Guidance Policy

GUIDANCE PLAN

1. INTRODUCTION

Our School

Arklow Christian Brothers' Secondary School (Arklow C.B.S.) is a Catholic secondary school for boys in the Christian Brothers’ tradition and under the trusteeship of the Edmund Rice Schools Trust (ERST). Founded in 1961, the school has an established tradition of academic excellence, achieved in a supportive learning environment.

In Arklow C.B.S. Christian values are seen to be not only cherished but also practised. As a community, we aim to nurture mutual respect among all members in a safe and caring environment. The personal, social, spiritual and academic development of all is promoted.

The hallmarks of an Edmund Rice school are care, especially for those who are vulnerable or disadvantaged in any way.

Our Plan

Our Guidance Plan is an integral part of our whole school plan. It is a structured document that describes the school guidance programme and specifies how the guidance needs of students are to be addressed.

The drawing up of the plan is led by the two Guidance Counsellors in consultation with all school partners (students, staff, parents, BOM) in order to ensure that it reflects the needs of students.

It outlines and describes the guidance programme, that is, the full range of activities through which the school addresses the needs of the students by helping them in their personal and social, educational and career development.

Guidance in our School

Guidance in our school refers to a range of learning experiences provided in a developmental sequence that assist students to develop self-management skills which will lead to effective choices and decisions about their lives. It encompasses the three distinct, but interlinked, areas of personal and social development, educational guidance and career guidance.

Counselling is a key part of the school guidance programme, offered on an individual or group basis as part of a developmental learning process and at moments of personal crisis. Counselling has as its objective the empowerment of students so that they can make decisions, solve problems, address behavioural issues, develop coping strategies and resolve difficulties they may be experiencing. Counselling in our school may include personal counselling, educational counselling, career counselling or combinations of these.

The plan addresses the guidance needs of all students at all levels within the school. As guidance is a whole school concern, the plan applies to school management and staff generally.

We particularly pride ourselves on having an open-door approach to counselling in Arklow C.B.S. If students identify themselves as struggling, they are free to approach either counsellors and seek help and guidance.

2. RATIONALE

Guidance is a universal entitlement for all students in post-primary schools as per Section 9 (c) of the Education Act (1998), which requires schools to “ensure that students have access to appropriate guidance to assist them in their educational and career choices promote the moral, spiritual social and personal development of students in consultation with their parents having regard to the characteristic spirit of the school”.

Planning the School Guidance Programme and Circular PPT 12/05 specify that schools are expected to develop a guidance plan as part of their overall School Development Plan.

Framework for Junior Cycle 2015 confirms the placing of Wellbeing as a key outcome for students. A whole school Guidance approach is central to the achievement of this outcome.

Access for students to appropriate guidance is integral to attaining the objectives of our school Mission Statement, namely being a caring school and aiming to achieve excellence in all school activities.

3. AIMS

1. To meet the social, personal, educational & vocational needs of each student within the school.
2. To help students become aware of their unique talents, skills, aptitudes and abilities and how best to utilise these talents and abilities to optimise their engagement with education and to reach their optimum potential.
3. To assist each student in the identification and exploration of various educational and career opportunities open to them in both second level and post second level.
4. To enable students to grow in independence and to take responsibility for themselves, their learning and their careers.
5. To assist in the provision of information so that students may make informed decisions, aware of possible consequences and implications.
6. To provide students with appropriate support including in times of difficulty, trauma and crisis.
7. POLICIES WHICH SUPPORT GUIDANCE AT C.B.S.

• Code of Behaviour
• Child Protection Policy
• Anti-bullying policy
• Wellbeing policy
• SPHE and RSE policy
• Admission policy
• Critical Incident Management policy
• Data Protection Guidelines (See appendix ii)
• Special Education Needs policy

Substance Misuse policy

• Assessment Policy

5. STATEMENT OF GUIDANCE POLICY

Guidance is provided through the school guidance programme. The guidance programme is the specific set of learning experiences, which a school provides in response to the guidance needs of its students. The school guidance plan is the document in which the school, in a systematic way, defines the guidance programme it offers, and states how resources are organised to deliver the programme.

Guidance in Arklow C.B.S. is a whole school activity where we work collaboratively in meeting and supporting the needs of our students.

