The challenges of addressing needs

Can we overcome it?

Rhodri Mears

PRINCIPAL OF MIDLETON EDUCATE TOGETHER NS, CORK

As we approach the final few weeks of the term, we most likely are in the throes of finalising our staffing for the new academic year. Many schools will have no changes whilst others would be impacted by staffing appeals, preparing for a change in allocation, and most likely wondering how we will try and meet the needs that are apparent within our classrooms.

We are forced to become increasingly more creative in how we attempt to meet the growing needs, and it is not unreasonable for a school and its staff to feel that they are ‘up against it’ again and again.

The conversation of ‘What can we do?’ takes place more often that we think. We are frequently looking at the list of pupils that may be on School Support documents and School Support Plus. What happens when we have our Standardised Testing results? How will the school’s profile of needs adjust?

Being able to have open conversations with staff is key to meeting the needs within our school. Being honest is half the battle. How many of us do this? What are the actual number of pupils that require support? What are the challenges that take up the staff members’ time?

It is easy enough to get caught up in the fairness or lack of fairness in how we are overloaded, but what can we do? What are the ‘controllables’?

At this stage of the year, an SET and class teacher may know the needs that they may be working with in September, this offers a valuable opportunity to look for suitable courses to empower and prepare the staff members. These courses may be available through EPV summer courses or the myriad of options available through our wonderful Teacher Support Centres countrywide. Are we promoting these?

Should the SET team and the Leadership and Management team meet to brainstorm how the school’s needs can be met? It should not all fall back on the shoulders of one or two. We approach SET collectively, and should strive to be creative and occasionally need to think outside the box.

NCSE advisors and NEPS can offer invaluable opportunities for schools to reach out for support. When did you as a school involve your NEPS in a systemic piece of work that may support the school’s approach in meeting needs? Now is the time to plan this and make it a focal point for the next academic year.

An NCSE advisor offers invaluable advice on particular needs. A behavioural concern that takes up much time of teachers and principal can be referred through the portal to seek that person who can assist us all in teasing out approaches that should benefit many.

I invite you to think and answer the following few questions in a bid to distribute leadership as well as supporting creativity to address needs:

1. What would your ideal allocation look like and how would you use this allocation? If you were to reduce the allocation, what are your priorities? Are there initiatives you could use to support the needs for September? How would Team Teaching support the needs?

2. What CPD for staff is presenting itself from looking at the needs? There may be a staff member within willing to share knowledge or do you need to look at external support.

3. Are the staff familiar with how pupils are moving between the School Support stages? Are the relevant pupils moving up and down the continuum?

4. Could you sit down with staff and brainstorm approaches to address needs? What could work? Can you collectively stand over the approach?

If you would like to contact Rhodri about this article, you can email him at rhodri.mears@midletonet.com

At this stage of the year, an SET and class teacher may know the needs that they may be working with in September, this offers a valuable opportunity to look for suitable courses to empower and prepare the staff members.