Code of Behaviour

Code of Behaviour

Introduction

 

In compliance with Section 23 of the Education (Welfare) Act 2000, the Board of Management of Monagea National School has prepared and made available a Code of Behaviour for its Pupils, Staff and Parents.

 

The Code of Behaviour details:

  1. The standards of behaviour that shall be observed by each pupil attending the school
  2. The whole school approach in promoting positive behaviour
  3. The measures that shall be taken when a pupil fails or refuses to observe those standards
  4. The procedures to be followed before a pupil may be suspended or expelled from the school concerned
  5. The grounds for removing a suspension imposed in relation to a pupil
  6. The school’s Anti-Bullying Policy
  7. The procedures to be followed in relation to a child’s absence from school.

 

The Code of Behaviour of Monagea NS has been developed in accordance with ‘Developing a Code of Behaviour: Guidelines for Schools’ National Educational Welfare Board 2008.

 

Mission Statement

Monagea National School is committed to helping each child reach his/her full potential.  Our aim is to promote the spiritual, academic, social, physical, creative and emotional development of all the pupils in our care.  We want to give the children a sense of self-worth and value of themselves.  Also we hope to lead the children into having a respect for all with whom they share the community.  Achievements of these aspirations by the school require the help and co-operation of pupils, parents and teachers.

 

Policy Formulation

In formulating this policy the Board of Management completed the following steps;

  1. Parents and staff were informed that an initial draft of the Code of Behaviour was available and they were invited to make submissions on the content of the code within a specified timeframe
  2. Class teachers were requested to discuss the topic of ‘rules’ with their classes and submit a list of pupils’ suggestions to the Principal
  • The initial draft of the Code of Behaviour was reviewed and where appropriate, amended in-line with the feedback received
  1. The finalised draft of the policy was submitted for the Patron’s Approval

 

Aims and Objectives of the Code

The aims and objectives of the code are:

  • To allow the school to function in an orderly way where children can make progress in all aspects of their development
  • To create an atmosphere of respect, tolerance and consideration for others
  • To promote positive behaviour and self-discipline, recognising the differences between children and the need to accommodate these differences
  • To ensure the safety and well being of all members of the school community
  • To assist school staff, parents and pupils in understanding the systems and procedures that form part of the Code of Behaviour and to seek their co-operation in the application of these procedures
  • To ensure that the system of rules, rewards and sanctions are implemented in a fair and consistent manner throughout the school.

 

Whole School Approach

The Board of Management recognises the importance of creating consistent values, policies, practices and relationships that support the Code of Behaviour.  Such an environment may only be formed by involving the entire school community and in this respect the Board acknowledges the importance of roles played by, the principal, teachers, ancillary staff and parents in the review and operation of the Code.

 

 

 

 

Standard of Behaviour

 

Pupils

 

General Behaviour

Each pupil is expected to:

  • Be well behaved and to show consideration for other children and adults
  • Show respect for the property of the school, other children and their belongings

 

School Rules

  • All children must be in attendance by 9.20a.m. On hearing the bell, all children are to proceed in an orderly fashion to where their classes line up.
  • It is school policy that children wear full uniforms (tie included) with wine/grey socks/tights from 1st September to end of October and from Easter to end of school year. Tracksuits may be worn from November to Easter. Tracksuits may only be worn with grey polo shirt or a grey polo neck.
  • No child may leave the school grounds without the permission of the teachers/parents/guardians.
  • Homework journal must be signed nightly by a parent/guardian when a parent/guardian is satisfied that the homework is complete.
  • Use toilets during the breaks and not after the bell. If a child is re-entering the school buildings from the yard he/she must get permission from the teacher on yard duty.
  • As part of the school’s healthy eating policy, each child should be given a substantial lunch every day e.g. sandwiches and fruit. Please do not give your child sweets, bars, taytos and unhealthy or fizzy drinks for lunch.  No glass bottles or chewing gum are allowed due to health and safety reasons.
  • Use of mobile phones and electronic equipment is prohibited in school. The school phone will be used in an emergency.

