Children in Belmayne ETNS do not wear a school uniform. Please write your child’s name on their school coat and all items such as pencils, books, lunch boxes, drink containers, bags etc before they come to school. Children often have similar coats/belongings. There is a lost property box beside the bike shed if any of your child’s items go missing.

We have devised a policy regarding suitable and comfortable clothing, hairstyles and footwear.  Both the Student and Parent Councils were instrumental in producing this policy.

A summary of this policy includes:

• Children are not permitted to wear heeled shoes for health and safety reasons. Please ensure that your child wears suitable shoes on days where they are playing sports.
• We acknowledge the individuality of all children. However, hairstyles must be conducive to learning.  Hair must not fall into children’s eyes. Also, we ask that children do not wear hats or caps in class or have hoods up.
• Low cut trousers, very wide trousers, very short skirts, low cut tops , belly & crop tops are not suitable for daily school life. Children should feel confident and comfortable at school and be able to be involved in all activities.
• We ask that children do not wear make-up to school.
• We ask that children do not wear long false nails.
• Students are permitted to wear a watch and stud earrings if parents wish so. We discourage jewellery as students can lose them and they can also be the cause of injuries on the yard.
• We have a suggested hijab that conforms to Health and Safety in particular for classes such as PE and also yard. This was put in place in consultation with students, the Board, Parents and also the Parent’s Council.  Muslim parents and consultation with other Muslim schools guided us regarding this issue.

We have started a book rental scheme whereby we will purchase all books. This will increase access to extra materials and resources but will also allow us to bring the cost down for parents. At present we ask for around €50 per child. This may be subject to change annually based on what the Department of Education funding is like. Please watch out for more information or updated cost. Your child’s books, copies and portfolios are kept in the school until the end of the year.  At times books may be sent home for homework. Parents will be invited into the class during the school year to see their child’s progress. Once per term, scrapbooks will be sent home so you can see what your child is learning in the Learn Together Programme.

We welcome all children into our school. However, in relation to applications for the enrolment of children with additional educational needs, we do request a copy of the child’s medical and/or psychological report. Where such a report is not available, we request that the child be assessed immediately.

The purpose of the assessment report is to assist the school in establishing the educational and training needs of the child relevant to his/her disability or special needs and to profile the support services required. Following receipt of the assessment report, the board assesses how the school might meet the needs specified.

When accepting children with additional needs the BOM must take into account how the school can meet these needs, the number of children already in the class with needs, the allocation of support teachers/ ANA’s and also the profile of the class including all the children’s needs in that particular class.

We have children of all abilities and needs in our school and believe that we support children to the best of our ability and within the resources and supports that are allocated to us from the Department of Education and Skills. We believe our ethos is very supportive of all children and achieving success at individual levels.

Children between the age of five and eighteen can be referred by your GP, by the school or by a parent to the Assessment of Needs for assessments. Referrals can also be made to the Primary Care for support and National Educational Psychological Service (NEPS). If you need any further information, please contact your class teacher or Geni Fallon.

The school has been allocated support teachers by the Department of Education. We will work with as many children as we can within this allocation. At present the new model of support is in place and we have a smaller allocation of support teachers than we previously had to target and support children with needs.

In Belmayne Educate Together, the area of Support Teaching is viewed positively. Support is given to all pupils in the form of in class support.  Pupils who are weak in a specific area may also receive extra support in the form of withdrawal. Withdrawal may take place in small groups or on an individual basis but will be reviewed periodically.

Traditionally, the area of Support Teaching has been viewed as being negative.  Children who worked with the Learning Support Teacher were labelled and perceived as being weak.  All children have different needs.  Because of this we have changed the Support system from the traditional medical model to a more inclusive social model. Our aim is to provide for all our pupils through in class support, while also providing additional support in the form of withdrawal.

Support Teachers meet with the mainstream teachers in advance to plan for both Mathematics and English. Pre assessments may take place to determine the needs of each child.  The pre assessments are analysed by the teachers and they determine the areas that each child needs help in. 

Support Teachers will also work with children who have English as an additional language. This can take the form of in-class support or withdrawal in small groups.

If you notice that your child is struggling with any aspect of schooling, let us know. Likewise we will inform you, if we have any concerns regarding your child’s educational, physical or emotional development.  If this occurs, please don’t panic.  It is better to find out if there are any concerns at an early stage in order to provide support.

Firstly, speak to the class teacher. We know it is difficult but try not to panic and become disillusioned. The class teachers differentiate where they feel a child is struggling academically or/and emotionally. The teacher puts a differentiated programme in place and then re-evaluates whether the child has progressed. In many cases with younger children, immaturity or just a settling in period can be the cause.

If a child is often late/misses a lot of school it is difficult as children may miss out on concepts/topics that will not be covered again in school. In some cases a child may simply need some more support/work at a different work rate. In these cases it is vital that home and school work closely together.

If there are still concerns we will meet with you and we may suggest that you send your child for assessment/check-up. This may be with an Occupational Therapist, for a hearing test, eye test, to a speech therapist or for a team assessment (e.g. Assessment of Needs or referral to Primary Care).

Please note as teachers while we may notice certain characteristics or indicators that your child may be experiencing, we are not psychologists and cannot diagnose your child. We will only ask you to take this path if we feel that the school has differentiated adequately and that your child is still experiencing some challenges.

The process of assessment does not involve the school and parents have to liaise directly with the professionals. The school of course will provide details regarding the child’s challenges but the professionals such as the Assessment of Need (AON) liaise directly with the parents.

If your child receives a diagnosis we can then target the areas that most need support and work with you in helping your child. It is very important that we work together as a team in supporting your child.

Please remember that early intervention is the key to your child achieving success in school. It is far more difficult at a later stage. However we respect that as parents that it is your decision to undertake any assessments that are suggested by the school.

