All parents invited to annual meeting, training events and committee formed.
Parent call used extensively during inclement weather and to announce school
events.
How posts of responsibility have met the above aims as relevant:
 Parents/Guardians were invited to a Parent/Teacher Evening in
November. They are notified of any concern regarding attendance,
homework, subject levels and invited to contact the coordinator. Where
contact does not occur it is followed with a telephone call. Parents
make appointments with the coordinator to explain about personal
difficulties or advice on learning difficulties and career progression, the
HEAR/DARE programme.
45
 I work with all sections of the SEC, VTOS and Youthreach in Carlow
and agencies such as Freshstart residential care facility
 In my position as Year Head, I am regularly in contact with parents in
the form of phone calls, letters and meetings. The purpose of these
communications can be both for positive feedback regarding a student
and to deal with breaches of the Code of Behaviour. I also endeavour
to make contact with parents as a follow up to incidents regarding
Code of Behaviour in the days following the event. Parents also
contact the Year Head directly to discuss issues regarding their child.
When meeting parents at the scheduled Parent-Teacher meetings, I
engage with parents both in the context of my position as Year Head
and as Subject Teacher.
 In my position as Year Head, I am regularly in contact with parents in
the form of phone calls, letters and meetings. The purpose of these
communications can be both for positive feedback regarding a student
and to deal with breaches of the Code of Behaviour. I also endeavour
to make contact with parents as a follow up to incidents regarding
Code of Behaviour in the days following the event. Parents also
contact the Year Head directly to discuss issues regarding their child.
When meeting parents at the scheduled Parent-Teacher meetings, I
engage with parents both in the context of my position as Year Head
and as Subject Teacher.
 Truancy calls are sent on a daily basis to parents if their child is absent
from school .Also a letter is sent to parents when their child has missed
ten days from school informing them of their absences. When a child
has missed fifteen days another letter is sent inviting them into the
school to discuss their child’s absence from school.
 JCSP – First Year Parents night.
 As 6th year mentor, there is the possibility at times of supporting the
year head or pastoral care team in meeting with parents for many
different reasons, whether to support a student, iron out a difficult
situation or celbrate a graduation or awards day.
 The overall aim; to make the parent feel welcome in school life;
involved in their capacity as parent and supported by the school team.
 I sent a letter to all parents in September and January informing them
on our Study Programme.
 I phoned parents on several occasions about their son/daughters
attendance.
 I also received calls from parents with various questions about evening
study.
 Where possible contact parents on students involvement in
environmental project.
 Transition Year students were sent home with questionnaires for
parents and local businessses to complete as part of their project for
WEEE Ireland.
 As part of the work that I undertake, I send letters to parents of every
student within the school from first year to Repeat Leaving Certificate,
to inform them of Parent-Teacher meetings and Open night.
 During my visits to primary schools, I place posters on each school
notice board, together with each staff notice board to notify them of the
46
times and dates of Open Nights. I also give each child from foruth to
sixth class, a flyer to inform their parents to the details of our Open
Night and I leave our school prospectus and enrolment forms in each
school for distribution by the teachers after my visit.
 I regularly visit the town library, St. Catherines Centre etc. and leave
our school prospectus etc. for those interested and I plave posters
advertising our Open Night on noticeboards in all sporting clubs etc.
around the town for public viewing.
 Meeting parents at First Year Induction Day
47
Theme 2
Aims
6.2.1
6.2.2
International Links
Maintain and strengthen our links and relationship with international
schools
Increase reciprocal international links participation
Theme: Roles and Responsibilities
Ref:
Agreed Action
By Whom
6.2.1.1 Build on existing links
Relevant staff
programme with
international schools to
increase visiting
student participation
6.2.1.2 Develop a programme Relevant staff
of on-line ‘virtual’ links
with international
schools
6.2.2
Develop a reciprocal
Relevant staff
visit programme
