There has been another confirmed case of scarlet fever in 4th class. It is therefore a possibility that children in the 4th classes may have been exposed. Please read the following advice from the HSE.
What is scarlet fever?
Scarlet fever is a scattered red rash and high temperature caused by bacteria (Group A streptococci). Occasionally these bacteria can cause kidney or heart complications. Prompt treatment with an antibiotic usually prevents these complications. Treatment will also prevent spread to others.
What are the symptoms of scarlet fever?
A scattered red rash that is often most marked in the creases of the joints and over the stomach. It usually blanches (goes white) when pressed on. The skin may feel rough to the touch, sometimes described as feeling like sandpaper. Someone with scarlet fever will have evidence of a streptococcal infection somewhere, usually in the throat or sometimes in the skin.
What should I do if I think my child has it?
If your child develops any of these symptoms bring him/her to your GP for examination. Tell the doctor that another child in the school has scarlet fever. The doctor will prescribe an antibiotic for your child. It is important that your child takes the full course of medicine.
Can my child stay in school?
Your child can return to school when he/she is well and has finished one full day of antibiotic treatment.
What can I do to prevent spread of infection at home?
The bacteria are spread through contact with nose and mouth secretions so:
• Wash hands thoroughly after wiping nose.
• Wash hands thoroughly before preparing food.
• Wash dishes well in hot soapy water.
• Do not share cups, straws, spoons, eating utensils etc.
The pupils in Mr. O’ Loughlin’s 4th class love penguins. They know lots about them. They are worried about them becoming extinct as they are now listed as vulnerable. Their habitat is in danger from over fishing and global warming. Dublin Zoo is trying to breed some species in captivity so they don’t disappear from the world like the dinosaurs .
Seven pupils in 4th decided to take action. They made book marks and sold them to other 3rd and 4th class pupils. They raised over €160 and were able to sponsor four penguins in the Zoo. Dublin Zoo sent them four cuddly penguin toys as a thank you and one is sitting in the entrance hall with the trophies and other things we are very proud of.
We love to see children getting involved in the fight to save our planet.
A school self-evaluation of teaching and
learning in Saint Brigid’s National School took place in the period of April to
June 2018. During this time teaching and
learning in all areas of the school was evaluated. The following report is a
summary of the findings and a plan for our school improvements in the school
year September 2018.
Attainments in both reading and
spelling, as exemplified in the DRT and DST (Spring 2012), considerably exceed
national norms and reflect the quality of teaching and learning in Saint Brigid’s.
A safe, stimulating learning
environment is provided for students
A range of assessment methods
-both qualitative and quantitative- are used effectively to assess the students’
Teachers plan collaboratively
and regularly at class level meetings and plans are informed by and link
clearly to the whole-school curriculum plan-both long and short-term
Teachers focus effectively on
developing the students’ key skills in English an Maths
Team teaching and in class
support are regularly used to reinforce and assist the development of literacy and
There is a collaborative
approach between class teachers and the learning support /resource teacher and the
recording and analysis of literacy/numeracy assessment data is effectively used
as a cornerstone in the planning process for both whole-class and individual
programmes of instruction
There is an agreed whole school
approach to the teaching of handwriting in the school
Reading in St. Brigid’s is
promoted positively and is well cultivated through a variety of reading
activities and initiatives /guided reading/ buddy reading/ paired reading)
throughout the school year. Children have an opportunity to visit the school
In year 1 we wish to imbed a
whole school approach to the way we implement the Continuum of Support. All
levels will identify children that require additional classroom support and
place the children on classroom support plans with the assistance of the
learning support link teacher.
In Junior Infants to 2nd specific lessons targeting the new Language Curriculum (Auditory Memory, Vocabulary
& Conceptual Knowledge, Variety of Spoken Texts, Speaking & Listening
skills and Language Learning Environment) will be planned for and taught. Teachers
will implement the Starlight Oral
Language Programme from Junior Infants to 2nd class.
All teachers will plan
collaboratively at class level for Literacy
of Music. Teachers will implement the Right Note Programme from Junior
Infants to 6th class.
The Continuum of Support.
will engage in CPD with learning support link teacher and will undertake
planning meetings with support teachers on a monthly basis.
teacher will model, share and advise teachers when they initiate classroom
school CPD will occur with NEPS psychologist on initiating a classroom support
new Language Curriculum
will implement the Starlight Oral
Language Programme from Junior Infants to 2nd class
Teachers will focus on frame
works, structure and specific language features, when teaching oral language
will foster atmosphere and culture where “good” oral language is celebrated and
children are encouraged
Literacy leader creates a pack
focusing on the oral language genre for each level in March
Literacy of music
will plan their literacy of music lessons at monthly planning meetings
will be a whole school approach adopted to teach the literacy of music through The Right Note programme
leader with responsibility for music is available daily from 2.30- 3.00 to
assist teachers in CPD and planning for the teaching of the literacy of music.
The children from Ms Mc Gann’s and Mr O’Loughlin’s 4th classes who took part in the debating club this term presented their debates at lunchtime in the library. They had a large audience of their classmates, Ms Ní Fhearghail, Ms Kane and special guests Mr Courtney, Ms Mc Gann and Mr O’Loughlin. The quality of presentation, and research carried out by the children was very impressive. Well done to all. Debating will continue after midterm for Ms Murray and Ms O’Brien’s classes.
Junior Infants in Room 1 have been learning a really funny poem called ‘Getting Dressed for School’ by Ken Nesbitt. As a special treat, our buddies from Ms Dooley’s 3rd class came to visit today and helped their junior infant buddy to draw a picture of the character from the poem. The children had a lot of fun drawing the images from the poem and they shared a lot of laughs with their buddies.
Getting Dressed for School By Ken Nesbitt
I must have been too sleepy getting dressed for school today. I tried to tuck my shirt in but I couldn’t make it stay.
I also couldn’t tie my shoes. I fumbled with the laces. I snagged my scarf, and now some yarn is dangling from my braces.
My socks are different colours, and my pants are inside out. My sweater from the hamper left me smelling like a trout.
I thought I put a hat on to control my crazy hair. The hat turned out to be a pair of purple underwear.
I spilled my breakfast on my clothes and headed into school. My friends, of course, were all impressed. I’d never looked so cool.