 

Classroom Behaviour

Each child is expected to:

  • Respect the teacher, other pupils and visitors to the classroom

 

  • Listen to the teacher and other pupils if they are speaking
  • Work to the best of his/her ability
  • Value school property and the belongings of others
  • Keep the school tidy
  • Follow the direction of his/her teacher
  • Obtain his/her teacher’s permission to leave the classroom

 

Playground/Playing Pitches: Behaviour

Each child is expected to:

  • Respect the yard supervisor and fellow pupils
  • No swearing/fighting or name calling
  • Follow the directions of the yard supervisor
  • Remain on school grounds at all times and not leave the grounds without permission of the principal or teacher on yard duty

 

Behaviour during School Outings/Activities

Each pupil is expected to:

  • Follow his/her teacher’s directions at all times
  • Remain with the teacher/supervisors and group of pupils at all times
  • Behave politely towards those they meet on such trips
  • Observe the rules of general good behaviour

 

Staff

It is the principal’s responsibility to ensure the school’s Code of Behaviour is administered in a manner that is consistent and fair to all pupils.  However each staff member has responsibility for the maintenance of discipline within common areas of the school.

 

Teaching staff are specifically responsible for the management of behaviour within their own class.

They will:

  • Discuss the Code of Behaviour with their class in an age appropriate manner at the beginning of the school year
  • Ensure the rules are displayed in the classroom
  • Encourage self-discipline and positive behaviour
  • Ensure there is an appropriate level of supervision at all times
  • Implement the reward/sanction scheme in a fair and consistent manner
  • Keep a written record of all incidents of continued, serious or gross misconduct. This record will indicate the advice and/or warnings given to the child on the misbehaviour and the consequences of its repetition
  • Inform pupils when instances of misbehaviour on their part are being recorded
  • Report repeated instances of serious misbehaviour to the Principal
  • Parents will be informed as soon as deemed necessary

 

Parents/Guardians

Parents/guardians play a crucial role in shaping attitudes in their children, which produce positive behaviour in school.  Parents/guardians can assist the school by encouraging their children to abide by the school rules, encouraging punctuality and regular attendance and by ensuring that homework is given due time and effort.

 

Should a parent/guardian be concerned about any aspect of their child’s behaviour they are welcome to make an appointment to discuss their concerns.  Parents are requested to send a note or to telephone the school to make an appointment.  N.B. It is never possible for a teacher to have a discussion with a parent at the classroom door, whilst supervising a class.

 

In cases of an identified pattern of misbehaviour parents will be invited to participate in the intervention process.

 

Promoting Positive Behaviour

As a general rule the school will endeavour to create an environment where positive behaviour is reinforced through praise and reward.  School staff will use encouraging language and gestures, both in class and around the school, so that positive behaviour is instantly recognised and positively rewarded.  Special attention will be paid to pupils who have previously been associated with poor behaviour so that not only good behaviour but also improvement behaviour is acknowledged.

 

A reward scheme for promoting positive behaviour will be used.  Such rewards will include:

  • A quiet word or gesture to show approval
  • A comment in a pupil’s exercise book
  • A word of praise in front of the class
  • Reduced homework/no homework
  • Treats
  • Behaviour buck

 

Inappropriate Behaviour

In order to establish a common understanding and consistent response, the Code of Behaviour classifies misbehaviours into three levels based on the degree of disruption caused by the misconduct.  The code also specifies the disciplinary actions and supportive interventions that will be employed.

 

Level One

 

Level 1: Behaviours

Level 1 behaviours include: (Please note the list is not exhaustive:)

  • Failure to obey school rules as outlined
  • Running in the classrooms
  • Failure to prepare for class as defined by individual teachers
  • Disrupting the work and play of others
  • Disrespectful language or manner
  • Ignoring staff requests
  • Use of profanity
  • Disrespectful language or behaviour towards others
  • Derogatory reference to another person’s race, gender, religion, physical condition, disability or ethnic origin
  • Behaviour which is dangerous to self or others e.g. shoving/pushing/hitting

 

