Code of Behaviour

Code of Behaviour

Introductory statement

A Code of Behaviour is a positive document which provides our school community here in Kilmacanogue National School with a framework within which all the stakeholders may work in wholesome, unified fashion in order to provide the best possible environment for the children. With the teachers, ancillary staff, parents and children all working together and following our Code of Behaviour we can achieve an environment encompassing a holistic level of learning and care and nurture all leading to the overall development of each child so that he/she can reach his/her full potential.

 At the very outset, the Principal, Miss Murray, at all times encourages the teachers to inform her of any concerns they may have regarding a child’s behaviour, even minor issues. On a daily basis, she touches base with each teacher in the school and makes a point of calling in to see the children in each class thus letting them know that she is there to help them as well as to encourage their good behaviour and discourage inappropriate behaviour.

Rationale

  • To ensure an orderly climate for learning in the school
  • It is a requirement under the Education Welfare Act 2000, Section 23 (1) which refers to the obligation on the school to prepare a code of behaviour in respect of the students registered in the school. It details in Section 23 (2) that the code of behaviour shall specify:
  1. The standards of behaviour that shall be observed by each student attending the school
  2. The measures that shall be taken when a student fails or refuses to observe those standards
  3. The procedures to be followed before a student may be suspended or expelled from the school concerned
  4. The procedures to be followed in relation to the child’s absence from school
  • To ensure existing policy is in compliance with legal requirements and good practice as set out in Developing a code of behaviour: Guidelines for schools NEWB 2008  

 

Relationship to the characteristic spirit of the school

The code of behaviour will reflect the values held by the school community. We will seek to create a harmonious environment where each child is valued and encouraged to reach his/her full potential. An atmosphere of respect and co-operation will exist between staff, pupils and parents.

Aims

  • To ensure an educational environment that is guided by our vision statement
  • 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 tolerance, respect 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 the members of the school community
  • To assist the parents and pupils in understanding the systems and the 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

Contents of the Policy

 

  1. Guidelines for behaviour in the school
  • Each child is expected to be well-behaved and to show consideration for other children and adults
  • Each child is expected to show respect for the property of the school, other children’s property and their own belongings
  • Each child is expected to attend school on a regular basis and to be punctual
  • Each child is expected to do his/her best in school and with homework
  • Each child is expected to wear the correct school uniform. (see Introductory Booklet given to Parents of Incoming Junior Infants)
  1. Whole School Approach to Promoting Positive Behaviour

The elements of a whole school approach include:

  • Policies, practices and an ethos that is in harmony
  • A teamwork approach to behaviour
  • A whole-school approach to curriculum and classroom management
  • An inclusive and involved school community
  • A systematic process for planning and reviewing behaviour policy

Staff

  • Teachers and staff play a vital role in creating a positive school environment that will support good behaviour
  • Effective teaching and an engaging and inclusive curriculum are the foundations of positive learning behaviour
  • Classroom management and teaching methods have a strong influence on students behaviour
  • The classroom environment, like the wider school environment, gives students clear messages about teachers’ expectations and creates consistent boundaries

Aspects of school life that may impact on behaviour

  • Students’ sense of belonging to the school community
  • School and classroom environment
  • Relevance of the curriculum to the students’ lives
  • Relationship between the teacher and pupils
  • Classroom management
  • Approaches to addressing educational disadvantage
  • Making adjustments for, and valuing diversity and preventing any form of discrimination
  • Break-time management
  • Student participation
  • Parental involvement

The code of behaviour is reviewed on an ongoing basis with a full review at the end of each school year. This review will also include those pupils who may present with behavioural difficulties as a result of their special needs education.

Options to help improve the behaviour are discussed and are then brought to the attention of the parents /pupils/SNA’s /special needs’ team at the IEP meeting at the start of the school year.

The schools SPHE curriculum is used to support the code of behaviour. It aims to help pupils develop communication skills, appropriate ways of interacting and behaving, and conflict resolution skills. It also aims to foster self-esteem and to help children to accommodate differences and develop citizenship.

Within the SPHE curriculum, the strands Myself, Myself and others and Myself and the wider world help the pupil to grow in self-awareness and self-confidence and prepare him/her for the wider world.

Board of Management

The Board of Management has overall responsibility with regard to the preparation of the Code of Discipline. The members of the Board of Management were all given copies of the booklet ‘Developing a Code of Behaviour’ at the board meeting as far back as Feb 11th, 2009. The Board were asked to look at the booklet and in particular, the areas dealing with suspension and expulsion prior to the next board meeting.

