Anti Bullying Procedures for Primary and Post Primary Schools - Appendix 2 Practical tips for building a positive school culture and climate

Anti Bullying Procedures for Primary and Post Primary Schools - Appendix 2 Practical tips for building a positive school culture and climate. Provided by the Department of Education and Skills, Ireland.

Education Strategy for the Children Detention School Service September 2010-2013

Scope The Education Strategy for the Children Detention School Service September 2010-2013 has been operating in draft form from 2008 and has evolved to the document it is now. It constitutes the Department of Education and Skills’ (DES) overarching strategy on educational services for children placed in children detention schools and provides an outline of the Department’s role in this sector and provides the broad parameters which inform educational provision in the education facilities attached to these detention schools. Background In December 2005, following a review carried out by the Department of Justice and Law Reform, the Government approved a programme of Youth Justice reforms specifically designed to restructure the youth justice service in Ireland into a more modern and streamlined service.

Report on the surveys regarding parental preferences on primary school patronage

The Minister for Education and Skills outlined his action plan in response to the report of the Advisory Group to the Forum on Patronage and Pluralism in the Primary Sector in June of last year. As part of the action plan the Minister announced that surveys of parental preferences in 44 areas would be undertaken, beginning with five pilot areas in the autumn of 2012. All of the areas to be surveyed under this process fit the following criteria: Population of between 5,000 and 20,000 inhabitants according to the 2011 census Population has increased by less than 20% during the intercensal period 2006 to 2011

Report to New Schools Establishment Group on the pilot surveys regarding parental preferences on primary school patronage

The Minister for Education and Skills outlined his action plan in response to the report of the Advisory Group to the Forum on Patronage and Pluralism in the Primary Sector in June of this year. As part of the action plan the Minister announced that surveys of parental preferences in 44 areas would be undertaken, beginning with five pilot areas in the autumn of 2012. All of the areas to be surveyed under this process fit the following criteria: • Population of between 5,000 and 20,000 inhabitants according to the 2011 census • Population has increased by less than 20% during the inter-censal period 2006 to 2011 Surveys were undertaken on a pilot basis initially in five areas. The surveys were open for a total of three weeks from Monday 22nd October to Friday 9th November 2012 inclusive. This report has been prepared for the New Schools Establishment Group regarding the five pilot surveys and the analysis of the outcomes in each area. The report is comprised of this overall summary document and the separate detailed analysis documents in respect of each of the five areas that were surveyed and which are contained in Appendices 1 to 5. Appendix 6 is a sample of the paper survey which is similar to the on-line survey.

Revised Criteria and Procedures for the Establishment of New Primary Schools - Report of the Commission on School Accommodation

Part One explores the background factors relating to new school establishment, outlines the views received as a result of consultation with the public and the New Schools Advisory Committee (NSAC) and reviews international practice in relation to establishment of new schools. The population of the country experienced an unprecedented increase in the past ten years. Despite the current economic downturn, the effect of this recent population increase is that growth in demand for school places is set to increase over the short to medium term. The overriding objective is to ensure that a school place is available to every child. Part Two explores issues around planning for new schools in the future. It discusses patron selection, the mechanism for identifying the need for a new school and proposals for cost effectiveness, including campus arrangements. A school is of central importance to a local community and therefore the establishment of a new school must be carried out with reference to the overall plan of the local authority for any given area. Guidelines published under Section 28 of the Planning Act entitled “The Provision of Schools and the Planning System” (July 2008) establish a 7 framework for co-operation between the Department and planning authorities to ensure the timely and cost-effective provision of school facilities.

School Attendance / Truancy Report

School Attendance / Truancy Report. Provided by the Department of Education and Skills, Ireland. Schools are obliged to keep a register of the students attending the school. They must also maintain attendance records for all students and inform the Child and Family Agency's educational welfare services if a child is absent for more than 20 days in a school year.

Regional guidelines for nurses when sharing information with NIGALA

Effective safeguarding children practice depends upon information sharing, collaboration and understanding between families, agencies and professionals. Nurses are required to work in partnership with other disciplines and agencies to safeguard and promote the health and wellbeing of children and young people. This includes working in partnership with the guardian ad litem (guardian) appointed by the court when making decisions regarding the best interests of a child or young person.This guidance replaces previous regional guidance. Regional implementation will ensure that information held by nurses is shared with the guardian in a consistent, timely and appropriate manner, so that informed decisions can be made in the best interests of children and young people.

Maternal and Pre School Child Nutrition Guidelines

This guidance provides information for professionals on Maternal and Pre-school Nutrition for infants and children.