Level 1: Disciplinary Actions

Consequences for level 1 behaviour are dependent upon the severity and frequency of specific behaviour.  Teachers will discipline students at level 1.  Some examples of level 1 responses are:

  • Verbal reprimand/reminders
  • Reinforcement of alternative positive behaviour
  • Temporary separation from peers in the classroom
  • Prescribing extra work/homework at weekend
  • Loss of privileges
  • Note in journal
  • Time out at breaktime

 

Level 1: Supportive Behaviours

Listed below are some examples of level 1 supportive actions:

  • Classroom-based interventions e.g. circle time/class discussions
  • Discussion of behaviour with child
  • Informal notes regarding incident/intervention/date. This information would be useful should a problem persist

 

Level Two

 

Level 2:Behaviours

Level 2 behaviours are those that seriously interfere with the orderly environment of the school and are potentially dangerous to the safety and well being of the students and staff.  Listed below are some examples of the type of behaviour that are included in Level 2.  Please note the list is not exhaustive

  • Repeated instances of Level 1 behaviour which have not been modified by intervention
  • Intentionally damaging school property or personal property
  • Stealing
  • Possession or use of dangerous toys or sporting equipment e.g. bow and arrow/knives. Misuse of sporting equipment e.g. hurleys

 

Level 2:Disciplinary Actions

The disciplining of students for Level 2 behaviour is dependent upon the severity and frequency of the specific behaviour and developmentally appropriate levels.  The disciplinary actions at Level 2 are administered by the Principal and include the formal notification of the parents, with written documentation.  Some examples of Level 2 responses are:

  • Time out at breaktime
  • Homework at week-end
  • Meeting with parents/guardians
  • Report to Board of Management
  • Suspension from school for 1-5 days depending on severity of the behaviour
  • Prevented from training/matches if relevant

 

 

 

Level 2: Supportive Interventions

  • Team conference to include classroom teacher, principal and parents
  • Request for assistance from external agencies such as National Psychological Services and Child and Adolescent Mental Health

 

 

Level Three

 

Level 3:Behaviours

Level 3 behaviours are considered the most serious violations.  These behaviours endanger the immediate health, safety and personal well being of the pupils and/or staff of the school.  They represent a direct threat to the orderly operation of the school environment.  Situations, which include illegal activity, may result in contact with the Garda Síochána after parental involvement.  Listed below are some examples of types of behaviour that are included in Level 3.  Please note the list is not exhaustive.

 

  • Repeated or serious instances of Level 1 and Level 2 behaviour which have not been modified by intervention
  • Setting Fires
  • Intentional possession or use of weapons
  • Violent fighting or intentionally causing physical harm to others
  • Discriminatory or prejudicial activities or actions towards another person or group involving race, gender, religion, physical condition, disability or ethnic origin

 

Level 3:Disciplinary Actions

Behaviour at Level 3 may involve suspension from school.  The length of the suspension will depend upon the severity and frequency of the specific behaviour. Specific information about due process and procedures in respect of the issuing of a suspension is contained in this document.

Level 3 responses:

  • Suspension from school for one to three days:

This response will occur with the first incidence of Level 3 behaviour or Level 2 behaviour of significant severity.  The Principal, following due process and procedure, can issue a suspension.

 

 

  • Suspension from school for three to five days:

This response will occur with the repeated incidence of Level 3 behaviour or a severe expression of this behaviour.  A suspension of this magnitude will only be issued with the approval of the Board of Management.

  • Expulsion:

Repeated incidents of level 3 behaviour can result in a pupil being expelled.

 

Procedures for Suspensions and Expulsions

 

Suspension

Definition of Suspension

‘Requiring the student to absent himself/herself from the school for a specified, limited period of school days’

 

Developing a code of Behaviour: Guidelines for Schools, National Educational Welfare Board

 

Authority to Suspend:

The Board of Management of Monagea NS has formally and in writing delegated the authority to impose an ‘Immediate Suspension’ to the Principal Teacher.  An ‘Immediate Suspension’ may be for a period of one to three school days, depending on the severity of the specific behaviour. In exceptional circumstances and with the approval of the Chairperson of the Board, the suspension may be for a longer period but in any event will not exceed 5 school days.