As we are a green school and try to reduce waste as much as possible, school notes are never sent home in paper form. Information is mainly communicated to parents using the Aladdin service and Parent WhatsApp Groups. We encourage you to turn on your Aladdin notifications so that you don’t miss school communication.  Also please download Aladdin in order to receive texts. Instructions can be found in your welcome pack or by contacting Gearoid at gearoid.oflatharta@belmayne-etns.ie

Teachers do not take responsibility for distributing invitations to birthday parties and they cannot be distributed in school. It is the parent’s responsibility regarding this, as distributing invitations can upset other children and cause conflict and hurt in the class.

We ask that parents and children do not hand out birthday party invitations in the class lines in the morning and evenings. Parent WhatsApp Groups will be established in August by Viv the Home School Liaison Teacher and parent details will be available here as well.

Parents and teachers will obviously meet on an informal basis daily. However, if you have concerns or questions, please make an appointment and we can meet to discuss these at an appropriate time that suits both parties and does not interfere with classroom teaching.

Each teacher has an email address and parents are welcome to email teachers re queries etc. and to set up appointments. Please note that this form of communication is used for professional queries and is not a forum for personal conversations or chit chat! Teachers do not answer emails after 5pm and please note that on certain days they may not see emails until the following day due to class preparation/meetings etc.

We send home reports after the Winter holidays and at the end of the school year. Mid-year reports only outline progress in individual subjects. No written feedback is provided in mid-year reports because parents meet with class teachers a week later to discuss reports in more detail. End of year reports provide more detailed information.

All permanent staff members will be allocated teaching roles in June. Interviews for new teachers usually take place during the summer break. A full list of staff allocations and roles will be distributed after these interviews have been completed.

All students will be taught the following subjects:

• English
• Gaeilge
• Maths
• Science (SESE)
• Geography (SESE)
• History (SESE)
• Drama
• Music
• Physical Education
• Social, Personal, Health Education (SPHE)
• Visual Arts
• Learn Together

The Catholic Parent Group arranges classes for First Communion and Confirmation and for the organisation of the ceremonies. The classes take place after school in Holy Trinity Church Donaghmede. Children must attend classes for two years prior to sacraments. Please contact Anne Morris for further information at catholicedgroup@gmail.com

The Irish language and culture plays an important role in the everyday life of Belmayne ETNS.  We encourage staff and children to speak Irish informally during the day.  If you have any basic Irish please use it as much as possible informally at home. 

Even using simple Irish words at home lets your child see that Irish is a useful language and not something they do in school and never use again.

A new curriculum has been developed called the Primary Language Curriculum. This currently applies to children from Junior Infants to Second class for both English and Gaeilge. More information can be found at www.curriculumonline.ie/Primary/Curriculum-Areas/Language-New-Junior-infants-2nd-class

Aistear is the early childhood curriculum framework for children from birth to six years in Ireland. It describes the types of learning that are important for babies, toddlers and young children, with a  focus on play based learning where children engage in a range of activities based on particular themes. Aistear lessons take place in junior and senior infants.

Infants will not receive much homework at the start of the year. As the year progresses word bags, writing, etc will be sent home. Other students will receive homework from the beginning of the year.

It is very important that homework is completed, including reading/learning work. Homework simply reinforces the work that is done in school and really helps the children to start the reading process. Information on class homework will be discussed at the Class Information evenings in September/October each year. Teachers also use Seesaw to keep parents informed about class projects and school events/trips and homework.

There is also a sibling policy in place. Please refer to the enrolment policy which is available on our website for further details.

Parents are not permitted to park in the school car park. Parents must drop their children off in the marked designated areas around the school.

Wet days are more challenging and parents need to leave home earlier on those days. We appreciate your support in this.

Yes. Parents are asked for permission when we go on school tours , permission is sought through a feature on Aladdin.  However, for local tours, for example, going outside in the local area, permission is not sought once parents sign the permission slip in the Student Information Form.  Children are often engaged in active learning and leave the school to support the curricular objectives.

We also ask for permission on Aladdin for photographs/videos/use of photos for the website/ school Twitter account/ Seesaw. Photos may be taken when children are on school trips or involved in school activities or at assembly.

We believe that all children are equal and deserve to be respected.  We expect that all children will follow the code of behaviour.  All staff and visitors must also follow this code of behaviour.  We are very fortunate through our ethos that the children respect each other.

Bullying is not acceptable in our school. Bullying is repeated behaviour that is planned.

If you have concerns regarding any issues within school we ask that you speak directly to the class teacher through appointment or email. Please do not discuss other children with parents as this is unfair. Staff can answer emails up to 5pm. However emails may not be answered on the same day. Appointments can also be made through the office.

We like to affirm our students. There are class rewards such as golden time/pupil of the week/worker of the week etc. The children have an input into class rules and follow the golden rules.

All children will misbehave at some stage during school life; this is part of growing up so do not be upset! Our aim is that children can reflect on the misbehaviour and learn not to repeat this.  However, if there is an ongoing issue regarding misbehaviour, parents will be informed and we will work together to help support your child. Sanctions are utilised for misbehaviour. 

We believe that mutual respect is something that we as adults should model.  We also expect all staff, parents and visitors to speak to each other in a respectful manner. Parents and teachers should always communicate orally, in letter, by email or on phone in a respectful manner.

We must always remember that children model what they see around them.

If English is not your child’s first language, we encourage children to speak only English at school as research shows that total immersion helps support the development of the second language. However we also aim to encourage respect for other languages and support this by providing reading materials in our class libraries in a variety of languages to represent the diversity in our school. 

We encourage parents to use their native language at home. This helps with the acquisition of languages by the child. Support teachers can support children whom English is not their first language.