School Context

St. Joseph's Secondary School is committed to fostering an inclusive learning environment where students actively contribute to their education. Recognizing students as key partners, the school values their perspectives, which shape wellbeing, teaching, learning, and policy development. By integrating student voices into decision-making, the school promotes a sense of ownership, boosting motivation and participation.

Guided by the Lundy Model of Student Participation, St. Joseph’s focuses on four key principles: Space, Voice, Audience, and Influence. These principles ensure meaningful student involvement in shaping their educational experience. SJSS is dedicated to providing safe, inclusive spaces where students feel comfortable expressing their viewpoints. It uses diverse communication methods to ensure all voices are heard and valued, considering varying learning styles and cultural backgrounds.

Student input is actively considered in decision-making, with feedback provided to demonstrate how contributions influence outcomes. Through collaboration, St. Joseph’s empowers students, enhancing their educational experience and strengthening the school community.

Fostering student voice is crucial for empowering students and increasing engagement. Participation in school governance and extracurricular activities fosters leadership, social-emotional growth, and civic responsibility. The Student Council, elected by peers, acts as a formal communication channel between students and school leadership, ensuring that all student concerns are addressed effectively.

Our school has a structured Peer Mentoring Programme that provides a powerful boost for our students. Because peer mentors are closer in age and experience, they can be relatable role models who offer academic support, social guidance, and a listening ear. This can increase confidence, improve communication skills, and create a more positive school climate for everyone. 

SJSS employs the LIFT Ireland Program. This is an eight-week program centred on fostering leadership qualities through discussions and activities built around eight core values; Listening, Positive Attitude, Respect, Competence, Dedication & Determination, Empathy & Understanding, Accountability, and Honesty & Integrity. 

SJSS also ensures a whole school approach to mentoring. Teachers mentor our 6th Year students. Our Second Year students complete the Scholars Ireland programme and are mentored by PHD candidates. Furthermore we have expanded this initiative into the wider community by organising paired reading and language classes for our local Primary School students. 

At SJSS, faith development is central to our mission, aligned with CEIST's commitment to holistic education within a Catholic ethos. Faith education supports students' spiritual, academic, and personal growth, helping them explore and deepen their spirituality. At SJSS we follow the Liturgical Calendar and faith is integrated into all of our school celebrations, the curriculum and school culture. A welcoming environment celebrates diversity, encourages intercultural understanding, and fosters inclusivity. Personal responsibility is taught through citizenship education, while spiritual growth is nurtured through prayer spaces and retreats. This approach builds a sense of belonging and prepares students to contribute positively to society.

In our commitment to delivering a modern, flexible, and engaging educational experience, we proudly incorporate digital technology into our teaching environment through a blended learning approach. This approach combines traditional classroom instruction with digital tools, enabling personalized and dynamic learning experiences tailored to individual student needs.

With tools like iPads, Google Workspace for Education, and Schoology, our students gain access to a wealth of resources, including online content, interactive activities, and digital libraries. This integration fosters greater engagement and motivation, as students explore multimedia content, and collaborative projects that transform learning into an active and enjoyable experience. Our digital platforms facilitate seamless communication and collaboration among students, teachers, and parents, strengthening the sense of community and support.

We prioritize the development of essential digital literacy skills, equipping students to research effectively, evaluate information critically, and communicate in a digital landscape. These skills are vital for future success in an increasingly digital world. Moreover, our tools like Google Workspace and Schoology streamline organization, allowing students to track assignments, manage deadlines, and access their work from any device, promoting both academic independence and responsibility.

Integrating digital technology also supports personalized learning, with teachers able to differentiate instruction and provide individualized feedback, allowing students to progress at their own pace. By fostering collaboration, creativity, and critical thinking, our blended learning approach not only prepares students for academic success but also equips them with the skills essential for thriving in the 21st-century workplace.

St. Joseph's Secondary School is committed to being a leader in STEM education at a national level through innovative cross collaboration in our Coding, Science, Computer Science, and Mathematics Departments. Our students make connections from the theoretical science they learn in the classroom to their everyday lives and, with the assistance of our expert teachers, conduct topical and ground-breaking research projects. 

Our teachers promote participation in a variety of STEM-based competitions and incorporate inquiry-based learning (IBL) methodologies into everyday teaching practice to enhance the intrinsic motivation in students to study science, technology and mathematics.

Studying coding offers numerous benefits to students of all ages. It enhances problem-solving and critical thinking skills by breaking down complex problems into logical, manageable steps. It promotes creativity and innovation, encouraging learners to think outside the box and develop unique solutions. Coding also fosters computational thinking, enabling individuals to understand and analyze data effectively. 

Studying Coding also enhances collaboration and communication skills through team-based coding projects. Studying coding equips our students with valuable skills necessary to empower them to actively participate in shaping the future of technology. The Astro Pi project is a collaboration between the European Space Agency (ESA) and Raspberry Pi Foundation. 

