About Us

School Provision:
Scoil Triest was built in 1998, catering for a maximum of 72 students who have a diagnosis of
autism and learning disability. The school is comprised of 12 classrooms with 6 students in each.
Each class has one teacher and at least two special needs assistants. Most classes have an
additional special needs assistant to cater for the particular needs of the children in that class. Art
and Craft Rooms are located in a separate building within walking distance of the school.

Enrolment:
Students enrolled in the school are required to present with a moderate or higher cognitive level
of ability. Pupils must have attained age 12 by September 1st of their initial school year. The
school leaving age is 18. Students who are 18 on or before 31st August are required to transfer to
post school services. The school is multi-denominational but also accepts students from families
who do not subscribe to any particular religious denomination. The school enrols students who
reside in the Health Service Executive, Southern Region. The vast majority of students live at
home with their families. The distance a student can reasonably cope with travelling to and from
school normally determines the limits of our catchment area.

Transport Provision: 
Free transport is provided for students by contractors recruited by Bus Eireann who in turn are
funded by the Department of Education and Science. All routes have the services of a bus escort.
Parents should check with school Principal regarding this service.

Parental involvement:
The school believes that school staff working in close partnership with the parents contributes
significantly to the student’s progress in school.
It is recognised that the parents have a very comprehensive understanding and knowledge of
their own child and because of this should be consulted during the development of any
educational or behaviour management plans for the student.

The parents should be kept informed by the school employees of all matters relating to their
child’s programme and progress and should also be consulted in relation to any school
development which impacts on their child’s education.

The following structures are in place to promote Parent / Teacher partnership.
 Information evenings
 Newsletter
 Weekly Home School Notebook
 Annual I.E.P. Meetings involving parents, teacher and available multi-disciplinary
members.
 Parent / Teacher meetings once yearly.
 Parent representations on committees / Boards e.g. Board of Management, Working
 Parties and sub committees of the Board of Management.
 When a child is enrolled in the school parents are issued with the names and details of
parents serving on the various bodies.
 There is also an “open door” Policy in relation to parents visiting the school. However,
we advise that to avoid disappointment, prior arrangements be made where a parent
wishes to meet with school staff or support staff.
 The school also has an active and supportive Parents and Friends Association which both
fundraisers and advocates for improved services for the pupils.
 Parents may put items on the agenda of the Board of Management meetings through their
parent representatives or by writing directly to the school manager.

 School Uniform:
The school uniform is a navy fleece jacket with school crest and a blue polo shirt also with
school crest. Students have an option of wearing navy jeans or trousers. Tracksuits should be
worn on P.E. days. Uniforms can be ordered from ‘Little Rascals’, Carrigaline, Co. Cork. Tel:
4373961.

SCHOOL ORGANISATION:
Accommodation:
Classrooms:

There are twelve classroom bases in the school. Additional classrooms which are
used for Art & Craft are located within walking distance of the main school building. Two pre-
fabs are located adjacent to Junior Classes and these are used as a soft play area and fitness
room. An additional pre-fab situated to the rear of the main school building is used for one to one
teaching and lifeskills activities.
Other Accommodation consists of:
 Secretary’s office
 Principal’s Office
 Speech and Language Therapy Room / Office
 Sensory Room
 Sensory Integration Room
 2 Resource Room
 2 main stores
 Toilets and showering facilities
 Home Economics Room
 Staff Room
External facilities:
There is a large hard-court area at the rear of the school designed for physical recreation, bike /
scooter riding, games etc. This area also contains a large storage shed. An outdoor gardening
area is used for horticulture activities. There is also an extensive sensory garden in the school
yard. There are two playgrounds to the front of the school which are equipped with play
equipment and gym equipment which supports the sensory needs of the students.

G.P. Hall:
The General Purpose hall is situated in the centre of the school and is used for P.E., music,
assembly etc. We also use the Hall for conferences and seminars.
Staffing:
Breakdown of Staff including Multi-disciplinary support clinicians:
 12 Permanent Teachers including Administrative Principal
 1 Part-time Horticulture Teacher
 1 Part-time Craft Teacher
 1 Part-time Visual Arts Teacher
 1 Part-time P.E. Teacher
 1 Part-time Home Economics Teacher
 31 Special Needs Assistants
 1 Part-time Music Therapist
 2 Part-time School Secretaries
Multi-disciplinary team consisting of: Part time Speech and Language Therapist, Part-time
Psychologist, Part-time Occupational Therapist, Part-time Physiotherapist, Social Worker (on
referral).
All students are enrolled with the Speech and Language Therapist on entrance to Scoil Triest.
Referrals to other disciplines of psychology, occupational therapy, physiotherapy and social
work are made on a needs basis.

Class groups:
There are usually 6 students in each base class, however, occasionally we may have seven in one
class group balanced out with five in another. This allows for the fact that some students have
greater space requirements or higher support requirements than others.

Matching of students:
When organising class groups the Principal, in consultation with the staff, makes every effort to
ensure that the students are matched in such a way as to maximise their potential for learning.
Variables which are considered include, age, staffing levels, behaviour, peer friendships /
conflict, independence levels, curricular implications and many others.

Curriculum Content and Organisation:
The school offers a broad and balanced curriculum, taking account of the individual strengths
and needs of each child.  The N.C.C.A. Primary School Curriculum, Learning Disability
Guidelines and Junior Certificate Schools Programme and Junior Certificate Learning
Programmes all form the basis for the development of complete Individual Education
Programmes for each student.

Our aim is to promote and foster learning in the following areas:
1. Communication
2. Social Competence e.g. interaction, organisation, independence learning skills.
3. Behaviour
4. Cognitive Development – Perceptual / Academic development.
5. Personal Care
6. Personal Independence
7. Motor Skills
8. Moral and Religious Education
9. Creative expression.
10. Sensory regulation.