Parents

Parents are made aware of the Code of Behaviour policy at the beginning of their child’s time in our school and will receive updates over the years. Parents are happy with the way behaviour is dealt with in the school at present and we generally have their full co-operation.  Parents are encouraged to promote positive behaviour in the following ways:

  • Ensuring that their children attend school regularly and punctually
  • Encouraging their children to do their best and to take responsibility for their work
  • Are aware of and co-operate with the school’s rules and policies, as well as the system of rewards and sanctions
  • Attend meetings at the school if requested
  • Help their child with homework and ensure that it is completed
  • Ensure that the child has the necessary books and materials for school
  • Ensures that the correct uniform is worn

Parents also need to feel the sense of belonging to the school community and feel able to approach the school to discuss any concerns or worries they may have with regard to school policies in this area. This is particularly important for parents of children with special needs where misbehaviour may be a problem.

Pupils

Students are more likely to support a code of behaviour when they have developed it. It helps to build a stronger relationship of trust between the class teacher and the pupils. The pupils play an ongoing role in the implementation of the code of discipline by:

  • Drafting rules for the classroom
  • Taking part in activities
  • Organising, refereeing and scoring activities

The rules drawn up in the classroom are usually clear, consistent and widely understood. These rules provide the basis for the general school rules. These rules form the standard for positive values and include:

  • Respect for self and others
  • Kindness and willingness to help others
  • Courtesy and good manners
  • Fairness
  • Readiness to use respectful ways of resolving difficulties and conflict
  • Forgiveness

Pupils are also made aware of the standards which are unacceptable through class discussion and through the SPHE programme and Religious Education programme and include such behaviour as:

  • Behaviour that is hurtful (including bullying, harassment, discrimination and victimisation)
  • Behaviour that interferes with teaching and learning
  • Threats or physical abuse to another
  • Damage to property
  • Theft

This is an ongoing process which begins in Junior Infants and continues on throughout the school.

 

  1. Positive Strategies for Managing Behaviour

 Classroom

  • Ground rules/behavioural expectations in each class that are consistent with the ethos as expressed in the Code of Behaviour and which set a positive atmosphere for learning
  • Pupil input into class rules
  • Teachers ensure that pupils understand and are frequently reminded of how they are expected to behave
  • A clear system of acknowledging and rewarding good behaviour and sanctions for misbehaviour
  • Classroom management techniques that ensure a variety of activities and methodologies to sustain pupil interest and motivation.

Playground

We have two playgrounds which are divided into the Junior yard and the Senior yard. Junior Infants to Second Class are in the Junior yard with the Third to Sixth classes in the Senior yard, which is effectively the Astro Pitch. We are also very fortunate to have a large football pitch with goal posts and a large green playing field around this which are available throughout the year and especially for all the summer term and half of the autumn term. All children know that this area is available on a weather permitting basis

  • Supervision is worked out on a rota system with each teacher taking a turn on the junior / senior yard. At present we have two SNAs in the junior yard and two SNAs on the senior yard.
  • They have a responsibility to ensure that the yard is as safe as possible for the children in their care. However, should they notice any misbehaviour at yard time they will bring it to the attention of the class teacher
  • Children who misbehave get a warning from the teacher on duty, a possible time-out and if the misbehaviour continues the child is sent to the office. Dangerous play on the yard is always discouraged and investigated and depending on the misbehaviour sanctions are put in place
  • There is a book for each yard, Junior and Senior, into which the teacher has the facility of writing in any unacceptable behaviour or behaviour causing concern witnessed while on yard duty.
  • Activities are organised in the summer term which allow all the classes from 2nd to 6th to take part and it means that most of the children are occupied for the whole of break-time. In the winter term and the early spring term games of rounders take place on the tarmac ensuring that as many children as possible are fully occupied. This results in less misbehaving during play-time. As the children look forward to these activities they do not like to do anything to jeopardise their chance of taking part.
  • Skipping, as an activity, was introduced at the 11.00 break a number of years ago with every class having a day each to skip for ten minutes. This will be reintroduced, along with other activities, once the gravel on the ground has been attended to.
  • On wet days the children remain in the classroom and usually have an activity to occupy them during this time (jigsaws, books, building activities, board games) or watch a DVD.
  • Children must remain in their seats if staying indoors, to prevent any injury given the potential hazards found naturally in a classroom with tables and chairs.
  • Children are encouraged to use the toilets prior to going to the yard. However, should a child need to go to the toilet during break time he/she uses his/her class toilet if coming in off the Senior yard. Only one child is allowed to go in at a time with permission from the teacher on duty. The child must then return to the teacher to let him/her know that he/she has returned from the toilet to the yard.
  • If a child on the Junior yard wishes to go to the toilet, he/she is brought in to the toilet in the new building which is nearest the Junior yard by two of the ‘minders’ (children from the older classes, 4th, 5th or 6th). The minders must first inform the teacher on yard duty. The teacher has 4 material bands and gives one at a time for each child going in to the toilet to the minders. This is to reduce the numbers of children going to the toilet at the same time as well as keeping an account of children going in to the toilet with ‘minders’, thus being mindful of Child Protection issues.
  • Children who are taken sick or have a written note from their parents are allowed to remain in off the yard on the long seat with cushions outside the office. There they will have an activity to keep them occupied during break time. If deemed necessary, the child’s parents/guardians will be called to come and collect their child.