 

Furthermore, the Board of Management has formally and in writing delegated to the Principal Teacher, the authority to impose an ‘Automatic Suspension’ for named behaviours detailed in the policy.  An ‘Automatic Suspension’ may be for a period of one to three school days depending on the severity of the specific behaviour. In exceptional circumstances and with the approval of the Chairperson of the Board, the suspension may be for a longer period but in any event will not exceed 5 school days.

 

The Board retains its authority to suspend a student in all other cases/circumstances.

 

 

Immediate Suspension and Automatic Suspension

An ‘Immediate Suspension’ will be deemed to be necessary where after a preliminary investigation the Principal reaches the determination that the continued presence of the pupil in the school at the time would represent a serious threat to the safety and wellbeing of pupils or staff of the school.  An ‘Immediate Suspension’ may be for a period of one to three school days depending on the severity of the specific behaviour. In exceptional circumstances and with the approval of the Chairperson of the Board, the suspension may be for a longer period but in any event will not exceed 5 school days.

 

An ‘Automatic Suspension’ is a suspension imposed for named behaviours.  The Board of Management of Monagea NS having given due consideration to its duty of care as prescribed by Health and Safety Legislation, has determined that the following named behaviours will incur ‘Automatic Suspension’ as a sanction;

  • Serious physical assault or violence resulting in harm to a pupil or member of staff
  • Physical violence resulting in serious damage to school property or property of others

An ‘Automatic Suspension’ may be for a period of one to three school days depending on the severity of the specific behaviour. In exceptional circumstances and with the approval of the Chairperson of the Board, the suspension may be for a longer period but in any event will not exceed 5 school days.

 

Parents/Guardians will be informed of an Immediate or Automatic Suspension by telephone and arrangements will be made with them for the pupil to be collected.  In no circumstances will a student be sent home from school prior to his/her parents/guardians being notified.  Formal written notification of the suspension will issue in due course, but no later than 2 school days after the imposition of the suspension.

Such a notification will detail:

  • The duration of the suspension and the dates on which the suspension will begin and end
  • The reasons for the suspension
  • Any study programme to be followed
  • The arrangements for returning to school, including any commitments to be entered into by the pupil and the parents/guardians

 

The Board of Management acknowledges that the decision to impose either an Immediate or Automatic Suspension does not remove the duty to follow due process and fair procedures.  In this regard and following a formal investigation, to be completed no later than 2 school days after the incident, the Board will invite the pupil and his/her parents/guardians to a meeting to discuss;

  • the circumstances surrounding the suspension
  • interventions to prevent a recurrence of such misconduct

 

The Board of Management of Monagea NS acknowledges the fundamental importance of impartiality in the investigation process.  In this regard the following undertaking is given;

  1. No person with a vested interest or personal involvement in the matter will be involved in the organisation or implementation of the investigation procedure

 

Procedures in Respect of Other Suspensions

In cases other than those Immediate or Automatic Suspension the following procedures will apply;

 

Where a preliminary assessment of the fact confirms serious misbehaviour that could warrant suspension, the Board of Management of Monagea NS will initiate a formal investigation of the matter.

 

The following procedures will be observed;

A written letter containing the following information will issue to parents/guardians;

  • Details of the alleged misbehaviour, details of the impending investigation process and notification that the allegation could result in suspension
  • An invitation to a meeting, to be scheduled no later than 5 school days from the date of the letter, where parents/guardians are provided with the opportunity to respond before a decision is made or a sanction imposed

 

The Board of Management of Monagea NS acknowledges the fundamental importance of impartiality in the investigation and decision-making process.  In this regard the following undertakings are given;

  1. No person with a vested interest or personal involvement in the matter will be involved in the organisation or implementation of the investigation procedure, nor will such a person be involved in the decision – making process
  2. The persons involved in the investigation process will on presentation of a full report of the facts absent himself/herself/themselves from the decision – making process.