The Guidance & Counselling Service is a professional counselling service, which abides by a strict code of ethics and the confidentiality policy as outlined by the Institute of Guidance Counsellors.

Guidance for all

Arklow C.B.S. aims to provide guidance to all students to support personal & social, educational, and career development, and students making transitions (incoming first years, junior cycle to senior cycle and from senior cycle into apprenticeships, FET, HE and employment).

The guidance counsellors, as the specialists have a key role to play in coordinating the planning and delivery of the whole school guidance programme and in the provision of guidance to students.

A whole school approach is employed in delivering the learning and teaching activities of the school guidance programme which include, career education programmes, SPHE and Wellbeing in Junior Cycle, guidance modules and work experience/placement provided as part of senior cycle programmes (TY and LCVP).

Guidance for some

Arklow C.B.S. provides guidance to specific groups of students to support personal & social, educational and career development and transition making. These include students in senior cycle, especially 6th year, who will benefit from group and one-to-one guidance counselling to support educational and career decision making, and students who are making transitions. Transition points include primary school into first year of post-primary education, junior cycle to senior cycle, and school to higher/further education and training, apprenticeships and employment.

Some students may require additional and more intensive support in making transitions. The Guidance Counsellors work with groups or one-to-one guidance counselling. Referrals are made by the year heads or staff members, or the need may be identified through communication with students or parents/guardians.

Guidance for a few

Students may require support in meeting their developmental needs and when they experience personal crises. Some students may also require more intensive support as they make transitions and important decisions during their time in post-primary schools.

This support will require the expertise of specialised school staff with the necessary knowledge, skills and competences to respond to the needs of these students and will involve the guidance counsellor, and other school staff who have been trained in meeting the needs of vulnerable students and those who may have additional needs.

In the event that the student requires more intensive support, referrals to external agencies and supports are made.

6. GUIDANCE PROGRAMME

Junior Cycle

Transition from Primary school to Secondary school

• Open Night with guides from current First Year class bringing visitors to the various rooms
• Induction meeting for parents/guardians of incoming students, held in May /June prior to starting.
• Individual meeting times with Principal and/or SEN Co-ordinator offered to all parents for those who may have particular needs. This includes individual orientation time for the incoming student, if needed.
• Link meetings with Principals of feeder Primary schools to source relevant information and aid smooth transition, usually attended by the Principal and SEN co-ordinator. This generally includes information on educational, social or physical difficulties and compliments the information received on the incoming students’ Education Passports.
• Availability of senior staff to Primary schools to participate in their Transition programmes.
• Induction Day on first day of school; First Year students attend.
• Referral of any student finding it difficult to fit in to the Guidance Counsellors, based on information from staff/student/parent.

Throughout Junior Cycle

• Guidance Counsellors and S.P.H.E. teachers deliver modules on study skills, homework, time management and organisation, coping with stress, self-esteem, decision making and making informed choices.
• All staff members collaborate on the strands of the school’s Attendance Strategy. One staff member co-ordinates the strategy, including identifying at-risk students. These are referred to the senior management team.
• All staff members are involved in the development of each individual student’s understanding of his strengths and weaknesses.
• Students with learning difficulties are referred to the SEN Co-ordinator. Additional diagnostic tests may be carried out, for example the WRAT4, to facilitate the putting in place of the most appropriate interventions.

Referral to the NEPS psychologist will be made for those with the highest priority for educational assessment.

• Wellbeing modules include mindfulness and careers modules.
• Parent Information nights may be organised on topics of interest, for example, Study skills.
• Class tutors and Year Heads monitor student progress and engagement.
• Referrals, where necessary, are made by staff to the Guidance Counsellors.
• Contact is maintained with parents/guardians via Student Journal, reports, Vsware and scheduled Parent-Teacher meetings.
• Parents/guardians are encouraged to contact the school (Principal, Deputy Principal, Year Head, Subject Teacher or Guidance Counsellors) directly and in a timely manner if there is any concern.
• One-to-one counselling is available to all Junior Cycle students identified as needing this additional assistance, for educational/social/emotional needs. Appointments must be made with the Guidance Counsellors.
• The Guidance Counsellors are available to meet with parents/guardians by appointment.
• The Principal makes referrals to outside agencies, eg Tusla, NEPs, HSE, where the need identified is beyond the competencies available in the school. Parents/guardians may be advised to consider referral to a medical professional.

First Year

• Sixth class pupils, i.e. incoming first year students are assessed by the Guidance Counsellors in the March preceding entry. The Cognitive Ability Test (CAT 4) Level E is used.
• First Year Induction co-ordinator works closely with students in their first few weeks and months to ensure their transition for primary to post-primary is going smoothly.
• Class tutor for each class and Year Head monitor how students are adjusting to second level.

In collaboration with tutors & Year Head, interventions are put in place for those in need.

• Sampling of all options subjects during First Year.
• Information meeting for Parents/Guardians in April in First Year on subject choice and factors to consider.
• Information on subject content and on factors to consider when making choices given by Guidance Counsellors and by subject teachers.
• Liaison students work with First Year students, particularly in the early weeks and particularly around areas of organisation and orientation.
• Student profiles are made available to staff to assist them in tailoring the expectations and their methodologies to best suit the students.
• Students with learning difficulties identified in the diagnostic tests will be referred to the SEN team for further interventions, e.g., Homework Club, individual assistance with study planning, tailored curriculum.

Second Year

• Mindful of the research showing the increased risk of disengagement in Second Year, particular emphasis is placed on SPHE modules on study skills and self-management.
• Access is provided to appropriate Wellbeing modules.
• Careers and life skills class are scheduled as a weekly period on their timetable.
• Students with learning difficulties identified in the diagnostic tests will be referred to the Care team for further interventions, e.g. Homework Club, individual assistance with study planning, tailored curriculum.
• Class tutor for each class and Year Head monitor how students are adjusting to the increased demands of Second Year. In collaboration with Care team, interventions are put in place for those in need.

Third Year

• Specific study skills workshop arranged to compliment ongoing work of Guidance and SPHE.
• Information evening for parents/guardians on course and subject choice is held during Term 2 of Third Year and includes information on the Transition Year programme.
• Guidance Counsellors and Programme Co-ordinator meet with Third Year students during Term 2 to outline the senior cycle programmes available and to discuss the implications of subject choices.
• Subject teachers provide information on the content of their subjects at senior level the particular skills/abilities that are best suited to it.
• The Guidance Counsellors are available to meet with students individually to discuss subject choices.
• The SEN Co-ordinator contacts parents/guardians to advise of the RACE scheme and its eligibility criteria and completes the required applications for eligible students.

Senior cycle

Throughout Senior Cycle

• All staff members collaborate on the strands of the school’s Attendance Strategy. One staff member co-ordinates the strategy, including identifying at-risk students. These are referred to the SEN and the Check and Connect team.
• Students with learning difficulties are referred to the SEN Co-ordinator. Additional diagnostic tests may be carried out, for example the WRAT4, to facilitate the putting in place of the most appropriate interventions.
• Referral to the NEPS psychologist will be made for those with the highest priority for educational assessment.
• Parent Information nights may be organised on topics of interest, for example, Study skills.
• Class tutors and Year Heads monitor student progress and engagement.
• Referrals, where necessary, are made by staff to the Guidance Counsellors.
• Contact is maintained with parents/guardians via Student Journal, reports, Vsware and scheduled Parent-Teacher meetings.
• Parents/guardians are encouraged to contact the school (Principal, Deputy Principal, Year Head, Subject Teacher or Guidance Counsellors) directly and in a timely manner it there is any concern.
• One-to-one counselling is available to all Senior Cycle students identified as needing this additional assistance, for educational/social/emotional needs. Appointments must be made with the Guidance counsellor.

The Guidance Counsellors are available to meet with parents/guardians by appointment.

• The Principal or Deputy Principal makes referrals to outside agencies, e.g. Tusla, NEPs, HSE, where the need identified is beyond the competencies available in the school.

Parents/guardians may be advised to consider referral to a medical professional.

• The Leaving Certificate Vocational Programme (L.C.V.P.) was introduced in response to the challenge placed on Ireland’s educational system by a changing work and business environment. The programme combines the academic strength of the Leaving Certificate (established) with a new and dynamic focus on self-directed learning, enterprise, work and the community.

Transition Year

• TY students participate in timetabled Careers classes where the primary focus is on the development of a Careers folder which includes results of Careers Inventories, psychometric testing and career investigations, supported through use of the online Reach+ programme.
• Work Experience is an integral part of TY. Under the direction of the Programme coordinator, the students participate in four weeks of work Experience to allow them to gain direct experience of the world of work.
• Specific modules in TY including Mini-Company and Young Social Innovators give students the opportunity to develop skills needed at senior cycle and in the world of work, including time management, goal setting and teamwork.
• The DATS for Guidance is used with fourth year students, to determine their scholastic aptitudes and to assist with subject choice.

Fifth Year

• Fifth Year students are allocated a specific number of Guidance classes to follow the Careersportal
• Reach+ programme which is designed to facilitate the delivery of Career and Educational Guidance at senior cycle. They are also introduced to Qualifax.
• Students taking the L.C.V.P. have two timetabled periods for Links module, during which they focus on preparation for the world of work.
• Fifth Year students are given the opportunity to attend Spring Open days in specific colleges, and to attend in-school Careers talks where appropriate.
• Students interested in making applications for HPAT in Medicine are given advice and direction.
• Students interested in pursuing opportunities in Northern Ireland/England/ Scotland and Wales are given advice about the UCAS application process.
• Students are also provided with information about opportunities in Europe (EUNICAS) and the USA (Fulbright, SATs, etc).
• Students are given the opportunity to engage with the Guidance Counsellor one on one regarding vocational choices.

Sixth Year

• Students continue with the Careersportal REACH programme and utilise other digital resources such as the CAO website, SUSI website, Qualifax, College websites, etc.
• Vocational guidance is provided for all 6^th Year students on a one-to-one basis.
• Sixth Year students are timetabled for Careers class to deal with career planning, selfassessment, world of work, CAO/FETAC/UCAS applications.
• Specific workshop(s) on study skills/exam technique and/or coping with the stresses of the Leaving Cert are organised for students and for parents.
• The SEN Co-ordinator contacts parents/guardians to advise of the RACE scheme and its eligibility criteria and completes the required applications for eligible students.
• Students are provided with information about HEAR/DARE and assisted with their applications.
• The Guidance Counsellors, Principal and Deputy Principal work with eligible Sixth Year students and their parents/guardians in the completion of the DARE form.
• Sixth Year students have the opportunity to attend the Higher Options Conference and Open days in specific colleges.
• The Guidance Counsellors and individual subject teachers arrange Careers talks held in school.
• Students are assisted in making applications for SUSI grants.
• Students are assisted in preparation for FETAC applications and courses.
• Students are given advice about accommodation, scholarships, and preparation for interviews/auditions/portfolios for college applications.
• Priority is given to Sixth Year students for one-to-one interviews with the Guidance Counsellors in relation to college options and career paths.
• Information sessions are arranged by the Guidance Counsellors for parents, to coincide with the Sixth Year Parent-Teacher meeting, on the CAO process and points system.
• Notifications of important dates, meetings around career interest areas etc are sent to parents.
• The Principal, Deputy Principal, SEN co-ordinator, Year Head, Tutors, Check and Connect team and the Guidance Counsellors mentor Sixth Year students. Every effort is made to meet each individual at least twice to discuss goal setting, targets set, how these may be met and handling stress.
• The Guidance Counsellors are available to meet with students following the LC results around CAO and other career options.

Subject levels

It is assumed that students are sitting higher level in subjects unless otherwise informed.

Changes in subject level should be discussed by parent with teacher.

All subject level changes must be notified to the school so that the Guidance Department can ascertain any possible implications regarding college choices.

7. GUIDANCE RESOURCES

Personnel

A whole school approach is adopted in Arklow C.B.S and the Guidance Department has overall responsibility for the implementation of the plan and is supported in so doing by other members of the school community.

Role of the Guidance Counsellors

• Designing, delivering and evaluating guidance learning and developmental programmes relating to personal and social, educational and career development for individual, group and classroom settings
• Developing effective teaching, learning and assessment strategies for the guidance class
• Providing individual and group counselling to facilitate personal and social, educational and career development and at moments of personal crisis.
• Providing labour market, learning and career-related information through Information and

Communications Technology (ICT) and blended learning approaches. The Careersportal REACH programme is used in Senior Cycle to facilitate vocational and educational learning.

• Using psychometric tests (i.e. ability and aptitude tests and career interest inventories) to facilitate career decision-making and personal development, and to support learning and educational choices
• Providing support to, and working in collaboration with, school management and staff in the planning, leading, delivery, review and evaluation of the guidance service/programme and the whole school guidance plan
• Working with parents (as appropriate) and referral agencies in facilitating the personal and social, educational and career development of students
• Referring students to external agencies and professionals, as appropriate
• Establishing close ties with feeder schools, where appropriate, and with centres of further education and training and higher education.
• Guidance Counsellors engage in supervision with the IGC and attend relevant CPD during the year. They adhere to the code of ethics and best practice of the IGC. They network with appropriate professionals/outside agencies to ensure that students are provided with appropriate support. The Guidance department liaise closely with the Principal/Deputy Principal to ensure that support is sourced for students, with outside agencies such as TUSLA, CAMHS, GPs, Springboard, Lucena, Pieta House, NEPs, and other psychological services.

Role of BOM

The Board of Management allocates resources to ensure the implementation of the Guidance Plan. The Board reviews the Guidance Plan and monitors its implementation. Principal

The Principal deals with the Board of Management (BOM) regarding students’ welfare and discipline. He maintains regular contact with teachers, students and parents as and when necessary. The Principal oversees the Whole School Guidance Provision.

Deputy Principal

The Deputy Principal (DP) is involved in the welfare of all students throughout their years in Arklow

C.B.S. The DP monitors the progress and welfare of each student- from first year to graduation. The DP works with the principal, year heads, guidance counsellors, subject coordinators and teachers and suggests/ supports /makes interventions where necessary. They meet with the Guidance Department on a weekly basis.

The Year Head

The Year Head monitors the overall progress of his/her students e.g. journal, general demeanour, liaises with parents, subject teachers, learning support groups and guidance counsellors. They work with their year group to foster a sense of community and belonging.

Class Tutor

The role of tutor demands greater contact/ understanding of the students and their behaviour than that of the subject teacher. It allows a better chance of relating to students and may prove helpful to a student coping with difficulties as they arise. The tutor works in close collaboration with the Year Head.

Subject Teachers

Subject teachers work collaboratively with class tutors, year heads, guidance counsellors, deputy principal and principal in supporting all students.

Special Needs Assistants

Special needs assistants provide particular support to our students with special needs. Students may be assigned the support of an SNA to help in their care needs during the day. SNAs maintain a discreet support in the classroom and act as a classroom assistant.

Role of SEN Co-ordinator

The SEN Co-ordinator liaises with students, parents, staff and outside agencies to co-ordinate provision for students with Special Educational Needs.

She liaises with parents and the State Exams Commission to ensure that the needs of students who qualify for Reasonable Accommodation for the Certificate Exams (RACE) are met.

Role of students

Students engage in their learning in a co-operative and collaborative manner. They develop capacity to take on responsibility for their own learning and development. They use resources, both internal and external to help them towards the goal of achieving potential and being prepared for the next step in their academic and/or vocational career. They collaborate and work with teachers including the Guidance Counsellors to develop the ability to take opportunities available to make decisions and to develop autonomy.

Role of Liaison Students

These are a student team, ranging from students in Transition Year to Sixth Year and they are specifically trained to act as mentors to the incoming First Year students. They assist First Years on their first day in the school and help them to settle into their new school. They also organise lunchtime activities for the First-Year students.

Role of Parents/guardians

Parents/guardians support their son(s) in the journey through second level education, as partners with the school. They establish and maintain open communication with the school to work towards achieving the best possible outcomes for their son(s).

Check and Connect Team

Check and Connect is an evidence-based structured adult mentoring programme that aims to promote student engagement at school and with learning. Check and Connect mentors work closely with all staff to identify students who need intervention and assistance.

Learning Support team

Extra help is allocated based on the needs of the students. These needs are identified through assessment and observations carried out within the school. If a teacher identifies a student as needing extra help, they will be placed on what is known as a continuum of support. This begins with extra support in the mainstream classroom but moves to small class groups if the student needs extra help. Here the students receive extra help in literacy, numeracy, life skills and social skills. Students may have access to these supports on a long-term or short-term basis, depending on their level of need. Homework Club may be offered to those the SEN Co-ordinator and Check and Connect team feel would benefit.

Care Team

The Care Team consists of the Guidance Counsellors, senior management, Check & Connect coordinator, tutors, SEN coordinator.

The Guidance Counsellors meet weekly with the Deputy Principal to discuss the delivery of the Guidance programme in school.

Meetings are arranged with the Year Heads, Check and Connect co-ordinator, SEN department on a monthly basis to discuss guidance related student needs. Updates are provided by the Guidance department to stakeholders on a fortnightly basis.

There is an open-door policy for students, parents and teachers in relation to access to the Guidance Service in school.

Financial

The BOM will decide on the budget allocation for Guidance on an annual basis.

Physical

• Guidance Office
• Access to Computer room. Facilities include approx. 25 computers, 25 laptops which can be moved to different rooms, printer, 100MB Broadband
• Career's noticeboard
• College prospectuses, textbooks
• Educational resources, for example, Reach+ programme
• Psychometric testing, career inventories, online testing
• Microsoft 365 for collaboration
• Student 365 accounts

Social

• External agencies including DES, SEC, NCGE, IGC, NEPs, NCTE
• Community Network and staff
• Local businesses and employers
• Voluntary agencies e.g. Vincent DePaul
• Third level institutions and colleges of further education
• Recommended websites

8. Guidance Areas for Development

• Development of Guidance modules for Junior Cycle Wellbeing and Fifth Year Education for Living.
• Enhancing parent contacts through provision of forums/opportunities for meetings/presentations.
• Improve links between First Year students and year heads, tutors & liaison students outside of the initial weeks of the school year.
• Improve networking with past pupils/ parents in terms of mentoring/opportunities for visiting speakers in Careers classes.
• More follow up with past pupils in terms of exit interviews and gathering information about their progression after school.

9. Ratification and Communication

• When the finalised plan has been ratified by the Board of Management, it becomes the school’s Guidance plan.
• The plan will then be circulated to all staff, Student Council, Parent Council, and uploaded on the school website for all parents/guardians and students.

10. Monitoring

The plan will be monitored by the Senior Management Team under the direction of the Guidance Counsellors.

It will be reviewed bi-annually by the Board of Management. The review process will include seeking the views of the partners in the school community including students, parents and staff under the direction of the Principal.

11. Adoption of the Guidance Plan

This plan was adopted by the Board of Management on: Date: 20^th April 2021

It will be reviewed by the Board of Management on or before: Date: 20^th April 2024

(or prior to this date if deemed necessary)

Date: 21^st April 2021

Appendix i

Digitalised Guidance during online Teaching

All content was discussed and agreed between School Management and the School Guidance Counsellors. The approach to digitalised Guidance in our school is documented here in line with: A Whole School Guidance Framework document (NCGE, 2017)https://www.ncge.ie/resource/ncge-whole-school-guidance-framework

(Covid-19) Support information for Guidance Counsellors in Schools (NCGE, 2020)https://www.ncge.ie/resource/covid-19-ncge-support-information-GC-schools

Continuity of Guidance Counselling - Guidelines for schools providing online support for students

(DES, 2020)

https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-

Policies/Policies/continuity-of-guidance-counselling-guidelines-for-schools-providing-online-supportfor-students.pdf

Continuity of Schooling (DES, 2020)www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-ofschooling.html

Digitalised Guidance is provided in our school in line with the continuum of support model (NCGE, 2017 p12): Guidance for A Few, Guidance for Some, Guidance for All.

Guidance for A Few:

In Arklow C.B.S., ALL students will have access to one-to-one supports from teachers, support teams and the Guidance Counsellor, where appropriate. Parents / Guardians will be informed that these services are available by a notification on the school website, by email and on the school CMS system. In each of these communications, parents are invited to contact the school directly should they wish to discuss the provision of such supports.

In Arklow C.B.S. we agree to undertake our ‘Guidance for a Few’ (one-to-one sessions) as follows:

Platform Used:

How and when students may be contacted:

Contact with parents may arise when:

Students are identified as needing one-to-one support through several school processes:

Frequency of Contact:	The agreed procedures to facilitate students to be notified of their initial appointment in advance in through Teams chat or school email. Further contact will be agreed with students as appropriate during each meeting. This will be clearly communicated to the student in each meeting and/or at the beginning of the series of sessions e.g. ‘We will work together for three sessions and review our plan on the third session’
Session Length:	Each one-to-one meeting would not exceed the duration of normal appointment or lesson times e.g. 40 minutes, except in the event of an emergency.
Contract:	A contract will be made with students at the beginning of the one-to one sessions as it would have been in a ‘face to face’ situation (this can be done verbally). Included in this contract, it will be noted that neither party will record or take photographs of the session. Students and parents are informed that a record of the session will be kept by the Guidance Counsellor, in line with normal professional practice and the school’s ‘Confidentiality Policy.’
DLP and DDLP:	If digitalised guidance is taking place, our school procedures for communication with the DLP and the DDLP are: • Inform the student of the need to contact the DLP or the DDLP. • Inform the DLP or the DDLP by phone. If an emergency/child protection issue arises during a time when digitalised guidance is taking place, the agreed protocol is to: • Explain situation to the student • Contact the DLP or DDLP immediately.
Communication with management:	School management are fully aware of and have agreed on all aspects of this document. • This document was discussed and agreed on 20st April 2021. • It is agreed that this document will be reviewed on or before 20 April 2024. (or earlier as deemed necessary) The guidance counsellors will meet on a weekly basis to update management on how digitalised one-to-one guidance appointments are progressing.

Record Keeping & GDPR:

A record of every one-to-one guidance counselling meeting will be kept by the Guidance Counsellor and stored appropriately – see Appendix ii.

Guidance for Some:

A definition of ‘Guidance for Some’ can be found on the ‘Whole School Guidance Framework’ document (NCGE, 2017 p13)www.ncge.ie/resource/ncge-whole-school-guidance-framework

In Arklow C.B.S. digitalised ‘Guidance for Some’ will operate in line with our school’s ‘Remote Learning Policy’ as follows:

• As Guidance is a non-curricular subject, classes will be provided as deemed necessary to provide Well Being support/careers/educational study/vocational support to student groups, based on time-tabled classes for Guidance in Senior cycle and Junior Cycle and as deemed necessary in accordance with the Guidance plan and in collaboration with Senior Management/ Year Heads as deemed necessary.
• Year groups such as 1^st Year and 3^rd year will be provided with appropriate Guidance support in relation to vocational/educational/ wellbeing needs based on requirements. These classes will be delivered during time tabled noncurricular subjects such as PE/ICT/non exam Religion/ Life Skills/ SPHE and CSPE classes.
• For specific issues such as CAO support, Subject Choice support and other careers needs, timetabled classes will be provided during the deemed Careers slots on the timetables or for 1^st and 3^rd years during non-curricular timetabled subjects.
• Students will have a Microsoft Office 365 Team established for communication purposes, and logistical purposes and the sharing of information. Communications will occur during the school time 9am to 3:45. Invites to classes will be issued through the Team. Guidance Counsellors can be contacted during school time through the Team.
• One on one meetings can be facilitated through Teams, when students are free on their school timetable. A one-on-one session will be for no longer than a 40-minute class period. This will be negotiated with the Guidance Counsellor and the students.
• Further contact can be made outside classes, and designated one on one sessions, via Teams or email.

Guidance for All:

A definition of ‘Guidance for All’ can be found on the ‘Whole School Guidance Framework’ document (NCGE, 2017 p12) www.ncge.ie/resource/ncge-whole-school-guidance-framework

In Arklow C.B.S. digitalised ‘Guidance for All’ will operate in line with our school’s ‘Remote Learning Policy’ as follows:

• Guidance Counsellors will meet on Teams with the Deputy Principal on a weekly basis to discuss referrals. Referrals made to guidance@arklowcbs.ie by Year Heads/Tutors/Teachers/ parents/ students will be discussed during this meeting. Through meetings with Year Heads monthly, student referrals will also be determined.
• The Guidance Counsellors will communicate with each other to allocate resources/time to deal with student needs.
• Year Heads will be in contact with parents on a regular basis and will identify and refer students who need ongoing support.
• Emergency referrals and vulnerable students will be referred to Guidance by Management/ Year Heads. Child Protection concerns will be reported immediately to the DLP or DDLP by phone/email, respecting confidentiality.
• Tutors/ teachers will identify, and report concerns about students to the Year Head or directly to the Guidance department via email.
• Guidance Counsellors will attend assemblies with students.
• Contact details for the Guidance Department will be given to parents/students via email by the school.
• Contact details are on the school website.

Appendix ii

Record Keeping & GDPR

A record of every one-to-one guidance counselling meeting is kept by the Guidance Counsellors. In line with Data Protection, permission is obtained from the students about recording notes during interviews/one on one. Templates such as the NCGE one-to-one meeting record are used whenever possible. All records are stored either electronically or by paper. Paper records are stored in a locked filing cabinet. These paper records are given student identifiers and are kept separately from student academic files by the Guidance Department. Electronic records for students are also used, these documents are assigned student identifiers and are stored in a password protected format. The files are saved into a dedicated folder and are in no way accessible by a third party.

Appendix iii

Client Confidentiality

The Guidance & Counselling Service is a professional counselling service, which abides by a strict code of ethics and the confidentiality policy as outlined by the Institute of Guidance Counsellors. Confidentiality is assured to each student who avails of the Counselling Service and this is always discussed with students during the first session. Information given during the counselling session is held in strict confidence. Counselling Service files are not attached to any academic records held within the school.

Limits to Confidentiality

In exceptional circumstances the Guidance Counsellors may need to break confidentiality if they believe there is a real intent of serious harm or danger to either their student or another individual. In as far as is possible, in such cases, a full explanation will be given regarding the necessary procedures that may need to be taken. This may involve informing parents/ guardians of the student and/or referring matters to the Designated Liaison Persons (DLPs). Referrals may need to be made to HSE assigned social worker, TUSLA, the Gardai or other appropriate health care professionals and supports. At all times the student is informed and involved in the process.

Appendix iv

Assessment & Psychometric Testing

This has been detailed on page 5 of the policy.

Additionally, a range of interest inventories both on-line and in-print are used by the Guidance Counsellors at different points in time with various year groups in Senior cycle. Tests are identified in relation to need and explanation given of the purpose for administering them. Clients and parents where required, are given feedback. Results are stored confidentially.

Appendix v

Referrals & Links with Outside Agencies

Referrals to the Counsellor

Referrals to the Guidance Counsellors can be self-referral, parental referral, referral by management, Year Head, class tutors and subject teachers, or referral by a friend or peer. The voluntary participation in counselling of the referred pupil must be respected by all concerned. Students are encouraged to discuss their problems/worries with their parent/guardian where appropriate. However, confidentiality, with its limits is always respected.

School staff are asked to send an email to guidance@arklowcbs.ie when making a referral to support record keeping procedures and ensure appropriate counselling provision. Referrals are discussed by both guidance counsellors so that student needs can be best met.

Sometimes students are given appointment cards when they have a planned guidance appointment. The student’s name, date and time of appointment are clearly written on the card. Students should show the card to their teacher and ask permission to leave class. After meeting, the Guidance counsellor signs and writes the time of the end of the meeting. On return to class, the students must show this to their teacher.

Appointments can also be made through Microsoft Teams and teachers informed through VS Ware.

Referrals to outside professional agencies

If a student requires support that is beyond the resources and/or expertise of the school; the Principal, Deputy Principal, Senior Management or Guidance Counsellors, may make a referral to an appropriate outside agency. Referrals are made to CAHMS, TUSLA, Lucena Clinic, Springboard, NEPs, Educational Psychologists, etc., depending on student needs and circumstances.

The Guidance Counsellors liaise with the pupil, parents/guardians and the Principal when recommending external referral, except in exceptional circumstances such as physical or sexual abuse or neglect by a member of the family – in such cases Child Protection and Department of Health Guidelines are followed.

When recommending students for external counselling it is the policy of the school to issue the parents/guardian with a list of accredited counsellors from the Directory of the Irish Association for Counselling and Psychotherapy and/or advise parents/guardians to contact their local GP or provide information on local voluntary and state agencies who can provide further help as appropriate.

It is not the policy of the school to recommend an individual counsellor.

Ratified by Arklow CBS Board of Management