Whole School Guidance Planning

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Philosophy and Mission Statement

This Guidance Plan has been developed in the light of the overall Mission Statement of the school.

Inspired by the vision of Edmund Rice, the North Monastery Co-educational Secondary School, in its proud tradition, is committed in partnership with parents, to enabling all members of the school community to achieve their full potential in a caring environment where mutual respect, good order, discipline and positive self-esteem are the values which guide us in our teaching and learning community.

Our objectives are:

  • To pursue excellence in all areas of school life, academic, creative and practical.
  • To nurture a friendly and caring environment which allows each student to develop their own natural talents and gifts
  • To recognise our responsibility towards the wider community and develop a spirit of service
  • To offer opportunities for the spiritual development of each member of the school community.

The Guidance Department will endeavour to provide a service that will facilitate the above development of the students. This policy aims to provide clarity of purpose between and among all stakeholders in keeping with the school’s mission and in compliance with current legislation.

What is Whole School Guidance?

In this plan, the term guidance will be used to refer to all guidance and counselling activities and student support services in the school. Guidance in schools refers to ‘a range of learning experiences provided in a developmental sequence, designed to assist students to make choices about their lives and to make transitions consequent on these choices’ (NCGE:2004). These choices can be categorised into three separate but interlinked areas:

  • Personal and Social: covers emotional and psychological areas.
  • Educational: concerns the academic development of the students
  • Vocational/Career: concerns career and options after school

Aims of the School Guidance Plan


The Education Act (1998), states that post primary schools are required to undertake and develop a school plan (section 21). Section 9 (c) It requires schools to “ensure that students have access to appropriate guidance to assist them in their educational and career choices,” (Section 9 (c)). As a result, guidance is a core element of the school’s overall programme and should be available to students as required throughout their time in school. The process of school guidance planning seeks to establish the career educational needs of pupils and the services in the school that are currently meeting their needs.

The Guidance plan postulates a very inclusive guidance structure that strives to include the needs of students with learning and physical disability, those from disadvantaged backgrounds, international students and those who may be marginalised for one reason or another (sexual orientation, learning difficulties, minority groups). This inclusive approach has been underpinned by subsequent legislation to include education as a core focus in combating inequality and to enable students get the best possible benefit from their education experience.


  • Equal Status Act (2000) prohibits discrimination on grounds of gender, family status, marital status, sexual orientation, religion, age, race, disability or membership of the Travelling Community. This promotes an open admissions policy in the school and access of all students to appropriate guidance.
  • Education for Persons with Special Needs Act (2004) derives from the Education Act 1998 section 32(9) which defines educational disadvantage as “impediments to education which prevent appropriate benefit from education in schools”. It is seen that the guidance department is a core member of a special education needs support team collaborating with resource teachers and mainstream teachers (DES, 2005). This is very relevant for the school as it integrates students with Autism in to the school broad school curriculum activities from 2010.
  • The Education Welfare Act (2000) which sets down guidelines about codes of behaviour, school attendance, language support for international students, increased access to Third level education for students from disadvantaged backgrounds. This is aimed to improve engagement of students in the education process and so develop their potential. The Guidance Department plays a key role in this along with the other guidance partners. In this school this process is further enhanced by being within the DEIS framework which has extra resources available to the school to tackle the needs of disadvantaged students. Collaboration with the DEIS team and HSCL is an important aspect of guidance integration. The school also has links with UCC and MTU and also with participating colleges through the HEAR and DARE access programmes.

Our rationale in relation to Guidance is primarily underpinned by North Monastery Coeducational Secondary School thinking on education. This has a significant bearing on our approach to Personal, Vocational and Educational Guidance in North Monastery Coeducational Secondary School. The Guidance Department commits to:

  • Providing access to guidance in vocational and educational choices
  • Providing a counselling service which will allow students to deal with any issues with which they need help
  • Encouraging students and building confidence in making good choices
  • Developing resilience in a collaborative safe environment
  • Liaising with staff, parents and outside agencies in the best interests of the students.