ASIST training helping to tackle suicide

Work to help communities prevent suicide has taken a further step forward with over 50 ASIST Trainers from across Northern Ireland completing the new ASIST 11 upgrader trainer course.The Applied Suicide Intervention Skills Training (ASIST) enables people in a position of trust to recognise risk and learn how to intervene to prevent the immediate risk of suicide.The Public Health Agency (PHA) funded the upgrading training as part of their ongoing commitment to supporting quality training for a range of individuals, communities and organisations.Madeline Heaney, the PHA's strategic lead for Suicide Prevention, explained: "This programme enables people who have been trained to become more willing, ready and able to help those at risk of suicide, which can be vital in a crisis situation.�"We want to empower people who are in position of responsibility and care to know what to do if they find themselves in a situation where someone is at risk of taking their own lives."�ASIST has been delivered in Northern Ireland since 2003 and the course is designed for all caregivers or any person in a position of trust, making it useful for a range of people. The training is suitable for mental health professionals, nurses, doctors, pharmacists, teachers, counsellors, youth workers, police and prison staff, school support staff, clergy, community volunteers and the general public.This most recent training, which ASIST Trainers must complete, builds on previous editions and offers advances that help meet current challenges and provides new opportunities in helping to reduce suicides within communities.The intensive Trainer Upgrade was held in Derry/ Londonderry.More information on looking after your mental health and the support which is available across Northern Ireland can be found at www.mindingyourhead.info��You can also talk to your GP for advice.If you or someone you know is in distress or despair, call Lifeline on 0808 808 8000. This is a confidential service, where trained counsellors will listen and help immediately on the phone and follow up with other support if necessary. The helpline is available 24 hours a day, seven days a week. You can also access the Lifeline website at www.lifelinehelpline.info

Assessment of schistosomiasis, through school surveys, in the Forest Zone of Pernambuco, Brazil

This work had the objective of assessing the present epidemiological situation regarding schistosomiasis through performing Kato-Katz coproscopic tests on representative samples of schoolchildren from each of the 43 municipality of endemic area of the state of Pernambuco, Brazil. The methodology is recommended by the World Health Organization to conduct sampled surveys among children at elementary school levels, ideal target group for baseline surveys: (i) schools are accessible; (ii) the greatest prevalence of schistosomiasis is found within this group; (iii) the data gathered from this age group can be used for intervention within the community as a whole. The following infection indicators were utilized: positivity (percentage of individuals examined with eggs of Schistosoma mansoni in the feces) and severity (geometric mean number of eggs per gram of feces, epg). These indicators allowed the area in general and the municipalities in particular to be categorized into prevalence and severity classes for S. mansoni. The prevalence classes were: low (<10%), medium (> 10 and < 50%), and high (> 50%); the severity classes were: low (1-99 epg), moderate (100-399 epg), and severe (> 400 epg). For the geohelminthic diseases, the following indicators were used: positivity for each geohelminth (percentage of individuals examined with eggs of geohelminths), and cumulative positivity (percentage of individuals examined with eggs of at least one geohelminth). The municipalities were categorized by means of their cumulative positivity into the following geohelminth prevalence classes (WHO 2002): low (< 50%), medium (> 50 and < 70%), and high (> 70%). The study covered 271 schools in 179 different localities, thus giving a total of 11,234 examinations performed. The overall positivity for S. mansoni was 14.4% and the egg count for this parasite in the feces gave a geometric mean of 67.9 epg which suggests a low general state of infection. These results allow this mesoregion to be categorized as presenting medium prevalence and low severity of schistosomiasis. The overall positivity rates for the geohelminths, Ascaris lumbricoides, Ancylostomidae, and Trichuris trichiura were, respectively, 30.4, 10.1, and 27.8%; the cumulative positivity was 45.4%. These results allow this mesoregion to be categorized as presenting low prevalence of geohelminthic diseases. The data show some municipalities in Pernambuco with prevalence greater than 20%, while others presented parasite loads greater than 100 epg. These indicators attest to the significant morbidity due to schistosomiasis regarding to the severity of infections established in young populations.

Immunisation for pre-school children three years and four months old (English and translations)

This booklet contains the facts about the vaccine against diphtheria, tetanus, whooping cough (pertussis) and polio, and the MMR booster given to children at the age of three years and four months.�

School food: top marks - A summary report on food in schools research in Northern Ireland

This�report highlights�the barriers that schools in Northern Ireland have experienced in implementingnutritional standards. In particular, it identifies the potential adverse impact that external sourcesof food may have on pupils��' healthy eating practices within the school setting. It also illustrateshow the accessibility of food and drinks contradicting the standards, within the school, may limitthe success of the standards. This report further emphasises how practical constraints within the

Nutritional standards for school lunches: a guide for implementation

This publication details the nutritional standards for school lunches, to which all grant-aided schools must adhere. As well as explaining why the nutritional standards have been introduced, it offers practical advice on how to implement them.Nutritional standards for school lunches: a guide for implementation is also available in Irish, on request.

School food: the essential guide (and Irish translation)

School food: the essential guide contains a series of eight practical guidance booklets designed to help schools improve pupils' nutrition and implement healthier eating and drinking practices. The booklets provide advice and support for the key areas in which food, drinks and nutrition issues affects schools. Mini case studies support the advice given and, where appropriate, the booklets provide details of recommended further resources.Individual booklets in the series are available as PDF files below: