St Michael's School Baldoyle
St Michael’s House Special National School Baldoyle- A Proud DCU Changemaker School:
Check out website here
Located in a picturesque spot on the north coast of Dublin City, the school occupies a historic place in the center of Baldoyle. The school was originally run by The Sisters of Charity and came under the patronage of St Michael’s House in 2007.
Student Voice, Innovation and Teamwork are at the heart of this school which caters for students with severe to profound intellectual disabilities from the age of 4 to 18.
Many students at the school have additional complex medical needs, some have a physical disability or sensory issues and many have a dual diagnosis. Check out the website here
Keeping the most complex of students at the centre of the SEN discussion is an important reason the school are delighted to become part of the Changemaker Network in 2023. (SDG 4: Ensure inclusion and equitable quality education)
A Unique Campus: Teamwork, promising practices, and leadership
There are several teams working together on the school campus. There is a dedicated team of nurses who work alongside the school staff in class and participate in training and team meetings. The clinicians from the Coastal Disability Network Team are onsite. There is a strong culture of continued professional development and sharing of expertise and resources throughout the campus.
Everyone is encouraged to become a leader and share their talents and skills. For example, staff started a Glee club, a school choir, introduced the President’s Award program for the seniors (Gaisce) and organise events such as Arts week, treasure hunts, making books, facilitating well- being days, yoga, and sound therapy. Some staff have become trainers themselves for example in CALM techniques or Gaisce PAL trainers and have trained colleagues.
A student council has been established which contributes to decision making on general matters. Senior pupils take on responsibility for aspects of the school environment such as running the tuck shop, gardening, or helping to paint the fences. Other examples include leading the dancing in the hall, choosing the music, or what story or game to play. Leadership skills are celebrated during assembly time when awards are given, and photos shared. The pupils also can lead during activities with pupils from visiting schools and to show them how their communication or access technology systems work. Similarly, visiting pupils can prepare and lead activities for everyone. The transition year students are empowered to take on leadership roles as the year progresses and may get involved in planning and delivering PE and parachute activities.
Promoting Empathy and Well-Being (SDG 3.4 To promote mental health and well-being; 4.a Build and upgrade education facilities that are child, disability, and gender sensitive and that provide safe, non-violent, and effective learning environments for all)):
Well-being was the focus of the school’s self-evaluation process and many initiatives have begun such as the creation of a well-being room for staff and parents and the development of more sensory and relaxation spaces for pupils. Many classrooms have their own sensory room or an area for relaxation. The gardens, outdoor classroom and playground are filled with sensory experiences and interactive displays. Well-being boxes with massage oils, electric candles and sound healing equipment were fundraised for each room. Pupils and staff practice breathing, chanting and gentle movement techniques to promote relaxation and self-regulation.
A Visiting yoga teacher and two resident musicians support the extension of well-being practices. There is a recognition that we must be kind to ourselves as well as others. Staff have all completed training in ‘Trauma Informed Approaches,’ ‘CALM’ theory and practice and use a low arousal approach grounded in empathy, understanding and nurture and attachment theory. Developing an emotionally literate school is essential to everyone’s well-being. Staff use empathy dolls and many carry emotion cards so they can teach pupils to recognize and express different emotions as the opportunity arises in a natural way throughout the day. During the Valentine’s Day Festival, pupils from different classes are paired and opportunities are provided for them to interact and build empathetic relationships.
The school has incorporated an internationally recognized values education program into its planning (EHV). Experiences to promote: Staff creates Love, Right Action, Peace, Truth, and Non-Violence. Each value is taught for two months, and a bank of support resources have been developed and shared such as display materials, objects of reference for pupils to explore, songs and stories.
Creative Planning: The arts and crafts displayed around the school reveal some of the pupils’ creativity. Meanwhile the teachers are getting creative, drawing on their research and experience of a range of pedagogies, resources, and curriculums to plan stimulating lessons and individual daily plans for each pupil. All planning starts with the pupils’ individual Learning Profiles and care plans.
Student agency, voice, and participation (SDG 4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective outcomes)
The school is pioneering the development of individual learning profiles and assessment to increase pupil’s agency, voice, and participation in their own learning. They have been inspired by the Equals Curriculum in the UK and the work of Flo Longhorn. They use assessment tools like ‘MAPP’ and ‘Roots for Learning’ to inform the profiles. Profiles include headings like, ‘All About Me,’ ‘Next Steps for Learning,’ ‘My Communication Profile’ or ‘My Engagement Support Profile’ among others.
The process of building the individual learning profile brings everyone together. This includes care givers, nurses, clinicians, SNAs and teachers but most importantly the pupils themselves.
Creative Communication: The school uses a model of developing whole communication systems for pupils which may be different for each pupil and may change over time. Aspects of a whole communication system may include the use of utterances, words, sounds, gestures, Lámh signs, Core boards, Communication folders, intensive interaction, eye pointing, eye-gaze devices or other access technology. Each pupil is learning to understand what is being communicated and is developing a means to communicate.
A Promising Practice: (Goal 10.2 ...empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status)
SMH Special School Baldoyle is deeply rooted in the local community and the school believes that fostering relationships with community and parents is of paramount importance. The school is focused on providing novel ways for the community to experience and learn some of the augmented communication systems used by the pupils. It has close links with local schools, youth groups and community groups such as Baldoyle Forum and the Bayside Scouts. A wide variety of groups are invited into the school to attend events or to do work experience or volunteer. We run joint programs with pupils from other schools such as the parachute club to promote a culture of mutual learning, empathy and inclusion and provide huge learning opportunities for everyone involved. Similarly, the school pupils go on outings and attend events in the community such as the ‘Random Acts of Kindness Day’ in the community hall or visit local shops and cafes. They bring with them their unique communication systems and assistive technology to engage with the community.
The school is committed to working with other schools to develop a community plan/ system for non-verbal communication as part of its changemaker agenda.
Social Justice Issues: The students advocate for themselves by engaging in all aspects of life including being part of our local community and using their communication systems. Tour school Instagram demonstrates their valuable contribution to society and their daily learning in action. Last year they protested for their rights to access placements as school leavers.