Month: February 2019

Scarlet Fever in 4th Class

 

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.

Penguin Adoptions

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.

 

School Improvement Plan 18.19

Introduction

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.

Identification of the focus:

The following sources of evidence were used to compile the findings of this report

  • Analysis of data and information-both qualitative and quantitative (teacher questionnaire)
  • Class level meetings with principal
  • Curriculum leader meetings
  • Senior management team meetings
  • Staff observations and views at June 2018 staff meeting
  • Examination of students’ work-copies and classroom displays
  • Review of school documents and reports i.e. Curriculum Statements, individual long-term class level plans, teachers’ fortnightly plans and monthly progress reports.
  • Analysis of the WSE Report (June 2012)
  • Learning Support Team observations

Summary of the Findings

Our school has strengths in the following areas:

  • 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’ progress
  • 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 numeracy skills.
  • 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 library weekly.

Our school wants to prioritise the following areas:

  • The Continuum of support will be imbedded in classroom practice at all class levels
  • The area of oral language skills needs to be addressed more formally and systematically in the context of the new Language Curriculum
  • Literacy of music have been highlighted for attention over the course of the next three years in the context of reintroducing the Right Note scheme

 Summary of School Improvement Plan    Year 1     

  1. 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.
  2. 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.
  3. 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.

Actions:

 The Continuum of Support.

  • Teachers will engage in CPD with learning support link teacher and will undertake planning meetings with support teachers on a monthly basis.
  • Support teacher will model, share and advise teachers when they initiate classroom support plans.
  • Whole school CPD will occur with NEPS psychologist on initiating a classroom support plan

The new Language Curriculum   

  • Teachers 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 genres
  • Teachers 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

  • Teachers will plan their literacy of music lessons at monthly planning meetings
  • There will be a whole school approach adopted to teach the literacy of music through The Right Note programme
  • Curriculum 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. advisor

Debating in 4th classes

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. 

Getting Dressed for School

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.