The guidance programme of North Monastery Coeducational Secondary School will help student develop self-awareness, resilience, career management skills and a self-directed approach to life long education.

  • To fulfil its obligation in relation to The Education Act (1998) which states that ‘a school shall use its available resources to …ensure that students have access to appropriate guidance to assist them in their education and career choices and to promote the moral, spiritual, social and personal development of students’.
  • To develop further the concept of Whole School Guidance which will involve the appropriate members of the school community in the provision of a guidance service
  • To assist in evaluating the School Guidance Programme and the quality of student supports.
  • School guidance planning also seeks to identify the guidance needs that are not currently being met and continues to monitor and review provision ensuring the guidance resources of the school are being targeted to provide access to appropriate guidance for all.
  • The Guidance Plan ensures that guidance is embedded in the whole school plan and in the minds of all staff as a whole-school endeavour.

The role of the Guidance Counsellor

North Monastery Coeducational Secondary School has two qualified Guidance Counsellors in the Guidance Department:

Ms K Cronin and Ms E O’Regan

Guidance in the school setting is seen as a service and this implies that the focus recognises relationship as the central focus (Martin Buber). The Guidance Counsellor deals with people in relationship, not focusing merely on a subject or a set of skills. The Guidance Counsellor participates in and manages the guidance service under three areas of activity (IGC, Role Document):

  • Personal/Social Guidance and Counselling
  • Educational Guidance and Counselling
  • Career Guidance and Counselling

The three areas of the guidance programme outlined above are supported by the Guidance Counsellors’ professional skills and training and collaboration with the guidance partners and are met through involvement in the following guidance functions:

Counselling: The Guidance Counsellor has particular skills in this area which could support students with a wide range of issues e.g. behavioural problems, stress, conflict resolution. In this the Guidance Counsellor helps the student explore alternatives and develop strategies for change or consider referral if appropriate. In a person-centred, caring environment students are empowered to self–actualise. Counselling can occur on an individual or group basis.

Whole school staff training has been given to all staff from Belong2, empowering teachers with the knowledge, skills and confidence needed to raise their awareness of equality issues and LGBT+ students and to address homophobic harassment and bullying. Guidance Counsellors have in addition to this, attended specific training and understanding in the area of sexual identity and can identify the supports our school will make available to a young person who ‘comes out’ or begins to question their sexual identity.

Developmental Programmes: These programmes are designed to help students develop their social and personal skills and are met throughout the guidance programme SPHE, RSE, RE and CSPE syllabi and through development workshops organised by the guidance counsellor, programme co-ordinators (LCA, LCVP, TY) e.g. decision making skills, drugs awareness, academic achievement awards, motivation and study skills workshops, mentoring groups.

Consultation Services: The Guidance Counsellor consults with significant adults e.g. teachers, parents, principal, year heads and tutors. This is achieved through presentations to parents, presentations to staff at staff meetings, being available at parent-teacher meetings. This is done to enable these significant adults in young people’s lives to be more effective supports for them. This focus is highlighted by our inclusion in the DEIS programme and HSCL which seeks to develop interaction with parents and students who may be marginalised.

Information is key to decision making and in particular for career guidance and making informed lifestyle choices. Information can be provided by subject teachers on their own specialisms but also by outside bodies or individuals (guest speakers on all kinds of topics– careers or social and personal) or through the guidance service by having a careers lobby/notice board. It is also important to empower the student to find and disseminate their own information. Use of CACG e.g. Careersportal and Qualifax is useful in this. The Guidance Counsellor also regularly makes presentations to parents and other guidance partners on a range of guidance topics.

Preparation for Working Life: Students need some experience and preparation for the world of work and how to manage this transition. During work experience the student learns valuable skills for work and gains insight for their own career preferences. The Guidance Counsellor liaises with the LCVP and LCA co-ordinators and this function is met through dedicated work preparation modules in LCVP and LCA. This experience informs students on career choices post leaving certificate.

