The Student Support Team (SST) at Scoil Pól

Behind our Year Head and Pastoral Care system sits a further layer of support: the Student Support Team, or SST. Where a student's needs call for more than one person or one strategy to work together, the SST is where that coordination happens — bringing the right people around the table, agreeing a plan, and following it through.

What the SST Does

The SST exists to:

  • Coordinate the supports already available in the school, so students get the right help at the right time
  • Promote prevention and early intervention, rather than waiting for a crisis
  • Use a structured, solution-focused approach to agree clear actions and review how well they're working
  • Spot patterns affecting a class, a year group or the whole school
  • Link appropriately with outside services and agencies, within clear professional boundaries

What the SST Is — and What It Isn't

It helps to be clear about where the SST fits, and where it doesn't:

The SST is:

  • A coordinated student-support structure
  • A forum for structured, solution-focused problem-solving
  • A way to spot emerging needs early
  • A way to plan, assign and review support
  • A link between school supports and outside services
  • A contributor to whole-school wellbeing planning

The SST is not:

  • A disciplinary committee
  • A counselling service in itself
  • A replacement for the Code of Behaviour
  • The body that investigates child protection concerns
  • The body that investigates reported bullying

Child protection concerns, and reported bullying under our Bí Cineálta Policy, are handled through their own dedicated procedures — not through the SST. Our Designated Liaison Person (DLP) is Ms. Mairéad Finucane, with Mr. Eoin Walsh as Deputy DLP, as set out in our Child Safeguarding Statement.

A Graduated Approach: The Continuum of Support

Not every student needs the same level of support, and needs can change over time. The SST works within a continuum, moving students up or down as required:

Level Main Purpose Examples
Support for All Whole-school, preventative support Pastoral care, transition and induction, SPHE/RSE,
Bí Cineálta education, attendance promotion, study-skills support, universal wellbeing initiatives
Support for Some Targeted early intervention for emerging or moderate needs Check-ins, mentoring, attendance plans, friendship support, short-term wellbeing interventions,
targeted classroom strategies
Support for a Few Intensive, individualised, coordinated support Student Support Plans, coordinated school supports, referral to outside agencies,
regular multi-agency review where appropriate

 

Support is kept time-limited and reviewed regularly — the aim is to respond flexibly to need, not to keep a student at a higher level of support for longer than necessary.

Who's on the Team

Role Team Member(s) Main Contribution
Principal Ms. Mairéad Finucane Overall leadership,oversight and decision-making
Deputy Principals Mr. Eoin Walsh, Mr. Ryan Kennelly Operational leadership and connection with school systems
SST Coordinator Ms. Siobhán O'Neill Agenda, referrals, records, actions and follow-up
SENCO Mr. Kevin O'Leary Learning needs, additional teaching supports and Student Support Plans
Guidance Counsellors Ms. Siobhán O'Neill, Ms. Sarah Condon Personal, social, educational and career guidance
Student Welfare Support Coordinator Ms. Caitríona O'Dea Home-school liaison and family engagement
Year Head Representatives Mr. David Lowe, Ms. Margaret Convey Pastoral context, attendance information and follow-up
Wellbeing Coordinator Ms. Caitríona O'Dea Whole-school wellbeing planning and preventative supports

 

Other relevant staff — for example from the Hub, LCA or SEN team — join as needed, depending on what a particular student or situation requires.

How a Concern Reaches the SST

The SST builds directly on the Year Head and Pastoral Care system described on our Year Heads & Pastoral Care page:

  1. A concern is identified — often first noticed by a Pastoral Care Teacher
  2. Initial support is offered at classroom or pastoral level
  3. The Year Head reviews the concern and next steps
  4. Where a coordinated response is needed, a referral is made to the SST
  5. The SST agrees actions, names who is responsible, and sets a review date
  6. The outcome is reviewed, and support is continued, adjusted, stepped up, stepped down or closed as appropriate

Every SST discussion ends with a clear, named action, a responsible person, and a review date — support is never left open-ended.

Working Alongside Our Other Supports

The SST doesn't replace any of the school's other structures — it coordinates and connects them:

  • Pastoral Care Teachers identify early concerns and provide frontline, day-to-day support
  • Year Heads filter referrals, add pastoral and attendance context, and support any agreed plan
  • Guidance provides personal, educational and career guidance expertise
  • The SEN team coordinates learning supports and Student Support Plans
  • Our Student Welfare Support Coordinator supports family engagement and home-school communication
  • Senior Management provides leadership, oversight and operational support

Separate, dedicated procedures continue to apply for child protection concerns, reported bullying (Bí Cineálta), and attendance escalation.

Getting in Touch

Most concerns start with a conversation — with a Pastoral Care Teacher, a Year Head, or any trusted member of staff. Parents and guardians who would like to raise something are always welcome to contact the school office, who will make sure it reaches the right person.

At Scoil Pól, support for our students is never left to one person working alone — it's a team effort, coordinated, followed through, and reviewed — Omnibus Omnia.