Circular 64/2024 - New SET circular and guidelines

The long awaiting SET circular and guidelines were released last week, on the 10th December. There are a lot of documents and resources coming with it so I'll try to summarise the key points of each. The links to all the documents are at the bottom of this post. They include the circular, the updated guidelines for schools, indicators of effective practice, sample plans as well as SET information for both pupils and parents.

Many have said the guidelines are broadly similar, and they are, but there are some key areas tightened up in the new guidance and some new requirements on schools. The information for pupils and parents has been a long-standing gap from the Department so those documents and videos are very welcome.

Overall I think it was a much needed publication. A few issues for me but generally a good update.

I'll start with what schools need to do from all documents and then move on to summarise the individual documents.

What do schools need to do?

Mandatory

• Principal - Annual report to BOM on use of SET resources. Optional template in Appendix A of the circular (link to standalone Appendix A).
• SET Provision Plan - Template in Appendix 1 of the guidelines doc.
• Schedule of Deployment of Special Education Teachers - Template in Appendix 2 of the guidelines document. No editable versions of the templates yet.

Good Practice

• Use guidelines to review current provision using the Indicators of effective practice document. This is a strong document, will be very helpful for review.
• Use questions from Appendix 5 of the guidelines to reflect on parental involvement
• Plan to share the resources (video/leaflet or both) with pupils in Term 2
• Plan to share the resources (video/leaflet or both) with parents in Term 2

⭐Summary Circular 64/2024 ⭐

Key Points

• Incorrect deployment - This is the main reason for these new documents. They are serious about tackling misuse of resources. Describes incorrect deployment as "systematic and consistent deployment of special education teachers in roles not directly supporting those children with identified learning needs outlined in student support files". Gives examples. Links to the Dept process if they receive a report of resources being used incorrectly. New requirement for Principal to report to the BOM annually of use of SET resources. Optional template provided in Appendix A of the circular. It essentially says 'I promise we're using SET right'. It's like the pledge, but for Principals. Make what you will of that.
• Collaboration/Planning time - The circular still doesn't put a time on this but is more explicit that it should be planned for and recorded.
• Student Voice - The circular is explicit about the child's right to be part of the process and that schools have to give them that opportunity in an age appropriate way. This is a big positive of the documents and the resources for pupils alongside it.  

⭐Summary of changes to SET Guidelines⭐

Key Points

•  New - Guidelines are based around 8 Key Principles - They're all lovely in theory but waiting to see if the reality matches. For example, talking about evidence based approaches while still lumping money into training Reading Recovery makes it hard to take it seriously.   
  
  
  • Inclusive Education System
  • Inclusive School Culture

  • Collaboration

  • Wellbeing

  • Engagement and Participation

  • Child-Centered and Needs-Based

  • Evidence-Informed Practice and Outcomes

  • Governance and Accountability

• Much clearer emphasis on governance and accountability. Explicit around the Principal's responsibility in ensuring the children with the greatest level of need get the greatest level of support.
• Specifies, for the first time, that the responsibility to lead planning for school support and school support plus lies with the SET and for classroom support plans lies with the class teacher.
• Clearer explanation and visuals for the problem solving model for SET. What is the concern, why is it happening, how can we help, did it work?
• Clearer focus on target setting
• Focus on transitions as a key priority for the first time. Very welcome and some good guidance.
• Appendix 1: Provision plan template. Similar to last one, slightly different layout
• Appendix 2: Schedule of Deployment of Special Education Teachers. This is a new requirement.
• Appendix 3: Links to resources and supports
• Appendix 4: Information for Gaelscoils
• Appendix 5: Suggested Questions to reflect on parental involvement

⭐Summary of docs for pupils and parents⭐

These are generally good, and were absolutely needed. Have a look at them. I do take significant issue with this line from the parent doc though "This means that each school is provided with the resources necessary to enrol children and young people with special education teaching needs into mainstream classes in line with the school's admission policy"

It suggests any issue with not having enough resources is easily resolved by applying for extra. Just like that. It is absolute nonsense at best, gaslighting at worse. Very few schools in the country have enough SET to meet all the need in their schools. This part sets up conflict between schools and parents, which is absolutely contradictory to the importance of that relationship outlined in other documents.

Links to all the documents

SET Circular 64/2024

New SET Guidelines

Indicators of Effective Practice - Primary

Examples of Support Files & Support Plans - This link says 'Will be published shortly'

SET Support guide for younger primary children

SET Support guide for older primary

Video explaining SET support for primary

SET Support guide for parents

SET Support video for parents