Referral Services: Students will on occasion be referred to the guidance counsellor for support or intervention.

  • The Guidance Department operates an Open Door Policy where students are encouraged to make appointments with the Guidance Counsellor about any issues that may concern them
  • Students may be referred by a Teacher, Year Head, Principal or Deputy Principal or may self-refer.
  • When speaking with parents about concerns, the Guidance Counsellor encourages the parent to help the student to initiate an appointment
  • Appointments may also be requested by parents/guardians and these are facilitated as soon as possible
  • An appointment slip is given to the student, showing the date and time of the appointment
  • Students are informed of confidentiality and the limits of confidentiality
  • Records are kept in a locked filing cabinet
  • The Guidance Counsellor operates under the Code of Ethics of the Institute of Guidance Counsellors
  • The Guidance Counsellor attends five supervision sessions provided by the DES
  • The Guidance Counsellor informs the Designated Liaison Person or in their absence the Deputy Liaison Person of any concerns in relation to Child Protection issues.

Assessment Services: Assessment tests for incoming students are used. Tests are administered to ascertain student’s aptitudes and to identify areas where resource intervention is needed. In North Monastery Coeducational Secondary School these standardized tests are administered and interpreted by teachers who have obtained Level A in Occupational Testing. In senior cycle interest inventories can help crystalize career options. This information is shared with the student and parents and can increase self-awareness. The standardised tests and the subsequent results are confidential, within the legal requirement of the Freedom of Information Acts.

Our school recognises the importance of psychometric testing and how it can help students and their parents make informed choices about their education. We are careful that there is always a clear intention in relation to testing and that testing is administered by a qualified person under testing conditions. We are very careful to ensure confidentiality of results, while sharing results with staff and parents for the best interest of the students. All test materials are stored in a locked cupboard. Some of the reasons for the use of Psychometric tests are:

  • To establish baseline data in relation to a student’s aptitude
  • To identify students who may benefit from additional support or Reasonable Accommodation in State exams
  • To inform consultations with the NEPS psychologist where necessary
  • To assist in the identification of students who may need to be referred to an outside professional or agency for further assessment
  • To assist in future planning and development of SSE and school DEIS Plan

CAT4 Level E is used for assessing incoming students. The results are examined well before the students enter in September in order to best plan for their educational needs.

CAT4 Level G is administered in the second term to senior cycle students post Junior Cycle. The results and an explanation are given to students in person and to parents at their request. The CAT4 is explained at a talk for parents in relation to its usefulness in choosing subjects for Leaving Certificate. Students are invited to discuss their profile individually with the Guidance Counsellor.

Administration: The Guidance Counsellor also has administrative duties associated with running the Guidance Office.

Target Groups

The School Guidance service is open and accessible to all students. It begins with students before they arrive at North Monastery Coeducational Secondary School and remains a source of support for students when they leave. However, the Guidance Department recognises that there are students who need to have priority access to the service. These include, but are not limited to, students who;

  • Are undergoing a personal difficulty
  • Are affected by bereavement, separation, divorce or another loss
  • Are underachieving academically
  • Have issues to do with behaviour
  • Are new to the school
  • Have been bullied
  • Have issues with school attendance.

The School Guidance Service is available to all year groups. First, Second and Third years have one timetabled Health and Wellbeing class per week. Transition Years have one timetable class per week with access to the computer room. Fifth Years have one class of Guidance and Sixth Years have one timetabled class of Guidance per week. All students are welcome to meet with a Guidance Counsellor on an individual basis.


Guidance Curriculum

Objectives (Junior Cycle)

It is the intention that the Junior Guidance Programme will ease the transition from primary to secondary school as per our school DEIS plan. We aim to ensure that personal or learning difficulties are detected as early as possible. We recognise the importance of students making friends and bonding with their class group and year group.