The children are regularly reminded by the class teacher with regard to appropriate, quiet, respectful behaviour on the corridors as they walk to and from the class within the school building. This will also occur as they walk to and from the church. Running on the corridors or loud talking is discouraged at all times for health and safety reasons as well as out of respect for all the other children who are working within their classes.

As the children go to get their coats, whether going out to play or going for a walk or going home, they are supervised by the class teacher. The infant classes all have their own numbered or named hooks, and are only allowed out in small groups to get coats and go to the yard for playtime. All the classes are supervised as they leave the room by the class teacher. The teachers on duty during yard time must be out in the yard before any of the children leave the building for playtime. Teachers must supervise their classes in this regard at all times.

School-related activities

Children are reminded prior to going on a school outing, such as a school tour, as to the type of behaviour that is expected of them. Should a class teacher have a worry about a pupil who is inclined to misbehave, the worry will be discussed with the principal and the parents before the tour to see what can be done. It may be that the child may not be permitted to go on the tour if there is any danger to his/her well-being and safety or the well-being and safety of other children based on his/her behaviour.

The older classes who take part in games and after-school activities outside of school grounds are expected to represent the school to the best of their ability at all times.

  1. Rewards and Sanctions

Rewards are used as part of the overall class strategy and can form part of a planned intervention to help an individual student manage their own behaviour. Rewards for children with special needs should take into account their particular learning style.

Examples of rewards given:

  • verbal comments-in public/private
  • homework vouchers
  • stickers
  • stamps
  • pens, pencils, rubbers, etc
  • Extra computer time
  • Extra sport time
  • watch DVD/video
  • note home-commendation
  • tick/tally charts-keep track of pupils positive behaviour
  • mention in Wednesday Newsletter of any achievements
  • class dojo system

These vary from class to class as it all depends on the age of the child. The option is also there to ask pupils what their preferred reward would be and have a list for use in that specific class.

Strategies for responding to inappropriate behaviour

At present, the following sanctions are used in the classroom. The children follow the rules of the classroom as devised by the class. They know that inappropriate behaviour which interferes with teaching and learning will be noted by the class teacher and a record will be kept.  The child has to learn that there are consequences to his/her misbehaviour in the class and will be subject to such sanctions as are deemed necessary by the class teacher. These sanctions could include the following:

  • Move child to different seat
  • Isolation within the classroom
  • De-merit slip
  • Lines
  • Loss of privileges (sports, computers)
  • Lunchtime detention

Should the child’s name be taken three times the child will be sent to the office where the name will go into the principal’s book. Three times in the principal’s book will result in the parent’s being called into the office to discuss the child’s continuous misbehaviour.

We have found that this acts as a deterrent for the minor infringements and it also allows the child the opportunity to try to improve his/her behaviour

As already mentioned, the Principal, Miss Murray, at all times encourages the teachers to inform her of any concerns they may have regarding a child’s behaviour, even minor issues. On a daily basis, Miss Murray touches base with each teacher in the school and makes a point of calling in to see and talk to the children in every class, thus letting the children know that she is there to help them as well as to encourage their good behaviour and discourage inappropriate behaviour.