(short-term and longterm exchanges) for
our students
By When
On-going
Monitoring
SMT
On-going
SMT
On-going
SMT
General:
6.2.1.1 Maintain links with schools in Italy / Germany, Czech Republic and
Spain
Special duties post from September 2011 for International students and
links.
6.2.1.2 Deputy Principal exploring other links with International centres of
Learning.
6.2.3 Deputy Principal exploring other links with International centres of
Learning in particular Hairdressing course. Links between German and
Irish Principals in initial stages with a visit to Regensburg in Germany.
How posts of responsibility have met the above aims as relevant:
 The international students for 2010/2011 were part of the 6th year
group for which I was mentor. The main objective of my work here was
to communicate with the two class teachers responsible for the Italian
group in particular and to support them in their role as leaders.
 I recently participated in the working group for the development of the
new Co. Carlow VEC website as part of my post of responsibility. This
website when complete will offer a comprehensive catalogue of all of
our courses and programmes, extra-curricular activities ets. to all
interested parties throughout the world.
48
Theme 3
Aims
6.3.1
Board of Management
Support the continued development of the Board of Management
Theme: Roles and Responsibilities
Ref:
Agreed Action
By Whom
6.3.1 Support and develop
SMT and BOM
the board of
managements’ various
functions and roles
within the school
By When
On-going
Monitoring
SMT, BOM
6.3.1 The Deputy Principals are invited to attend BOM meetings.
BOM attended training on admissions policies.
Circulated to BOM Document outlining their role and functions
Theme 4
Aims
6.4.1
6.4.2
Communication and Marketing
Develop Marketing and PR strategies
Increase communication between all staff and PR coordinator
Theme: Roles and Responsibilities
Ref:
Agreed Action
By Whom
6.4.1.1 Develop a PR strategy PR and Marketing
to increase local,
regional and national
awareness of the
school
6.4.1.2 Develop an annual
PR and Marketing
Marketing Strategy
and Campaign
6.4.1.3 Use appropriate
PR and
media, including new
Marketing, IT
technologies, as part
Coordinator
of PR and Marketing
Strategies
6.4.2
Introduce ‘Email
PR and
updates’ system for
Marketing, IT
PR and Marketing to
Coordinator
all staff
General:
6.4.1.1
6.4.1.2
By When
By September
2011
Monitoring
SMT
By September
2011
SMT
By September
2011
SMT
By September
2011
SMT
PR, Marketing and events team in place for September 2011.
New team to put in place a strategy annually - this will be
reviewed annually.
49
6.4.1.3
6.4.2
New team to put in place a strategy annually - this will be
reviewed annually
New team to put in place a strategy annually - this will be
reviewed annually
How posts of responsibility have met the above aims as relevant:
 Where there is an excellent Repeat Leaving Certificate Result it is
noted in the local newspapers. RLC Programme is promoted at the
local IGC careers day, through the CIFE Prospectus and Qualifax
(online).
 As part of work placement all students going on placement are issued
with an introductory letter, business card and thank you card on behalf
of the school.
 By September 2011 I hope to introduce an information pack for
employers explaining about our work placement. It will also include
information about the courses provided by Carlow Vocational School.
 We provide support for the school website.
 Organise photographers for Graduation night.
 Radio marketing “Beat Fm” for Further Education courses.
 Contacted Nationalist and Carlow People so that a photographer would
be in attendance for official launch of “Resolve” art exhibition.
 Press release sent to newspapers in relation to “Resolve”
 I had regualar communication with staff members who assisted in
supervising Evening Study. I kept them informed on dates – when
study recommenced each term and also dates when study was
cancelled due to staff meetings etc.
 Promote projects/activities concerning environment in local, regional
and if possible national.
50
Theme 5
Aims
6.5.1
6.5.2
External Agencies
Build on existing strong links with external agencies
Consolidate appropriate communication links with external agencies
Theme: Roles and Responsibilities
Ref:
Agreed Action
By Whom
6.5.1 Continue to facilitate
SMT and other
the existing strong
staff as relevant
links with external
agencies through
regular communication
and appropriate
information sharing
6.5.2 Build on existing links
SMT and other
within an appropriate
staff as relevant
framework of
communication in line
with relevant school
policies
By When
Ongoing
Monitoring
SMT
Ongoing
SMT
General:
6.5.1 Members of staff on local and national committees and organisations