 

Where a decision to suspend has been made the Chairperson of the Board of Management will provide written notification to the parents/guardians and the pupil of the decision.  The letter will confirm:

 

  • The duration of the suspension and the dates on which the suspension will begin and end
  • The reasons for the suspension
  • Any study programme to be followed
  • The arrangements for returning to school, including any commitments to be entered into by the pupil and the parents/guardians
  • The provision for an appeal to the Board of Management

 

Where a suspension brings the total number of days for which the pupil has been suspended in the current school year to twenty days the parents/guardians will be informed of their right to appeal to The Secretary General of the Department of Education and Science under Section 29 of the Education Act 1998 and will be provided with information on the suspension of such an appeal.

 

Expulsion

Definition of Expulsion:

A student is expelled from a school when a Board of Management makes a decision to permanently exclude him or her from the school, having complied with the provisions of section 24 of the Education Welfare Act 2000’

 

Developing a code of Behaviour: Guidelines for Schools, National Educational Welfare Board

 

 

Authority to Expel:

The authority to expel a pupil is reserved by the Board of Management.

 

Procedures in Respect of Expulsion:

Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant expulsion the following procedures will apply:

  1. A detailed investigation will be carried out under the direction of the Principal (or a Nominee of the Board if required)

 

As part of the investigation a written letter containing the following information will issue to parents/guardians;

  1. Details of the alleged misbehaviour, details of the impeding investigation process and notification that the allegation could result in expulsion
  2. An invitation to a meeting, to be scheduled no later than 5 school days from the date of the letter, where parents/guardians are provided with the opportunity to respond
  3. The Principal (or BOM Nominee) will make a recommendation to the Board of Management

 

Where the Principal (or nominee) forms a view, based on the investigation of the alleged misbehaviour, that expulsion may be warranted, the Principal (or nominee) makes a recommendation to the Board of Management to consider expulsion.

 

In this event the Principal (or nominee) will:

  1. Inform the parents/guardians that the Board of Management is being asked to consider expulsion
  2. Ensure that parents/guardians have records of : the allegation against the student; the investigation; and written notice of the grounds on which the Board of Management is being asked to consider expulsion
  • Provide the Board of Management with the same comprehensive records as are given to parents/guardians

 

  1. Consideration by the Board of Management of the Principal’s (or BOM’s Nominee) Recommendations and the Holding of a Hearing

 

If, having considered the Principal’s report, the Board of Management decides to consider expelling a student a hearing will be scheduled.

 

The parents/guardians will be notified in writing:

  1. As to the date, location and time of hearing
  2. Of their right to make a written and oral submission to the Board of Management
  • That they may if they so choose be accompanied at the hearing

 

The Board of Management undertakes that the timing of such written notification will ensure that parents/guardians have enough notice to allow them to prepare for the hearing.

 

In respect of the expulsion hearing the Board gives an undertaking that;

  1. The meeting will be properly conducted in accordance with Board procedures
  2. The principal (or BOM nominee) and parents/guardians will present their case to the Board in each other’s presence
  • Each party will be given the opportunity to directly question the evidence of the other party
  1. The parents/guardians may make a case for a lesser sanction if they so choose

 

  1. Board of Management Deliberations & Actions following the Hearing

 

Where the Board of Management, having considered all the facts of the case, is of the opinion that the pupil should be expelled the Board:

  1. Will notify the Educational Welfare Officer in writing by registered post of its opinion and the reasons for this opinion
  2. Will not expel the students before the passage of 20 school days from the date on which the Educational Welfare Officer receives this written notification
  • Will in writing notify the parents/guardians of their decision and inform them that the Educational Welfare Officer is being contacted
  1. Will be represented at the consultation to be organised by the Educational Welfare Officer
  2. Will suspend the student, if it is deemed likely that the continued presence of the student during this time will seriously disrupt the learning of others, or represent a threat to the safety of other pupils or staff

 

  1. Confirmation of the Decision to Expel

Where the twenty-day period following notification to the Educational Welfare Officer has elapsed, and where the Board of Management remains of the view that the student should be expelled, the Board of Management will formally confirm the decision to expel.

