Parents of students with additional needs may contact the school to speak with or to make an appointment to meet with Michael Savage, Additional Needs Coordinator.
At Holy Family Community School, we use the term Additional Needs in line with updated Department of Education guidance. This replaces older terms such as Learning Support or SEN, while still recognising the important work of our SEN Department and Coordinator. The updated language reflects our commitment to respecting the dignity, individuality, and strengths of every young person.
Students with Additional Needs may include (but are not limited to):
- Students with learning differences who benefit from extra support in certain areas
- Students with physical, sensory, medical, or developmental needs
- Students who experience social, emotional, or behavioural challenges
- Students with exceptional strengths or talents who may need enrichment
- Students who benefit from short‑term, targeted academic supports
At HFCS, Additional Needs simply means a student may require a specific type of support at a particular time. We view every student as a capable learner with unique talents and potential.
- Aims of Our Additional Needs Provision
Our approach to Additional Needs is strengths‑based, student‑centred, and rooted in inclusion. HFCS aims to:
- Create a positive, inclusive school environment where all students feel valued, respected, and understood.
(Source: HFCS policy) - Support the development of literacy, numeracy, social skills, independence, and wellbeing, always building on students’ strengths and interests.
(Source: HFCS policy) - Help students reach success in ways that reflect their individual abilities and goals, including in state examinations where appropriate.
(Source: HFCS policy) - Ensure early identification, assessment and structured support for students who may experience learning, social, or emotional challenges at any stage of their school journey.
(Supported by regional Holy Family AEN policies)
Our goal is to ensure every student feels confident, supported, and empowered to achieve their personal best.
- Models of Support at HFCS
HFCS uses the national Continuum of Support, a framework that ensures students receive the right level of help at the right time. This model is strengths‑focused and flexible.
Support for All
Every student benefits from high‑quality, differentiated teaching that recognises different learning styles and builds on individual strengths.
Support for Some
Some students benefit from additional supports such as:
- Small‑group teaching
- Short‑term targeted interventions
- Programmes that build social skills, organisation, wellbeing, or confidence
Support for a Few
A smaller number of students may require more individualised and intensive support. This may include:
- Personalised learning plans
- Collaboration with outside professionals
Examples of Supports Provided
Depending on a student’s needs, support may include:
- Focused literacy or numeracy sessions
- In‑class support or team‑teaching
- Assistive technology to support independence
- Wellbeing or social skills programmes
- Special Needs Assistant (SNA) support where allocated
Our aim is to ensure students stay engaged, feel confident, and experience success, while remaining included in the school community.
RACE and DARE: Supporting Students in Exams and Access to Higher Education
RACE – Reasonable Accommodations at Certificate Examinations
The RACE scheme ensures that students with learning differences, disabilities, or other additional needs can access the Junior Cycle and Leaving Certificate examinations on an equal basis with their peers. The goal of RACE is not to give an advantage, but to remove barriers so that students can demonstrate their true knowledge and skills.
Types of supports available through RACE may include:
- A reader or reading technology (e.g., reading pen)
- A scribe or assistance with writing
- Use of a laptop or assistive technology
- Access to a separate, quieter exam centre
- Enlarged print or Braille exam papers
- A spelling and grammar waiver
These supports help students show what they know without being limited by challenges unrelated to subject knowledge.
How students apply:
- Applications are made through the school on behalf of the student.
- The State Examinations Commission (SEC) reviews all applications and decides the supports granted.
- Parents who feel their child may need RACE supports are encouraged to contact the school early in the year, as timelines are strict.
DARE – Disability Access Route to Education
The DARE scheme is a national college admissions route designed to support students whose disability has had a significant impact on their learning and educational experience. DARE helps eligible students access higher education by offering a number of reduced‑points places across participating colleges and universities.
DARE is intended for school‑leavers under 23 with:
- A specific learning difference (e.g., dyslexia)
- Autism
- ADHD
- Physical or sensory disabilities
- Ongoing medical conditions
- Mental health conditions
(Source: DCU DARE guidance)
How the DARE application process works:
- Students apply through the CAO by 1 February.
- They must then complete the Supplementary Information Form (SIF) and indicate they wish to be considered for DARE by 1 March.
- Evidence of disability and the Educational Impact Statement (completed with the school) must be submitted by 15 March.
(Source: NCI & CAO guidance)
If a student is deemed eligible:
- They compete for a reduced‑points place in their chosen course.
- They must still meet the minimum entry requirements and any course‑specific subject requirements.
DARE helps ensure that students’ talents, goals, and potential are not overshadowed by barriers they may have experienced during school.