Guidance related learning occurs in Junior Cycle where students are made aware of the implications of subject choice on future educational and career options. This is in line with our DEIS plan in relation to attendance, progression and retention SMART targets.

Through the Guidance and Health and Wellbeing programmes students will begin the process of developing self-awareness and acquiring decision making skills

Students will be encouraged to establish good study habits and time management strategies

Activities (Junior Cycle)

  • Incoming students will be assessed on verbal, non-verbal, numerical and spatial aptitudes
  • First year students will be introduced to the different elements of the Guidance service and the availability and role of the Guidance Counsellor will be explained to them
  • All first year students will have the opportunity to meet with the Guidance Counsellor to establish contact
  • Junior Cycle students will have the opportunity of participating in several extracurricular activities such as UCC Chemistry Camp, Xperience Camp, Study skills workshops, Homework Clubs
  • Students will have a weekly timetabled class for Health and Wellbeing
  • All students in Junior Cycle will participate in Guidance Related Learning module


Objectives (Senior Cycle)

It is endeavoured that all senior students have frequent access to the Guidance Counsellor. The purpose of these meetings is to answer students’ educational and vocational needs and assist them in making well informed choices about their lives. Students will be enabled to make informed decisions concerning further education and the world of work. These decisions will be based on an exploration of their own personality, aptitudes, interests and values. Through Guidance classes, individual meetings and access to Guidance events, they will have the opportunity to explore the many options available to them after the Leaving Certificate. Students in Third Year and Transition Year will be informed of the implications of subject choice on future educational and career options. This is one of the actions in place to target the retention of students and assist in progression as per our school DEIS plan (Appendix 2 ) Through the Work experience and Social Care elements of the Transition Year Programme and Leaving Certificate Applied Programme, students will experience the world of work and will have an opportunity to give to their local Community


Activities (Senior Cycle)

  • Students will have a single class for a guidance module in Transition Year and one class per week for a guidance module in fifth year and sixth year
  • The Guidance Counsellor will be available to meet individually with senior students to discuss education, career and personal matters
  • Students will be given the opportunity to do the CAT4 aptitude test and to receive feedback
  • Students will have the opportunity to do interest inventories, personality/temperament questionnaires and to explore the results with the Guidance Counsellor
  • Students will be briefed on the application process for entry to further education and higher education in Ireland and the UK and assisted in their application
  • Students will be informed of and assisted with the DARE and HEAR schemes
  • Students will be informed about CAO and SUSI grant applications
  • Students will be educated in job-seeking skills such as CV preparation, letter writing and interview techniques
  • Students in fifth year and sixth year will have the opportunity to take part in mock interviews in collaboration with various linked companies and Past Pupils Union
  • Students will be invited to listen to speakers from 3rd level colleges, Colleges of Further Education, the world of business and voluntary and community enterprises
  • Students will be informed of career and subject specific events and workshops and where feasible be brought as a group
  • Students will be informed of various different scholarship and bursary opportunities


Whole School Guidance Curriculum

All Years

  • Meetings with Year Head, Principal and Deputy Principal, subject teachers and Learning Support teachers regarding the counselling and guidance needs of individual students.
  • Individual counselling and guidance available to students experiencing personal difficulties or difficulties with study
  • Information dissemination to students, parents and teachers
  • Referrals to and from the Guidance Counsellors
  • Assessment
  • Maintenance of Social Media (Twitter and/or Facebook), school website and Notice Board
  • Visits to career exhibitions and Open Days
  • Organisation of guest speakers
  • Meetings with parents at parent teacher meetings and by appointment