 

Parents/guardians will be notified in writing that the expulsion will now proceed.  They will also be informed of their right to appeal to the Secretary General of the Department of Education and Science under Section 29 of the Education Act 1998 and will be provided with information on the submission of such an appeal.

 

The Board of Management of Monagea NS acknowledges the fundamental importance of impartiality in the investigation and decision-making process. In this regard the following undertakings are given;

  1. No person with a vested interest or personal involvement in the matter will be involved in the organisation or implementation of the investigation procedure, nor will such a person be involved in the decision – making process
  2. The persons involved in the investigation process will on presentation of a full report of the facts absent himself/herself/themselves from the decision – making process.

 

Anti-Bullying Policy

 

Introduction

The aim of Monagea National School’s Anti-Bullying policy is:

  • To raise awareness of bullying as a form of unacceptable behaviour with school management, teachers, pupils, parents/guardians
  • To promote a school ethos which encourages children to disclose and discuss incidents of bullying behaviour
  • To ensure appropriate supervision and monitoring measures through which all areas of school activity are kept under observation
  • To develop procedures for noting, investigating and dealing with incidents of bullying behaviour
  • To implement a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour
  • To work with appropriate agencies encountering all forms of bullying and promoting anti-bullying behaviour

 

Statement on Bullying:

  • Every person in the school is entitled to respect and to be free of any type of bullying
  • The school will work proactively, as far as it can, to ensure that bullying does not take place
  • Reporting incidents of bullying is responsible behaviour
  • A record will be kept of all reported incidents of bullying
  • The matter will be dealt with seriously
  • The school has a programme of support for both the bully and the bullied
  • Appropriate action will be taken to ensure that it does not continue
  • If a parent is concerned that his/her child maybe a victim of bullying it is best practice to approach class teacher and inform him/her of same. The situation is to be investigated and monitored for a period of time to ascertain if a problem exists.  Parents/teacher will then meet and agree if a problem does/does not exist.  Definition of bullying must be referred to

 

Definition:

Bullying consists of repeated inappropriate behaviour whether by word, by physical action or otherwise, directly or indirectly applied, by one or more person or persons which undermines the individual person’s right to personal dignity.

 

Types of behaviour deemed to be unacceptable:

Depending on the severity/frequency of these behaviours, they will be considered level1/2/3 behaviours

  • Humiliation; including name-calling, reference to academic ability etc
  • Intimidation; including aggressive use of body language
  • Verbal abuse

 

 

  • Physical abuse or threatened abuse
  • Victimisation; including very personal remarks
  • Deliberate isolation
  • Intrusion through interfering with personal possessions
  • Threats, including demands for money

 

Indications of bullying:

The following signs/symptoms may suggest that a pupil is being bullied:

  • Anxiety about travelling to or from school-requesting parents to drive or collect them, change route of travel, avoiding regular times for travelling to and from school
  • Unwillingness to go to school, refusal to attend, ‘mitching’, ‘ditching’
  • Deterioration in educational performances, loss of concentration and loss of enthusiasm and interest in school
  • Pattern of physical illnesses (e.g. headaches, stomach aches)
  • Unexplained changes either in mood or behaviour, it may be particularly noticeable before returning to school after weekends or more especially after longer school holidays
  • Visible signs of anxiety or distress – stammering, withdrawing, nightmares, difficulty in sleeping, crying, not eating, vomiting, bedwetting
  • Spontaneous out-of-character comments about either pupils or teachers
  • Possessions missing or damaged
  • Increased requests for money or stealing money
  • Unexplained bruising or cuts or damaged clothing
  • Reluctance and/or refusal to say what is troubling him/her

 

Those signs do not necessarily mean that a pupil is being bullied.  If repeated or occurring in combination these signs do warrant investigation in order to establish what is affecting the child.