At Holy Family Community School, we use the term Additional Needs in line with updated Department of Education guidance. This replaces older terms such as Learning Support or SEN, while still recognising the important work of our SEN Department and Coordinator. The updated language reflects our commitment to respecting the dignity, individuality, and strengths of every young person.
Students with Additional Needs may include (but are not limited to):
• Students with learning differences who benefit from extra support in certain areas
• Students with physical, sensory, medical, or developmental needs
• Students who experience social, emotional, or behavioural challenges
• Students with exceptional strengths or talents who may need enrichment
• Students who benefit from short term, targeted academic supports
At HFCS, Additional Needs simply means a student may require a specific type of support at a particular time. We view every student as a capable learner with unique talents and potential.
2. Aims of Our Additional Needs Provision
Our approach to Additional Needs is strengths based, student centred, and rooted in inclusion. HFCS aims to:
• Create a positive, inclusive school environment where all students feel valued, respected, and understood.
(Source: HFCS policy)
• Support the development of literacy, numeracy, social skills, independence, and wellbeing, always building on students’ strengths and interests.
(Source: HFCS policy)
• Help students reach success in ways that reflect their individual abilities and goals, including in state examinations where appropriate.
(Source: HFCS policy)
• Ensure early identification, assessment and structured support for students who may experience learning, social, or emotional challenges at any stage of their school journey.
(Supported by regional Holy Family AEN policies)
Our goal is to ensure every student feels confident, supported, and empowered to achieve their personal best.
3. Models of Support at HFCS
HFCS uses the national Continuum of Support, a framework that ensures students receive the right level of help at the right time. This model is strengths focused and flexible.
Support for All
Every student benefits from high quality, differentiated teaching that recognises different learning styles and builds on individual strengths.
Support for Some
Some students benefit from additional supports such as:
• Small group teaching
• Short term targeted interventions
• Programmes that build social skills, organisation, wellbeing, or confidence
Support for a Few
A smaller number of students may require more individualised and intensive support. This may include:
• Personalised learning plans
• Collaboration with outside professionals
Examples of Supports Provided
Depending on a student’s needs, support may include:
• Focused literacy or numeracy sessions
• In class support or team teaching
• Assistive technology to support independence
• Wellbeing or social skills programmes
• Special Needs Assistant (SNA) support where allocated
•
Our aim is to ensure students stay engaged, feel confident, and experience success, while remaining included in the school community.
RACE and DARE: Supporting Students in Exams and Access to Higher Education
RACE – Reasonable Accommodations at Certificate Examinations
The RACE scheme ensures that students with learning differences, disabilities, or other additional needs can access the Junior Cycle and Leaving Certificate examinations on an equal basis with their peers. The goal of RACE is not to give an advantage, but to remove barriers so that students can demonstrate their true knowledge and skills.
Types of supports available through RACE may include:
• A reader or reading technology (e.g., reading pen)
• A scribe or assistance with writing
• Use of a laptop or assistive technology
• Access to a separate, quieter exam centre
• Enlarged print or Braille exam papers
• A spelling and grammar waiver
These supports help students show what they know without being limited by challenges unrelated to subject knowledge.
How students apply:
• Applications are made through the school on behalf of the student.
• The State Examinations Commission (SEC) reviews all applications and decides the supports granted.
• Parents who feel their child may need RACE supports are encouraged to contact the school early in the year, as timelines are strict.
DARE – Disability Access Route to Education
The DARE scheme is a national college admissions route designed to support students whose disability has had a significant impact on their learning and educational experience. DARE helps eligible students access higher education by offering a number of reduced points places across participating colleges and universities.
DARE is intended for school leavers under 23 with:
• A specific learning difference (e.g., dyslexia)
• Autism
• ADHD
• Physical or sensory disabilities
• Ongoing medical conditions
• Mental health conditions
(Source: DCU DARE guidance)
How the DARE application process works:
• Students apply through the CAO by 1 February.
• They must then complete the Supplementary Information Form (SIF) and indicate they wish to be considered for DARE by 1 March.
• Evidence of disability and the Educational Impact Statement (completed with the school) must be submitted by 15 March.
(Source: NCI & CAO guidance)
If a student is deemed eligible:
• They compete for a reduced points place in their chosen course.
• They must still meet the minimum entry requirements and any course specific subject requirements.
DARE helps ensure that students’ talents, goals, and potential are not overshadowed by barriers they may have experienced during school.
Parents are invited to read our Policy on Provision for Students with Additional Needs which gives insight into our approach and how we organise to meet the needs of our students.