6.5.2 Internal and external communication links and routes of communication
are in place.
How posts of responsibility have met the above aims as relevant:
 Students of the Repeat Leaving Certificate Programme had access to
the schools liaison person from DCU, NUI Maynooth, Waterford IT,NUI
Galway and a visit to Carlow IT. They are informed of the Student
Welfare Day which takes place annually in October for which I am one
of the organisers. The students have access to information on the
many voluntary agencies offering support in the local area.
 The NEPS Psychologist came to the school to meet with a small
number of students and to approve their application for Reasonable
Accommodation.
 Reports are sent four times yearly and an annual report is sent to the
NEWB regarding attendance .Meeting with EWO regarding students
whose attendance is a concern.
51
Co Carlow VEC: Theme 3 Quality Assurance
Carlow Vocational School:
Strategic Area 7 Quality
Theme 1
Aims
7.1.1
7.1.2
7.1.3
7.1.4
7.1.5
7.1.6
Quality monitoring and planning
Review School Development Plan actions annually
Update Whole School Development Plan on a five year cycle
Review school exam results annually and relate outcomes to
subject planning
Develop appropriate stakeholder forums to inform quality process
Incorporate DEIS plan into Whole School Development Plan
Evaluate and update school plans
Theme: Quality monitoring and planning
Ref:
Agreed Action
By Whom
7.1.1
Review and revise
SMT and other staff
School Development
as relevant
Agreed Actions annually
through a school SelfAssessment Process
7.1.2
Update Whole-School
SMT and other staff
Development Plan every as relevant
five years
7.1.3.1 Subject Areas to
Subject Teachers
complete a selfassessment report
including a review of
annual Exam Results
and comparison to
National Standards
7.1.3.2 Develop appropriate
Subject Teachers
Improvement Strategies
to address outcomes of
Results reviews as part
of annual subject
planning
7.1.4
Continue to develop
SMT
relevant stakeholder
forums to inform quality
process
7.1.5
Incorporate DEIS plan
SMT
into whole school
development plan
actions
By When
Ongoing
Monitoring
SMT and BOM
2016
SMT and BOM
Annually
SMT
Annually
SMT
Annually
SMT and BOM
Spring
2010
SMT and BOM
52
General:
7.1.1 Annual reports and review meetings.
7.1.2 Annual reports and review meetings will inform WSDP plan in the five
year cycle.
7.1.3.1Time allocated annually for Subject Areas to complete a selfassessment report including a review of annual Exam Results and
comparison to National Standards.
7.1.3.2 Annual subject aims and goals set and reviews.
7.1.4 SMT Review of policies and WSDP and feedback to BOM and VEC.
7.1.5 DEIS plan incorporated into WSDP.
How posts of responsibility have met the above aims as relevant:
 The Repeat Leaving Certificate Programme is reviewed annually with
the Principal. Students from each year are consulted by the coordinator
for suggested improvements. The main suggestion this year was the
use of Facebook. The suggestion is being examined as is a text
system. Students were happy with the timing and content of the Study
Skills Day and Student Welfare Day.
 I had regualar communication with staff members who assisted in
supervising Evening Study. I kept them informed on dates – when
study recommenced each term and also dates when study was
cancelled due to staff meetings etc.
 Promote projects/activities concerning environment in local, regional
and if possible national.
53
Carlow Institute of Further Education
General Introduction
In 2010 /11 Carlow Institute of Further Education continued to provide a broad range
of courses to serve the need of local and regional learners. In 2010 / 11 Carlow
Institute of Further Education opened an on-line system of application and enrolment.
The Institute provided 40 courses in the areas of Art, Craft & Media, Agriculture
Science and Computing, Business and Administration, Construction and Built
Environment, Education Health and Welfare, Services and Tourism, Hospitality and
Sports. The majority of these courses were provided at FETAC Level 5 and some at
FETAC Level 6. Courses were also provided leading to qualifications in ITEC,
CIBTAC, PITMAN, JEB, CACHE, CIDESCO and NCEF.
Committees
Programme Development Review Committee:
Members:
Principal: M. Mulvey
Deputy Principal (2): Nigel Quirke-Bolt & David Forde
Further Education Organiser: Seamus Donohue
Further Education Co-ordinator: Mary Lyons
Further Education Co-ordinators Committee:
Principal: M. Mulvey
Deputy Principal (2): Nigel Quirke-Bolt & David Forde
Further Education Organiser: Seamus Donohue
Further Education Co-ordinator: Mary Lyons
Further Education Co-ordinators
31
Student Council Membership:
50
Examination Results - Achievements

