Student Supports
We believe every student deserves the support they need to succeed. Our range of academic, pastoral, and wellbeing services helps students develop confidence, resilience, and the skills to thrive both in and beyond the classroom.
Bi Cineálta
Our anti-bullying procedures promote a respectful, inclusive and supportive school community where every student feels safe, valued and heard.
- Positive relationships
- Respect & inclusion
- Anti-bullying procedures
Safeguarding
Safeguarding is central to school life. We are committed to providing a safe, caring and supportive environment where students can learn and thrive.
- Child safeguarding
- Student welfare
- Designated Liaison Person
Chaplaincy
Chaplaincy supports the spiritual, personal and emotional wellbeing of students through prayer, reflection, celebration and pastoral care.
- Pastoral support
- School liturgies
- Retreats & reflection
Guidance
Our Guidance Department supports students in their personal, educational and career development throughout their time in Salerno.
- Subject choice
- Career planning
- CAO guidance
Wellbeing
Student wellbeing is at the heart of school life. Our wellbeing programme promotes confidence, resilience, belonging and positive mental health.
- Wellbeing programme
- Mental health awareness
- Student voice
Green Schools
Students actively promote environmental awareness and sustainability through projects that benefit both the school community and the wider environment.
- Environmental awareness
- Recycling initiatives
- Sustainability projects
Special Educational Needs (SEN)
In Salerno, we are committed to creating an inclusive, welcoming culture where every young person is valued and supported to reach their full potential. We ensure that students with special educational needs can learn alongside their peers and meaningfully participate in all aspects of school life.
We guide our provision using the Department's Continuum of Support framework, which recognises that needs emerge over time and exist along a spectrum from mild to significant, and transient to enduring.
Our support model operates on the principle that students with the greatest level of need have access to the greatest level of support.
- Whole School & Subject Classroom Support (All): Universal, preventative, and proactive approaches led by subject teachers in daily lessons.
- School Support (Some): Targeted, short-term support for small groups or individuals with similar, emerging, or persistent needs.
- School Support Plus (Few): Intensive, highly individualised support for students with complex, enduring, or significant needs.
Not all students require withdrawal from the classroom. We prioritise inclusive in-class supports, such as team teaching and differentiated learning. Where withdrawal does happen, it is for short-sharp bursts of intervention or focused small-group work using evidence-based interventions tailored to the student's needs.
The Problem-Solving Process & Student Support Files
To ensure that support is effective, we follow a four-step problem-solving process, as outlined in the guidelines.
- Information Gathering & Evidence of Need: When concerns arise, we gather documentary evidence of need through classroom observations, screening measures, past primary school records (Education Passports), and formal/informal assessments.
- Setting Goals and Targets: If a student requires targeted support (School Support-Some or School Support Plus-Few), a Student Support File is opened. Together with parents, teachers, and the student, we create a Student Support Plan setting specific, measurable, achievable, realistic, and time-bound (SMART) targets.
- Evidence-Based Interventions: We implement evidence-based interventions designed to address prioritised learning, social, emotional, or sensory needs.
- Reviewing Progress: Targets and supports are regularly reviewed to evaluate response to intervention. Supports are adjusted as a student’s needs change over time.
Parents/Guardians can contact their daughter’s year head or the SEN Coordinator if they have any concerns regarding their daughter’s progress.
Useful links:
Guidelines for Post-Primary Schools Supporting Young People with Special Educational Needs in Mainstream Classes
Chaplain’s Message
Sr Angela Maughan RJM,
As School Chaplain I see myself as a faith presence in the school community. My role is a supportive and caring presence focusing on accompanying and helping in the spiritual and human growth of the school community. I provide an open door where students, and all members of the school community, can come and receive a listening ear and support in a confidential and safe way.
My focus is person-centered. To the staff, students and parents, I see myself as one who offers support, compassion and encouragement. My role is very much about ‘being there’. This involves working closely with the Principal, Deputy Principal, Staff and Students and the wider school community.
Availability is both formal and informal. Where it is formal I set up meetings on a one-to-one basis with a view to addressing their spiritual and pastoral needs, the informal contact takes place my ’being around’ where the students congregate. I also spend time in the Staff Room chatting to staff members.
This contact may be at my own initiative or at the initiative of the student. A student may be referred to me by the Principal, Deputy Principal, Career Guidance Counsellor, Year Heads or any Staff member.