However, there are behaviours that are deemed unacceptable and are dealt with by the principal at the time they occur. These types of behaviour include the following:

  • Spitting
  • Obscene language or swearing
  • Throwing dangerous objects
  • Splashing, squirting water bombs or wetting other students
  • Rough or dangerous play such as bulldog
  • Swinging on the goalposts

If the behaviour interferes with or causes harm to another student, the child/children in question are sent to the office where the matter is investigated and the parents are called in to discuss the child’s behaviour.

The sanction imposed is usually withdrawal from the schoolyard at break times for a number of days depending on the severity of the behaviour

Children bringing offensive weapons to school have the weapon confiscated, the parents are informed immediately. The weapon is not returned.

Bullying is a form of behaviour that is unacceptable in our school. Each child has the right to attend school and the right to learn and work in an environment free from harassment and bullying. It is the responsibility of each one of us to ensure that this happens. The procedure for dealing with bullying is laid out in the Anti-Bullying Policy. (www.kilmacschool.ie)

 

Involving Parents in the Management of Problem Behaviours

Parents are made aware of the school Code of Behaviour at the beginning of each school year and then as appropriate during the school year.

The school website has been updated recently and so parents will be encouraged to read the Code of Behaviour and download it from the school website with hardcopies available from the school office. At the start of each school year Miss Murray, the Principal, will encourage the parents to sign a statement acknowledging that they have read and agree to the contents within the school’s Code of Behaviour. All of this is so that everyone will be singing off the same hymn sheet so to speak in an effort to have a unified system in place leading to the overall well-being of each child in Kilmacanogue National School.

Where there is a concern about a child’s behaviour, all avenues within the school will be tried to encourage the child to use positive behaviours. Where this fails the teacher will arrange a meeting with the parents to discuss the concerns regarding the child’s behaviour. Any help or advice that parents can give the teacher to get the child acting in an appropriate manner is appreciated. A plan of action is drawn up by the teacher and parents and given an appropriate amount of time to put it into action. This applies to all pupils in the school.

The plan is monitored by the teacher with regard to the pupil’s behaviour. Should there be no improvement then the teacher will bring his/her concerns to the attention of the principal.  A meeting is then arranged by the principal for the class teacher, resource teacher, SNA (if applicable) and parents to discuss the concerns about the child’s behaviour.

At the meeting, the parents are made aware of the school’s concerns regarding the child’s behaviour. Examples of the offending behaviour are given and the steps that the class teacher has already taken to encourage the child to behave, as is expected of all pupils in the school. The parents are asked if they have suggestions as to what sanctions /rewards would work with the child. They are also asked if they have any concerns regarding the child and his/her behaviour. Another action plan is drawn up and the parents, child, teacher, resource teacher and the SNA are all involved in the drawing up and the implementation of this plan. Parents are encouraged to contact the school should they have any concerns with regard to its implementation and /or with feedback.

Managing Aggressive or Violent Behaviour   

Strategies for dealing with serious emotional/behavioural problems:

  • Children who are emotionally disturbed are immediately referred for a psychological assessment
  • Through the SENO appropriate support is sought from services available: NEPS, HSE etc.

As this is often a slow process the school would have to put in place what we would call a Care Team to monitor the situation and to be available to remove the child from the situation before things become unmanageable for the child and the class teacher. The Care Team would consist of the following people; the class teacher, the resource teacher, the principal, an SNA and the parents.

A care plan would be drawn up by the team to help the child to avoid situations which would lead to violent /unmanageable behaviour with the help and advice of the SENO and any other professional advice which would be of help to us.

Members of the Care Team may have to seek advice on how best to deal with a situation where the child becomes aggressive or violent and a danger to him/herself and others.

The school will at the same time try to ensure that all the appropriate assistance is in place to help the child to take an active and meaningful part in school life and that he/she is allowed to fulfil his/her potential.

If the school has taken all the possible steps it can to assist the child in becoming a part of the school life and despite all of this the child’s behaviour is a risk to his/her safety and/or the safety of others the following steps will be taken in line with current guidelines from the Developing a Code of Behaviour; Guidelines for schools NEWB 2008

 

  1. Suspension/Expulsion

Factors to consider before suspending pupil

The decision to suspend requires serious grounds and the following factors need to be considered before arriving at a decision to suspend (page 72 NEWB)

  • The nature and seriousness of the behaviour
  • The context of the behaviour
  • The impact of the behaviour
  • The interventions tried to date
  • Whether suspension is the proportionate response
  • The possible impact of suspension

Suspension is always seen as part of an overall agreed plan to address the student’s behaviour. The suspension of a student should allow the school:

  • To set behavioural goals with the student and the parents
  • Give school staff an opportunity to plan other interventions
  • Impress on the student and the parents the seriousness of the situation

Where preliminary assessment of the facts confirms serious behaviour the following procedures will be put in place.