1,485 FETAC certificates issued to Carlow Institute of Further Education in
2011
Institute Programmes – Awarding Bodies

FETAC, ITEC, CIBTAC, City & Guilds, EDI, CIDESCO, NCEF
54
Meetings
Programme Development Review Committee Meetings:
6
Board of Management Meetings:
5
Further Education Co-ordinators Meetings:
5
Student Council Meetings:
6
Diversity Committee Meetings:
3
Information Day:
1
Pastoral Care and Learning Support


Learning support , is available through HEA
All students receive guidance and support throughout the year
Community Activities


Beauty Therapy Department ran a fund raising day for Crumlin Childrens
Hospital.
A very successful Welfare Day was held in November
55
Policy Area
Communications
Communications with staff
Management and leadership contribution:
 I communicate with relevant staff re examinations particularly the FE
examinations secretary, teachers who work as invigilators or
superintendents.
 All information pertaining to safe storage of Assessment, appeal
information and safe disposal of assessment material after appeals is
communicated to relevant staff through memos.
 Information disseminated to part-time staff including timetable,
developments in programmes, assessment developments and where
appropriate, individual learner needs
 Created positive conditions within which excellent teaching and
learning can flourish
 Encouraged opportunities to share best practice in teaching and
learning through staff induction, staff meetings, team teaching
 Encouraged tutors to develop the use of ICT in teaching and learning
environment
 Encouraged email-based information sharing and communication
 Teaching team encouraged to contribute feedback and suggestions for
improvement to programme
 Open door policy for staff
 Communication with staff forms a major part of my role when dealing
with exam entries, course curriculum changes, devising and running if
exams. I liase closely with co-ordinators and teachers throughout the
year. Communication is mainly via use of the electronic screen in
staffroom, staff notce board and posting memos in letterboxes. I would
envisage using email going forward as a more efficient method of
communication.
 Although I an co-ordinator of two FETAC Level 5 courses and heavily
involved in this area, it is not actually part of my post of responsibility
and therefore I will not include in this report. However, if details are
required, I will submit them at a leter date if requested.
Communication at co-ordinators meetings in relation to:
 Maximum number of days students must be in attendance to be
entitled to their grant
 Medical certificates not acceptable
 Correct procedures for completion of grants
 Procedures available to students when appealing a co-ordinators
decision
56
Individual communication with each co-ordinator on a monthly basis:
 relating to completion of student grants
 positioning of students into classes so that this is correctly reflected on
grant forms
 students appealing co-ordinators decision
 back dating of grants
 Formal contact through co-ordinators’ meetings
 Open door policy at all times
 Staff enabled to have items placed on agendas
 Issues arising with students communicated to me dealt with informally
initially but if no progress, referred to Principal, outside agencies or
course board meetings, as appropriate
 Major disciplinary issues investigated by the disciplinary committee,
with note taking / chairing my responsibility
 Assisting with updates to staff regarding examination scheduling
 Dealing with staff in run up to and on night of FE Graduation.
Communication with Learners
Management and leadership contribution:
 I communicate with Repeat Leaving Cert students and PLC students
who take Leaving Cert subjects re subject returns, examination fees,
subject withdrawls, and examination procedures.
 Learners are made aware through student handbook of safe storage
and disposal of assessment.
 They are also made aware of appeals procedure and viewing of scripts
when necessary.
 Enhanced the bi-annual marketing strategy and campaign so that the
community are aware of programme on offer
 Used appropriate media, including new technologies, as part of PR and
marketing strategies e.g. brochure, website, local media, information
evenings, graduation ceremony
 Enhanced registration methods to include registration by phone and
registration evenings and use of non-cash media for fee payment
 Investigated on-line registration facility and put steps in place for
procurement of same for Sept 2011
 Created positive conditions within which excellent teaching and
learning can flourish striving always to create an excellent rapport with
students.
 Students encouraged to contribute feedback and suggestions for
improvement to programme.
 Encouraged learners to take charge of own learning and draw on own
experiences to enhance their learning
57
 Subject matter planning encouraged to incorporate useful opportunities
for assignment work, self-directed learning and further research, as
appropriate, including use of technology and the internet
 Rules and regulations relative to FETAC courses communicated to
learner via student handbook, induction (see also Fair and Consistent
Assessment of Learner)
 Open door policy for learners
 I communicate with learners on a one-to-one basis daily as they can
call into my office requesting information regarding prior learning,
merging results, appeals,examination entries, re-issue of certs, and
many other general enquiries. Learners , as a cohort, are informed of
exam timetables through the course co-ordinator and timetables are
posted outside by office where extra copies are also available.
 Student diary – requirements pertaining to 80% attendance
 Induction day for all students at beginning of term
 Rule and regulations as stated in the student planner explained – code
of conduct, attendance regulations, attendance board meetings are
gone through in detail, as is the complaints procedures
 Involved in Students Council, where students are free to put forward
their own ideas and suggestions
 Students welcome to visit my office to discuss any issues arising or
difficulties encountered
 Assisting with distribution of examination timetables.
 Dealing with students in the organisation of Graduation- tickets, gowns,
smooth running etc.
Communication with Stakeholders
Management and leadership contribution:
 Continued to facilitate the existing strong links with external agencies
through regular communication and appropriate information sharing
 Enhanced the bi-annual marketing strategy and campaign so that
stakeholders are aware of programme on offer
 Used appropriate media, including new technologies, as part of PR and
marketing strategies e.g. brochure circulated to all relevant outside
agencies, website developed and updated
 Report to agencies who provided funding e.g. Carlow County Childcare
Committee, FÁS
 Regular reporting to external partnership bodies e.g. Skill VEC
 Regular communications and annual co-ordination meeting with
partnership bodies e.g. Skill VEC
 Annual financial, statistical and other reports, as relevant, to County
Carlow VEC, Adult Education Officer, Department of Education and
Skills
VEC
 Completion of grant forms