Incoming First Years and First Years

  • Administration of entrance assessment with SEN co-ordinator
  • Meeting with 6th class teachers regarding students with particular needs
  • Meetings with Year Head and Learning Support teachers in relation to resource needs of individual students
  • Induction and Transfer Programme-Friends for Life
  • Explain the role of the Guidance Counsellor
  • Discuss the subject choice system in North Monastery Coeducational Secondary School and the factors to take into account when choosing option subjects for Junior Cycle
  • Liaise with Year Head and teachers in relation to the transition from primary school to secondary school.
  • Health and Wellbeing programme; making friends, bullying, time management, study skills
  • Guidance Related Learning Module
  • Meeting students individually in need of one-to-one personal, vocational or educational guidance and where necessary arrange referral to outside agencies
  • Participation in the school Buddy Programme

Second Year

  • Liaise with Principal, Deputy Principal, Year Heads, Subject Teachers and Learning Support teachers
  • Individual counselling if required
  • Meet parents by appointment
  • Referral to outside agency if necessary
  • Liaison with outside agency e.g. CAMHS if appropriate
  • Health and Wellbeing programme: study skills, goal setting, motivation, friendships, bullying
  • Guidance Related Learning module

Third Year

  • Liaise with Principal, Deputy Principal, Year Heads, Subject Teachers and Learning Support teachers
  • Individual counselling if required
  • Meet parents by appointment
  • Referral to outside agency if necessary
  • Liaison with outside agency e.g. CAMHS if appropriate
  • Health and Wellbeing programme: effective study, healthy life-style, body-image, decision making, stress and anxiety, preparation for exams
  • Guidance Related Learning module
  • Promote participation in evening supervised study for third year students
  • Senior Cycle Options – presentation to parents and students by Guidance Counsellor and to students by subject teachers and individual appointments with Guidance Counsellor

Transition Year

  • Liaise with Principal, Deputy Principal, Year Heads, Subject Teachers and Learning Support teachers
  • Individual counselling if required
  • Meet parents by appointment
  • Referral to outside agency if necessary
  • Liaison with outside agency e.g. CAMHS if appropriate
  • Timetabled Guidance module
  • Subject Choice – presentation to parents and students by Guidance Counsellor and to students by subject teachers and individual appointments with Guidance Counsellor
  • Administration of CAT4
  • Return of CAT4 results and meetings with students and parents where appropriate
  • Work Experience
  • Alert students to college outreach programmes such as UCC Plus, MTU Access

Fifth Year

  • Liaise with Principal, Deputy Principal, Year Heads, Subject Teachers and Learning Support teachers
  • Individual counselling if required
  • Meet parents by appointment
  • Referral to outside agency if necessary
  • Liaison with outside agency e.g. CAMHS if appropriate
  • Study Skills Workshop
  • Timetabled Guidance module
  • Leaving Certificate Applied Programme
  • Speakers from colleges of Higher and Further Education
  • Participation in the school Buddy Programme


Sixth Year

  • Liaise with Principal, Deputy Principal, Year Heads, Subject Teachers and Learning Support teachers
  • Individual counselling if required
  • Referral to outside agency if necessary
  • Liaison with outside agency e.g. CAMHS if appropriate
  • Timetabled Guidance
  • class each week
  • Promote participation in evening supervised study for sixth years
  • Individual meetings with students in relation to options after the Leaving Certificate
  • Meetings with parents at parent teacher meets and individually where appropriate
  • Meetings with students, parents and teachers in relation to DARE and HEAR application

Past Pupils

Follow up with students on post Leaving Certificate choices

Past pupil mentoring session during College Awareness Week (November)

Whole School Guidance

Participants and Roles

The Guidance Counsellor, as the trained professional has primary responsibility for Career Guidance but other members of staff play a significant part in delivering: educational guidance and personal social guidance as outlined in ‘Well-Being in Post-Primary Schools: Guidelines for Mental Health Promotion and Suicide Prevention 2013’ and “Junior Cycle Wellbeing Guidelines 2017”. In North Monastery Coeducational Secondary School, the deliverance of the guidance programme is dependent on the strong personal and professional links with school management, staff, parents and students. It is a whole school activity and cannot be delivered by one department. The main participants and their general roles are as follows

  • The Principal oversees the Whole School Programme of which guidance and counselling is an important component. The Principal works with the Board of Management in relation to student welfare. The Board of Management and school management team have a responsibility to ensure that the provision and practice of guidance in the school is of the highest possible standards. This includes managing the process of guidance planning and provision in co-operation with the guidance school staff involved in guidance and other school partners such as parents.
  • The Deputy Principal is in daily contact with students and may refer a student who they think may benefit from an appointment.
  • The school sees guidance as a priority in the school and strives to provide for the guidance needs of all pupils, in line with the document ‘Guidelines for Second-Level Schools on the Implications of Section 9(c) of the Education Act 1998, Relating to Students’ Access to Appropriate Guidance (DES,2005)
  • Year Heads support the Guidance Department by referrals and providing information regarding students. A Guidance Counsellor may attend weekly middle management meetings to ensure a collaborative holistic approach.
  • To assist in the development of the school the Guidance Counsellor attends DEIS meetings where input regarding plans for improvement in the areas of actions and SMART targets are discussed in relation to Attendance, Retention, Transition, Educational Progression, Partnership with others and Partnership with parents.
  • Subject teachers often have a key role in providing support to students and information and advice relating to their subject disciplines and related careers. Some teachers have additional formal responsibilities through management, pastoral care roles, co-ordination roles through participation in programmes such as SPHE. Individual teachers may be sought out by students on an informal basis for advice and information. All teachers may consult with the guidance counsellor on the needs of an individual student and/or refer the student to the guidance counsellor.
  • Special Needs Assistants(SNA)interact on a daily basis with students. They focus primarily on care needs and academic areas but also employ a pastoral approach to positively affect student welfare. They too will also make referrals when deemed necessary
  • Programme Coordinators have responsibilities around the areas of Work Experience, Subject Choice, Career Workshops
  • The Guidance Department works in collaboration with the SEN Department in connection with assessment and continued review of academic support throughout the student’s attendance.
  • The Guidance Department works very closely with the HSCL. The role of the HSCL is to provide a link and support between school, home and community. Parents have by far the most influence, directly or indirectly, on the choices made by young people. Parents have a major influence on the environment in which the young person lives including values, attitudes and lifestyle. Parents have an important part to play in helping to establish the needs and priorities of the school guidance programme and in supporting the programme. The local community through its agencies, organisations and institutions provides young people with resources for career exploration, information and other forms of assistance and support.

Others with whom the Guidance Counsellor works are:

  • Parents

A Guidance Counsellor is available, by telephone and/or by appointment to meet with parents. Parents are also kept up to date with what is going on through talks on the options open to students after school, subject choice, and correspondence in relation to Open Days and workshops that students may be interested in. Parents have by far the most influence, directly or indirectly, on the choices made by young people. Parents have a major influence on the environment in which the young person lives including values, attitudes and lifestyle. Parents have an important part to play in helping to establish the needs and priorities of the school guidance programme and in supporting the programme.

  • Student Council

Liaise with student council on relevant issues such as Amber Flag Team, Yellow Flag and Green Flag in order to promote positive mental health and wellbeing

  • Primary schools

The local feeder school is visited by the Guidance Department and staff members as early as possible in the first term. This can help us to get to know the needs of individual students better.

  • National Education Psychological Service (NEPS)

The Guidance Department meets at least twice a year with the NEPS psychologist. This is a useful forum where we can seek advice and guidance on individual students or issues in relation to RACE, DARE or psychological assessments.

  • Child and Adolescent Mental Health Service (CAMHS) and TUSLA

The Guidance Department attends case conferences and local support meetings to support students who are attending and availing of these services.

Review and Monitoring Procedures

Monitoring Procedures:

The Guidance Department meets with the Principal, Deputy Principal, Year Heads, and Learning Support Teachers on a daily basis. The Department attends staff meetings and parent teacher meetings individually with parents/guardians. The Department also attends DEIS meetings where plans for development and Guidance initiatives are discussed. Meetings are held with the NEPS psychologist at least twice a year with the Learning Support teachers.