 

Procedures

Inform the parents and student

Parents and students are informed in writing about the complaint, how it will be investigated and that it could result in a suspension.

Given an opportunity to respond

Parents and student are given an opportunity to respond to a decision before a decision is made and any sanction is imposed. This provides the opportunity for them to:

  • Give their side of the story where there is a dispute about facts
  • Address the students behaviour

In the event of a non-attendance at a meeting a letter is sent to the parents concerning the gravity of the situation and the rescheduling of the meeting. Failing that, the duty of the school authorities is to make a decision to respond to the negative behaviour. The school should record all invitations to parents and their response.

Procedures in relation to immediate suspension

  • Immediate suspension will be considered for reasons of safety of the student, other students, staff or others.
  • A preliminary investigation is carried out to establish the case for suspension
  • The formal investigation follows the suspension
  • All conditions of suspension apply to immediate suspension
  • Parents are notified and arrangements made for the student to be collected
  • School must have regard to its duty of care. No student should be sent home without informing the parent

Expulsion

The Board of Management has the authority to expel a pupil. The expulsion should be a proportionate response to the student’s behaviour

Prior to the decision to expel

  • The school should meet with the parents and the student to find ways of helping the child to improve his/her behaviour
  • Make sure that the pupil understands the possible consequences of their behaviour if it should persist
  • Ensure that all other possible options have been tried
  • Seek assistance of the support services

Grounds for expulsion

  • The student’s behaviour is a persistent cause of significant disruption to the learning of the others or to the teaching process
  • The student’s continued presence in the school constitutes a real and significant threat to safety
  • The student’s responsible for serious damage to property
  • The board believes that all possibilities for changing the behaviours have been exhausted

In exceptional circumstances expulsion for a first offence may occur when there is:

  • A serious threat of violence against another pupil or member of staff
  • Actual violence or physical assault
  • Supplying illegal drugs to other students in the school
  • Sexual assault

Procedures in respect of expulsion

The school is required by law to follow fair procedures when proposing to expel a pupil.

Step 1

A detailed investigation is carried out under the direction of the Principal. The principal should:

  • Inform the student and the parents about the details of the alleged misbehaviour, how it will be investigated and that it could result in expulsion
  • Give parents and the student every opportunity to respond to the complaint before a decision is made and a sanction is imposed
  • The parents and student are informed in writing of the alleged misbehaviour

Step 2

A recommendation to the Board by the principal

  • Inform the parents and student that the Board is being asked to consider expulsion
  • Ensure that the parents have records of the allegations being made, the investigation, the written notice of the grounds on which the Board is being asked to consider expulsion
  • Provide the Board with the same comprehensive records
  • Notify the parents of the date of the hearing by the Board of Management and invite them to the hearing
  • Advise the parents that they can make a written and oral submission to the Board
  • Ensure that the parents have enough time to allow them to prepare for the hearing

Step3

Consideration of the recommendation by the Board of Management and the holding of a hearing

  • The Board must review the initial investigation and ensure that it was properly conducted in line with fair procedures
  • The Board must undertake its own review and ensure that no one that has any involvement with the case takes part in the deliberations
  • The Board must hold a hearing. At this hearing, the principal and parents put their case to the Board in each other’s presence. Each party is allowed to question the other party directly. The Board must be seen to be impartial between the principal and the student. Parents may wish to be accompanied at the hearing and this should be facilitated. After the hearing, the principal and the parents are not present for the deliberations

Step 4

Board of Management deliberations and actions following the hearing

  • Having heard from all parties the Board must decide whether or not the allegation has been substantiated and if so, whether or not expulsion is the appropriate sanction. If the Board decided that the sanction is appropriate then they must inform the Educational Welfare Officer in writing of their decision and the reasons for this opinion. The student cannot be expelled before the passage of 20 days from the date on which the EWO receives written notification.
  • The Board must inform the parents in writing of the decision, the next steps in the process and that the EWO will be informed

Step 5

Consultations arranged by the Educational Welfare Officer

Within 20 days the EWO must:

  • Make all necessary arrangements to hold individual consultations with the principal, parents, student and other parties who may be of assistance
  • Convene a meeting of those parties who agree to attend

The purpose of these meetings is to ensure that arrangements are made for the pupil to continue in education. These meetings may result in an alternative intervention that would avoid expulsion. However, where the possibility of continuing in the school is not an option the consultation should focus on alternative educational possibilities.