 Appeal process by students
58
Policy Area
Programme Development delivery and Review
Need identification - Courses / Programmes are developed and needs
identified.
Management and leadership contribution:
 Needs identified through management meetings, review of previous
demand for courses, enquiries from the public and liaising with external
organisations and services who require education and training as well
as feedback by other providers and from learners
 Proposals for new programmes in draft format invited from interested
bodies
 Programme appraised by Institute management committee
 Maintained and improved the current wide-ranging provision of courses
within the part-time programme in the areas of:
o Personal and social development
o Hobby and leisure courses of an academic or practical nature
o Second chance courses
 Prepared and negotiated an annual budget with appropriate growth
and income targets
 Set up finance monitoring system to track department spending
 Explored the development of a commercial, full-cost programme for
business, industrial and community services
 Annual review – courses / programmes re-jigged to take into account
numbers completing courses and demand
 Restrictions have curtailed course content etc. but new courses
introduced
Programme / course delivery
Management and leadership contribution:
 Provided a diverse and balanced curriculum.
 Increased flexibility of provision to meet the ever changing needs of the
community
 Managed programme delivery through
o Recruitment of students and collection of enrolment fees,
maintaining participants' records in relation to enrolment,
attendance, fees paid, progress and certification, where
appropriate
o Entering students for assessment and certification as
appropriate, and supervision of administrative duties related to
this task
o Preparation of time-tables
o Recruitment and payment of tutors, supervision of Assistant
Director and staff
 Introduced opportunities for tutors to share best practice in teaching
and learning.
 Introduced training opportunities for staff to develop application of IT in
teaching and learning
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 Secured the provision of appropriate caretaking and secretarial
services.
 Maintained customer service within the County Carlow VEC customer
service plan, striving always to ameliorate services provided
 Further developed use of ICT to maintain participant records in relation
to enrolment, and certification, where appropriate
 Investigated and developed a secure on-line fees payment system, in
association with the IT co-ordinator
 To prepare an annual prospectus ensuring its accuracy insofar as
possible
 Liaising with members of staff re course content, career prospects etc.
This is especially important where new courses are being introduced
and requiring FETAC approval
Programme / course review
Management and leadership contribution:
 Courses reviewed for viability, meeting learners’ needs and market
needs as well as FETAC standards, where appropriate
 Continuous updating of programmes to meet needs of the community
we serve
 Supported and guided participants in their academic and personal
development, enabling them to fulfil their goals and achievements
 Promoted ongoing team development
 Monitored and reviewed tutor responsibilities to ensure high standard
of delivery.
 Provided ongoing training and staff development in areas relative to
adult education programme
 Regular review of department expenditure
 Assisted in the preparation of accounts for audit and relevant statistical
returns.
 Prepared accounts for audit and relevant statistical returns
 Reviewed and evaluated some courses run in association with external
agencies e.g. childcare level 6 programme in association with Carlow
County Childcare Committee and FÁS
 Participated in FETAC in-service relating to future developments
 Annual reviews plus periodic reviews to supply accurate numbers,
those enrolling initially and those completing courses. Lack of space
now a serious restraint.
Health and safety
Management and leadership contribution:
Any aspects of H and S that relate to examinations
 Health and safety issues are considered when planning and running all
exams in C.I.F.E. Learners must have adequate space, lighting,
heating, and ventilation. Students with disabilities also require easy
access to all exams.
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 Assisting with the safe and smooth organisation of Graduation for FE
students
Policy Area
Access Transfer and Progression
Information Provision
Management and leadership contribution:
 Endeavoured to promote Carlow Institute of Further Education as the
leading provider of education in the geographical region
 Promoted and marketed education provision through local public
relations campaigns and a variety of media, which include the regular
updating of our website and new technologies so as to provide instant
and accurate information relating to the part-time provision
 Registration processed by standard methods: phone, in person at
registration evenings
 Investigated on-line registration facility and put steps in place for
procurement of same for Sept 2011
 Assisted learners to develop sustainable and transferable skills for life
and work, as well as opportunities to attain academic success
 Enhanced access to training, development of new skills, acquisition of
recognised qualifications
 Maintained managed entry and exits for learners in the adult education
service.
 Emphasis placed on maintaining and improving informing learners
about learning programmes and further and higher education and
career opportunities
 Established a written recording system to document informal enquiries;
referring learners to the appropriate placement, if required
 Provided information and advisory service relative to our programme
and directed learners to the adult education guidance services or other
provision provider, as appropriate
 Endeavoured to promote Carlow Institute of Further Education as the
leading provider of part-time education the county and surrounding
areas.
Learner Entry Arrangements
Management and leadership contribution:
 Work with Guidance Counsellor/RLC year head re Leaving Cert
 Learners made aware of application procedures and specific entry
requirements, if any, in brochure, website and from adult education
personnel
 Assisting with Examination secretary where possible.
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Recognition of Prior Learning
Management and leadership contribution:
 Acknowledged the life experiences and expertise of learners as a
starting point in the learning journey
 Facilitated learners by recognition of their prior learning and relevant
experience for entry to accredited courses
 I organise the submission of applications for RPL mainly to FETAC on
behalf of learners.
 This is operated through the course co-ordinator, learners submit an
application with evidence of prior learning to me, which I then sumbit
on their behalf. Applicants are then informed of the outcome of their
application and teachers must submit this exemption when entering
results on-line at the end of term.
 Assisting with examination Secretary where possible.