 

Strategies for Prevention of Bullying

  • The SPHE curriculum, including the Walk Tall and Stay Safe programmes, is used throughout the school to support the anti-bullying policy
  • Positive self-esteem is fostered among pupils by celebrating individual differences, by acknowledging good behaviour and by providing opportunities for success
  • Pupils are helped to develop empathy by discussing feelings and by trying to put themselves in the place of others
  • Teachers respond sensitively to pupils who disclose incidents of bullying
  • The school’s anti-bullying policy is discussed regularly with the pupils
  • Staff are particularly vigilant in monitoring pupils who are considered at risk of bullying/being bullied
  • All disclosed incidents of bullying are investigated
  • Members of the Board of Management are familiar with the school’s policy on bullying and actively promote it on a repeated basis among staff, parents and pupils
  • Parents contribute to and support the school’s policy on bullying by encouraging positive behaviour both at home and at school, by being vigilant for signs and symptoms that their child is being bullied or is bullying others, by communicating concerns to the school.

 

Maintaining awareness of bullying as a form of unacceptable behaviour

Monagea NS will emphasise and reinforce the view that bullying behaviour is unacceptable by

  • Using both the formal and informal curriculum to emphasise that bullying is unacceptable; visual arts activities, posters, drama, role play, SPHE, co-operative games…
  • Devising a school anti-bullying charter for display in classrooms and other prominent locations

 

Supervision

In so far as is reasonably practical, school activities will be supervised and monitored at all times, with particular emphasis on those occasions when situations of bullying are more likely to occur, such as assembly time, play time and dismissal time.

 

Disclosure

Children will be encouraged to disclose and discuss incidents of bullying behaviour.  They will be helped to differentiate between incidents of a minor nature and those that constitute bullying.  They will also be taught the difference between ‘telling tales’ and asking for help. A box can be placed in classrooms, which can be used for disclosure of any incident. Box used in age appropriate classes.

 

Procedures for Dealing with Instances of Bullying

  1. All incidents of bullying will be recorded in an incident book which will be retained in the school
  2. Pupils will be informed that when they report incidents of bullying they are acting responsibly
  • A calm unemotional problem solving approach will be used to deal with bullying
  1. Incidents of bullying will initially be dealt with by the class teacher. Incidents that are of a serious nature or those that involve pupils from a number of classes will be referred to the Principal.
  2. On being informed of an alleged incident of bullying, the teacher dealing with the report will first interview the victim(s) and discuss the feelings which the victim(s) experienced because of the bullying behaviour
  3. An interview will then take place with the alleged perpetrator(s). If the bullying involves a group of pupils, members of that group will first be met individually and then as a whole.  Having discussed the negative impact, which bullying has on both perpetrator(s) and victim(s) responsibility will be placed on all individuals within the group to resolve the difficulty and to take appropriate steps to ensure that it does not happen again.
  • If on the conclusion of the preliminary investigation the teacher is convinced that bullying has occurred the Principal will be informed and parents/guardians of all concerned will be contacted
  • Depending on the seriousness of the bullying some or all of Level 2 Supportive Interventions will be utilised
  1. Repeated incidents of bullying behaviour will result in the imposition of sanctions. Such sanctions will be proportionate to the seriousness of the bullying behaviour

 

Notification of a Child’s Absence from School

 

Parents/guardians should adhere to the following procedures when notifying the school of a pupil’s absence;

  • The school should be notified of the absence on the first day the pupil returns to school
  • The reason for the absence should be notified to the class teacher
  • The absence should be notified in writing by letter/using the school journal
  • Details pertaining to the absence, such as duration and reason, should be provided
  • Significant absences caused by ill health (i.e. absences longer than 10 days) should be certified

 

The school will inform the Education Welfare Officer in writing where a child is suspended or expelled for 6 days or more, where the child has missed 20 or more days in a school year, where attendance is irregular and when the pupil is removed from the school register.

 

Records

 

A standardised record system will be used to track an individual pupil’s behaviour.  Such records will contain:

  • Incidents of misbehaviour
  • Interventions used to improve behaviour, including contact with parents/guardians or referral to other agencies
  • Evidence of improved behaviour
  • Any sanctions imposed, and the reasons they were imposed

 

Pupils will be told when a record is being made about their behaviour, and the reasons for keeping a record will be explained.

 

All records will be kept in accordance with the Data Protection Act 1988 and the Date Protection (Amendment) Act 2003.