It involves sending specially equipped Raspberry Pi computers, called Astro Pis, to the International Space Station (ISS). These computers are loaded with various sensors, including environmental sensors, cameras, and a Sense HAT, enabling astronauts to conduct experiments and collect data in the microgravity environment of space. The project also provides an opportunity for students to write and send Python code to the Astro Pis, allowing them to run their own experiments remotely. This initiative aims to engage and inspire young minds in science, coding, and space exploration.   

At St. Joseph’s Secondary School, our sports programme is designed to meet the diverse interests and needs of our students through two key categories: Competitive Sports and Recreational Activities. 

Our Competitive Sports programme focuses on skill development, teamwork, and fostering school pride. Students have access to top-tier coaching and opportunities to compete at local, regional, and national levels. Sports offered include Gaelic football, hurling, and camogie, delivered in partnership with St. Maur’s GFC; soccer, in collaboration with Rush Athletic FC; cricket, in partnership with Rush Cricket Club; and golf, in conjunction with Rush Golf Club. These activities provide students with a chance to excel while promoting values like discipline and teamwork. Each team benefits from two dedicated coaches, mandatory weekly training sessions, and additional practice during competitive seasons. 

Our Recreational Activities are designed to promote fitness, fun, and wellbeing in a non-competitive environment. The programme caters to varied interests and skill levels, encouraging students to stay active while enjoying themselves. Proposed activities include table tennis, badminton, volleyball, yoga, boxercise, tennis, walking and running clubs, and dance. These sessions are held regularly using school and local facilities to foster inclusivity and community engagement. Additionally, our strong partnerships with local sports clubs enhance training opportunities and provide access to high-quality facilities, ensuring every student benefits from a well-rounded and engaging sports experience.

At St. Joseph’s, we celebrate the achievements of students who excel in sports and extracurricular activities through our Leaders in the Community initiative. This program recognizes and honors their accomplishments by displaying their photos and achievements on our Leaders in the Community Wall, fostering a sense of pride and motivation. The initiative emphasizes leadership, empowering students to embrace their roles as school representatives and inspiring their peers. By showcasing their successes, these students become role models, encouraging others to strive for excellence both on and off the field. Additionally, we proudly celebrate our past students who have competed at the highest levels in GAA, soccer, cricket, and rugby by displaying their jerseys. These alumni serve as a powerful source of inspiration, demonstrating the heights that dedication and commitment can achieve.

SJSS has two small SET teams. A Junior Team and a Senior Team. These teams meet for one hour each week to discuss how they can best support the students with Additional Needs in our school. This team liaises with the Student support team weekly and as needed. We adhere to the Guidelines provided by the Department of education’s publication Guidelines for Post-Primary Schools Supporting Students with Special Educational Needs in Mainstream Schools.

A three-step process to support students with special educational needs:

● How can we identify needs?

● How can we meet needs?

● How can we monitor and report on progress?

Identify needs

We identify the needs of our students by liaising with parents/primary schools and any outside agencies or reports prior to entry. Students sit a number of standardised tests such as CAT prior to entry and we also request the Stens from the primary schools. These links are also made if a student is transferring from another secondary school. Once in school we carry outfurther testing to highlight students with any additional needs. Emerging needs are identified by comparing standardised scores with actual attainment scores. 

Teachers are requested at November and Summer assessments to identify students of concern. Teachers also refer students of concern throughout the year to the SST. Year Heads analyze the information from this document. AEN and the SST discuss the students of concern and AEN will do further testing to identify any emerging needs. Following this there will be interviews with parents and students.

Monitoring and Reviewing

The progress of students with Additional Educational Needs will be monitored through formal and informal assessment and observation and reports from subject teachers, Year Heads, parents/guardians and students. The SSF/IEP process will review if the targets set are still ongoing, have been reached or need to be adjusted. At the weekly AEN team meeting (senior and junior) the needs, progress and areas for development of individual students are discussed. Solutions focused strategies are reviewed for effectiveness and readjusted where necessary. Reviews take place around the students who have been given intensive (6 week) interventions. Standardized retesting takes place to monitor any improvements and establish areas that still require support.

The SST meetings are used to monitor the progress of AEN students. Students are added to the target lists when necessary and when students are reviewed and it is established that they no longer need support they are removed from the SST list. A central monitoring document is devised by year heads at Christmas and Summer. It is filled in by class teachers to record all students who do not experience success in their subjects. These names are brought to the SST to devise solution focused plans to support these students. Parents are consulted regularly. Their opinions are required when developing targets and strategies. Their voice is vital in the process of providing for students with an AEN. Communication is made through parent/teacher meetings, organised meetings, IEP meetings, phone calls, emails, the journal and school reports.