Facilitating Diversity
Management and leadership contribution:
 Equality and diversity promoted throughout the programme on offer
 Provided second-chance education and training for those with low skills
 Identified areas for the working community, enabling progression and
professional development
 Offered opportunity to learners from all cultural and social backgrounds
to achieve equally at all levels within the part-time programme
 Important to recognise and embrace diversity across all areas of
responsibility…in the case of this post, where this applies to
examinations and graduation.
Policy Area
Code of Conduct
Attendance Regulations
Management and leadership contribution:
 Attend and contribute to meetings relating to attendance
 Students must sign in for all exams and show ID. I maintain records of
attendance for all examinations in C.I.F.E.
 Grants
80% attendance
 Monitoring of same by co-ordinators
 Grants not paid when above is deemed un-satisfactory
 Monitor same by contacting all teachers
 Students breaking attendance regulations summoned to course board
meeting
 I would suggest we start this process earlier this year – mid-October,
when students have 4 weeks completed
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General Rules and Regulations
Management and leadership contribution:
 Comply with and encourage students and staff to comply with all SEC
rules and regulations regarding examinations
 Learners are issued with code of conduct and examination guidelines
in the student handbook.
 Breaches of rules and regulations I deal with immediately when they
are brought to my attention by staff or students
 Formal procedures are instigated immediately for serious breaches and
for minor breaches if no improvement is evident
Course work and Examinations
Management and leadership contribution:
 Conduct all work relating to State Examinations and the SEC Trades
Hairdressing examinations
 As part of my role, I devise and co-ordinate all exams in the Further Ed
area including City & Guilds, FETAC,EDI, ITEC, CIDESCO, and
CIBTAC awarding bodies.
 I work closely with the Beauty Therapy Dept when scheduling exams.
 Assisting Examinations Secretary in ensuring that codes of conduct
and regulations are adhered to from an examinations perspective.
Computer Facilities
Management and leadership contribution:
As part of my IT post we have installed Data Projectors in most of the class
rooms and by September 2011 all rooms will have a Data Projector installed.
A bank of laptop computers is available for use by teachers in all subjects.
Students can also use these laptops for class group work under the
supervision of their subject teacher.
In consultation with teachers courses were provided in the following area’s:
Use of Data Projectors.
Introduction to Microsoft PowerPoint.
Moodle.
To promote and develop ongoing IT strategy in the school the following is
carried out by IT coordinator and IT teachers.
 Monthly meetings.
 Planning and review for the future.
 Support subject teachers in the following areas ~ Best practice of ICT
in teaching and learning etc, using Facility ePortal for student records.
 Support admin staff for secure online registration of students and
payment system.
 To develop a whole-school email address book.
As part of our IT infrastructure within the school we have the facility for video
conferencing.
We provide support for the school website.
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Policy Area
Equality and Diversity
Equality and Diversity Planning
Management and leadership contribution:
 Process all applications for HEA funding for PLC students with
disabilities
 Where it applies to examinations-special centres for students with
particular individual requirements.
 Also important to bear equality and diversity in mind in relation to
planning for Graduation, eg a graduant who may be a wheelchair
user..etc
Equality and Diversity Training
Management and leadership contribution:
 Attended two sessions of Assistive Technology training in the 20102011 school year
Policy Area
Work Placement
Work Placement
Management and leadership contribution:
 During the academic year 2010 / 201 I was responsible for organising
and keeping records for all students, Junior school and F.E. in relation
to Work Placement. Students were provided with Insurance cover and
documentation for Work Placement that they usually secured
themselves.
 This year I computerised the administration of the Work Placement
programme with the help of Bríd Griffin and Tom Roche.
 Also I have devised a Work Placement Information pack containing
all relevant details and forms required for Work Placement. I feel this
Information pack will provide an improved service to students and
employers alike.
 Facilitated learners in achieving Work Experience (FETAC component)
by offering as component of part-time programme
 Note: It is the responsibility of the learner to secure placement relative
to his/her course of study. Current and/or previous relevant placement
may be considered
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Policy Area
Fair and consistent Assessment of Learners
Coordinated Planning of Assessment
Management and leadership contribution:
 Work with tutors of modules I am teaching to develop assessments and
marking schemes
 Information relating to FETAC assessment process made available to
tutors and to learners, including general information, assessment
techniques and deadlines, signed contract, responsibility in relation to
assessment, Institute’s rules and regulations, attendance etc
 Entered learners for assessment and certification, as appropriate
 Recruited and supervised administrative personnel related to this task
 Provided resources relative to assessment
 Timetable devised for examinations
 Staff induction re end of year procedures and visit of external
examiners
 Reporting system implemented following feedback from external
examiners
 Assisting Examinations Secretary with above.
Information to learners
Management and leadership contribution:
 All information regarding examinations is posted on notice boards or on
the screen in PLC building and in many instances students are
contacted personally by post, email or phone call
 All relevant information relating to FETAC assessment process and
guidelines communicated to learners, including general information,
assessment techniques and deadlines, signed contract, responsibility
in relation to assessment, Institute’s rules and regulations, attendance
etc
 Tutors advised to give learner feedback during course
 Assisting Examination Secretary with ensuring that students all have
access to information regarding examinations, codes of conduct,
procedures etc.
Security of assessment related processes and material
Management and leadership contribution:
 All material assessed and moderated is clearly labelled by internal
assessor.
 All material then stored is identified upon depsosition and verified by
internal assessor and assistant examination secretary, labelled and
stored with a record
 taken of all assessments stored. This record is made available to the
examination secretary and used in retrieving material for appeals.
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