Review Procedures:

Review is a very important part of the school guidance programme. A school needs to know the extent to which the learning objectives have been achieved and the factors that facilitated or hindered that achievement. It is also important to identify unplanned outcomes, unmet needs and possibly new/emerging target groups. This helps with forward planning so that the school’s guidance programme remains relevant to the needs of its target groups.

Some of the ways that this takes place are

Self-Appraisal Systems

The Guidance Department has a self-appraisal form, whereby a record can be kept of:

  • What part of the job has been most successful?
  • What aspects of work give the most satisfaction and dissatisfaction?
  • What prevents one from achieving what one had intended to?
  • What responsibilities in the job description is one not carrying out?
  • How well one has done in achieving targets
  • Are there aspects of one’s work that are not in the job description and should be?
  • Are there any changes in the school organisation which might be of assistance to the guidance counsellor?

Record Keeping

Record keeping is of paramount importance. Detailed records are kept of every personal interview with a student or parent. Detailed diary records are kept of all activities and appointments. These are reviewed periodically with a view to monitoring the guidance programme and ultimately making it efficient and accessible. All records are kept in line with GDPR regulations.

Student Questionnaire

First Year students are given a questionnaire about what they like, dislike, find difficult about Secondary School and what might be done differently

Transition Year students complete a Guidance Interview questionnaire as part of the Guidance Programme

Sixth Years give input on their specific needs for the year and make suggestions for the Guidance Programme

The policy will be reviewed annually

Views and experience of students, parents and teachers will be surveyed in relation to the aims and objectives of the Guidance Plan.

Continued Professional Development

Workshops training

The Guidance Department endeavours to attend regular training and information sessions to upskill and provide the best possible guidance service to all. Attendance at workshops can offer a balance between theory and practice while providing opportunities to gain, develop and renew skills thus developing effective learning and delivery methods.

Guidance Counselling Supervision

Supervision can be viewed as an integral part of continuing professional development. It provides a mechanism of support for guidance counsellors and can play a key role in ‘self-care’. Supervision may take place on a ‘one to one’ level or in a group context.

It is an ethical requirement of professional bodies, such as the Institute of Guidance Counsellors who strongly recommend supervision as an integral part of the professional practice of members.

The Department of Education and Skills recognises the role of supervision in ensuring good practice and thus requires guidance counsellors to attend either individual or group supervision for at least two hours five times a year.

Institute of Guidance Counsellors

  • Attendance at Branch meetings and IGC annual conference


  • School Resources
  • Board of Management and Principal
  • Deputy Principal
  • Guidance Counsellors
  • Year Heads
  • SPHE teachers
  • Subject teachers
  • Parents’ Association
  • Student Council
  • Amber Flag, Green Flag and Yellow Flag Committees
  • Guidance Offices with secure filing cabinets, computer and internet facilities
  • Access to Computer Room
  • Ipads
  • Dedicated Guidance Notice Boards
  • Community Resources
  • Work Placements
  • Community Care Placements
  • Visiting Speakers
  • Local Primary and Secondary Schools
  • Colleges of Further Education
  • Colleges of Higher Education
  • Engineers Ireland STEM outreach programmes
  • National Centre for Guidance in Education
  • Institute of Guidance Counsellors

Action Plan 2022-2023

  • Website: Updating Guidance section of website

Linked Policies

  • The Whole School Guidance Plan is linked to the following policies:
  • Acceptable Use Policy – ICT
  • Admissions Policy
  • Anti-Bullying Policy
  • Attendance Policy and Strategies
  • Code of Behaviour
  • Counselling and Referral Policy
  • Critical Incident Policy
  • Data Protection Policy/GDPR
  • DEIS Plan
  • Special Education Needs Policy
  • SPHE and Wellbeing Policy
  • RSE Policy