Following appeals, all assessments are disposed of in a safe and
secure manner.
All stakeholders are fully aware of our policies under quality assurance.
Assessment work submitted and stored securely
Records maintained and verified
Results entered on FETAC website
Modifications to FETAC entries and on SkillVEC website, as
appropriate,
Evidence of work stored until after appeal date
 All exam materials received from teachers or from external awarding
bodies are retained securely with access limited to the exams officer
only. All exam material is sent by registered post and records
maintained.
Reasonable accommodation
Management and leadership contribution:
 I work with the Repeat Leaving Cert year head to provide all
reasonable accommodations necessary to students doing
examinations
 All students entitled to assistance for examinations are facilitated. I
meet with each individual learner, discuss their requirements, and
make appropriate arrangements. Most learners require a special centre
with invigilator who may assist by acting as a reader or scribe.
Students with medical conditions are also accommodated.
Consistency of marking between assessors
Management and leadership contribution:
 Use same marking scheme as other tutors of modules I am teaching
Consistency with national standards
Management and leadership contribution:
 All aspects of State Examinations run according to SEC guidelines,
rules and regulations
Feedback to learners
Management and leadership contribution:
 Feedback in relation to attendance provided to students when sought.
Learner Appeals
Management and leadership contribution:
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 Process all State Examination appeals and organise and supervise the
script viewing process
 All assessed work is made available upon request through the appeals
procedure.
 The final date for appeals is issued by CDVEC. Learners are informed
of this date upon receipt of results and I organise their application
forms, retrieve the work from storage ( liaise with Ms Dempsey),
complete the relevant documentation, and send the work to Dublin. I
then inform learners of the outcome of their appeal.
 Assisting Examination Secretary at that stage in the academic year
when appeal may occur.
Assessment by Third Parties
Management and leadership contribution:
Return of certification data
 Management and leadership contribution:
 Using the FACILITY database, students are entered for award and
modules according to their course entries. Teachers sign-off and
submit this information to me and I then complete all the entries and
send by secure transfer to FETAC by specified date. All queries
regarding certification, which need to be sorted, are usually referred to
me.
Professional Development:
 Supported collegiate reflective practice for teaching and learning
through team meetings, email communications, team-teaching
 Monitored and reviewed tutor responsibilities to ensure that the
changing needs of learners are best served
 Provided ongoing training and staff development in areas relative to
specific areas e.g. specialised workshops childcare workshops, Moodle
training
 Developed and supported tutors through ongoing CPD
 Developed and implemented an induction programme for newly
appointed tutors
 Supported ongoing CPD of administrative staff to meet the changing
needs of the sector, including the introduction of new technology
 Attended information seminar at Carlow County Council Offices on 19 th
May 2011.
 Attended Staff Development day at Mount Wolseley Hotel organised by
Co. Carlow VEC, October 2010.
 Subject planning Gaelcholaiste Carlow (Phy Ed)
 Inservice – Carlow It September 2010
 Moodle Inservice .
 Carlow VEC Day-Mount wolsely Oct 2010
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Partnership and Linkages
 Any work conducted in partnership at local, national and international
level:
 Liaised with the Further Education Co-ordinator and Further Education
staff in designing and developing auxiliary courses for Further
Education students e.g. Safe Pass, Manual Handling, Occupational
First Aid, Leaving Certificate subjects
 Liaised with Home School Community Liaison Officer with a view to
designing programmes for parents
 Liaised with Work Placement Officer with a view to promotion of
courses for employers and businesses
 Promoted access to programmes for staff development among
teaching, administrative, caretaking and other staff of CVS / CIFE
 Promoted and further developed the existing partnership and linkages
within Co. Carlow VEC.
o Continued to liaise with relevant adult education services within
County Carlow VEC to ensure appropriate placement of learners
and to support progression routes for learners e.g. Carlow Adult
Literacy Services, Co Carlow VEC Adult Education Guidance
Initiative, Community Education, BTEI
o Reinforced working relationship with bodies of County Carlow
VEC in relation to programme development, promotion and
delivery e.g. member of County Carlow VEC Lifelong Learning
Board
o Identified and designed course programmes in consultation with
Board of Management and VEC education officers, as
appropriate
o Liaised with other County Carlow VEC providers to enhance
provision of part-time education
o Designed and developed courses in association with Co Carlow
VEC Youth Office
o Promoted access to programmes for staff development within
County Carlow VEC
 Developed and maintained links with local employers and industries in
order to identify and provide relevant education and training for current
and future career opportunities
 Sustained links with community agencies to enhance learning
programmes relevant to the needs of the learners and the changing
community. e.g. County Carlow Childcare Committee, Carlow Youth
Services, ESOL Inter-Agency Alliance, Carlow International Language
School (CIELS)
 Sustained links with statutory agencies to enhance learning
programmes relevant to the needs of the learners and developed and
delivered programmes e.g. FÁS, CDVEC/HSE (SkillVEC)
 Continued to deliver training programmes with third level co-operation
e.g.: NUI, NUIG, IPA, NCI (HETAC)
 Exploring the development of a commercial, full-cost programme for
business, industrial and community services
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 Continue to facilitate the existing strong links with external agencies
through regular communication and appropriate information sharing
 Participated in national discussions regarding enhancement of parttime education provision e.g. County Carlow VEC delegate at the
annual AONTAS conference
 Continued to promote our lifelong learning programme through local
public relations campaigns. Investigating the possibility of integrating
PR and marketing strategies with full-time (Further Education)
provision
 Continued to promote Carlow Institute of Further Education as the
leading provider of education in the geographical region
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Name: Anne Marie Malone
Post of Responsibility: Repeat Leaving Certificate Coordinator
Invite to Subject Options Meeting for students and Parent/Guardians
Subject Options Meeting, information collated and class groups set up
Class lists submitted to main office for data base entry
Induction Day and Study Skills Seminar for RLC students
Class lists distributed to subject teachers, brief teachers on appropriate
information regarding learning difficulties or personal circumstances of
students
Timetable distributed and explained to RLC students. Contract of attendance
explained and signed by each student
Welcome meeting with each student, consists of subjects and results from
previous Leaving Cert and subjects and levels for 2011 recorded and
discussed. Careers aspirations noted
Monthly meeting with Repeat Leaving Cert Students, attendance recorded.
Election of two class representatives to the Student Council
Attendance monitored monthly and contact made with Parents/Guardians
Attendance problems submitted to the Attendance Board of CIFE
Sick Certs and Leave of Absence Forms filed and recorded
Inform colleagues when and why a student leaves the course and the main
office
Invitation to Parent/Guardians to attend Parent/Teacher evening
Assisted in collating information for Mock Examination Papers, subject levels
and number of papers required. Collaborated with Deputy Principal to
facilitate alternative exam date if a student had a subject clash on Mock
Timetable
Distributed Mock Exam Timetable
Assisted Exams Secretary in completing Subject Entry Forms with Repeat
Leaving Certificate Students
Change of subject level or dropping of a subject was recorded and faxed to
the State Exams Commission
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Applications made for Reasonable Accommodations for students and met
with NEPS Psychologist. Collaboration with Exams Secretary, students and
RLC coordinator
End of year letter and Leaving Certificate Timetable sent to students
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Name: Shelagh Hand
Post of Responsibility:

Organising the school book loan scheme
Procedure
All students avail of the Book loan scheme which is fair and consistent. We
find this works very well.

A small administration fee is payable by parent(s)/Guardian(s) each
year.

Parent(s)/Guardian(s) must complete the application form and give a
signed declaration that they will return all books lent in good condition
after the student has completed his /her final State examination.

Any student who loses or mislays a book must replace it.

When a teacher wants to order a set of books they must complete a
Text Book Requisition Form which must be signed by the Principal.
These are then given to the Assistant Principal who orders the books.
Before books are ordered the Assistant Principal will get a School
Requisition Form signed by the Principal for accounting purposes.
Books are ordered over the summer holidays and in the following
September/October etc.



Invoices are given to the Accounts Department in the school. A copy
of each invoice is kept in the bookstore

Our policy is that as far as possible that once ordered we keep the
same text book for a period of five years. This is not always possible
and is becoming increasingly more difficult.

When books are received into the school they are coded and
stamped.

Records are kept of all books given out to students. Each year, from
first to sixth, has a folder of records.

Reminder notices to return books are given to 3rd/6th year students
during the last academic term of each school year. During exam time
reminder notices are placed in relevant areas around the school

Students return books over the summer holidays and these are then
sorted.

Diversity Officer for Further Education
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Title of Post: Stocktaking
Post Report:
It is my responsibility to input newly purchased items of stock into the school
database recording system. Only stock which has a durable life of 2 years or
more and which costs €200 or more (inc. VAT) needs to be recorded into the
database. (Prior to Jan 2011 stock costing €100 or more was required to be
entered into the school stock system.)
Firstly, I liaise with accounts and receive the Certification of Account for
Payment (CAP) form. This is used for items being processed for payment.
Next I input details about the stock into the school database system (viz type
of stock, order number, date of invoice, supplier, quantity of stock, Cost,
location of stock etc). The system then generates an ID number which is then
recorded with the type of stock & its storage location on the CAP form.
At present, there are approx. 2150 items on the database. A sizeable number
of stock items don’t satisfy the above criteria (ie they are much less than
€200). In addition some old stock is obsolete or worn out. These need to be
removed from the database over time.
Every year as part of my post I circulate to teachers a listing of stock in their
school departments & request that they record any discrepancies on the stock
lists. In particular, I ask them to indicate whether the stock is obsolete, worn
out, missing, transferred to a new department or costs less than €200.
From these amended stock lists I generate a stocktaking report which is then
sent to the CEO with recommendations to remove some of the stock from the
school database system.
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Name: Mary Mooney
Post of Responsibility: Assistant Director of Adult Education
My role as Assistant Director of Adult Education includes working in co-operation with
and assisting the Director of Adult Education in the organisation, supervision and
reporting on adult education / part-time education programmes in Carlow Institute of
Further Education. My responsibility includes developing courses in the broad areas
of personal and social development, hobby and leisure courses of an academic or
practical nature and second chance education, as well as facilitating co-operation
between other agencies and services engaged in the provision of such programmes.
The post includes supporting, advising and co-ordination of programmes of the adult
education provision.
My duties include (as per Circular Letter 46/00):

Responsibility with assisting the Director of Adult Education, under the
direction of the Principal and the Director of Adult Education for the day-today operation, organisation and delivery of the adult education programme in
the school including;

Identifying and designing of course programmes in consultation with Principal,
Deputy Principals and Director of Adult Education.

Recruitment of tutors.

Liasing closely with the printers in the production of bi-annual brochures and
upgrading of information for Institute of Further Education web site.

Distribution of brochures.

Recruitment of students and collection of enrolment fees.

Contacting of tutors and students throughout the year in relation to relevant
information.

Assisting with the entry of students for assessment and certification as
appropriate.

Assisting tutors with their assessment entries and collection of assessment
work from relevant tutors.

Movement of all assessment work into storage.

Assisting in the preparation of accounts for audit.

Enhancing the quality of the programme through annual review and ongoing
team development.
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