Confirmation to expel

  • Where the 21 day period following notification to the EWO has elapsed and where the Board of Management remain of the view that the student should be expelled, the Board should formally confirm the decision to expel. Parents are notified immediately that the expulsion will now proceed. They are also told of their rights to appeal. A formal record should be made of the decision to expel.

Appeals

  • Under Section 29 of the Education Act 1998, parents are entitled to appeal to the Secretary General of the Department of Education and Skills against some of the decisions of the Board of Management including:
  1. permanent expulsion from a school
  2. suspension for a period which would bring the cumulative period of suspension to 20 days or longer in any one school year.
  • The school will advise the parents of this right of appeal and the associated time frame.
  • Appeals must generally be made within 42 calendar days from the date the parents were notified of the decision
  • Parents are informed of their right to appeal at the meeting by the chairperson and the principal. The parents will be given Section 12 Circular 22/02 and related forms
  • If and when an appeal is investigated by the Department of Education and Skills a response will be prepared by the principal and the chairperson with advice from CPSMA, EWO, SENO, NEPS, and other relevant parties.
  1. Keeping Records

Records will be made of incidents that occur within the classroom, on the playground and within the school. These records will be stored within the school.

  1. Procedures for notification of pupils’ absences from school

The Education Welfare Act 2000 Section 23  2(e) states that the Code of Behaviour must specify ‘the procedures to be followed in relation to a child’s absence from school ‘. Section 18 stipulates that parents must notify the school of a student’s absence and the reason for this absence.

Strategies used to encourage school attendance:

  • Creating a stimulating environment
  • System for acknowledging /rewarding good or improved attendance
  • Adapting curriculum content and methodologies to maximise relevance to pupils
  • Adapting the class and school timetables to make it more attractive to attend and to be on time
  • Make the parents aware of the Education Act and its implications

Policy with regard to absences

  • When a child is absent the from school the parent is required to send in a written note explaining why the child is absent
  • Absent notes are kept and dated by the class teacher in the roll book
  • At the end of the school year, the notes are sent to the office where they are stored in the strong room
  • The school must tell the statutory Educational Welfare Services of the Child and Family Agency if a child has missed 20 days or more in the school year, or if it is concerned that a child is missing too much school.
  • Children who have moved to other schools have their names sent to the NEWB/TUSLA on receipt of confirmation from the receiving schools
  1. Reference to other policies

The following policies have a bearing on the code of behaviour:

  • SPHE
  • Anti-bullying
  • Harassment
  • Sexual Harassment
  • Enrolment
  • Record Keeping
  • Home/school links
  • Health and Safety
  • Equality
  • Special Educational Needs
  1. Success Criteria

The success of this policy should be witnessed in the overall improvement of behaviour observed in those children who had been experiencing behavioural difficulties. The physical and mental and emotional well-being of all the children attending Kilmacanogue National School is of paramount importance and so our school community should reflect a happy, positive atmosphere and environment. A successful, functioning Code of Behaviour should contribute to this positive atmosphere.

  1. Roles and Responsibilities

The well-being of the children in the school is very much dependent on all its stakeholders which involve: the Board of Management, Parents, Teachers, SNAs, Outside Agencies (such as TUSLA, NEPS, SENO, DES), Ancillary staff and most of all the Children. All of these groups must work together in such a manner as to facilitate a positive wholesome environment in which children can thrive and blossom and reach their potential as well as learn from positive experiences which should eradicate negative behaviour.

  1. Implementation
  • Observation of positive behaviours in classrooms, playground and school environment
  • Practices and procedures listed in this policy being consistently implemented by the staff
  • Positive feedback from teachers, parents and pupils
  • The Board of Management must ensure that policy is in place and that all interested parties are aware of its contents. They are also responsible for ensuring that the policy is reviewed especially the areas with regard to suspension and expulsion
  • The people responsible for the implementation of the policy are: the Board of Management, the principal, the teachers and the pupils with the support of the parents
  • The co-ordination of the policy and monitoring of the policy is down to the principal, vice-principal and the teachers. The policy will be discussed at the staff meetings to ensure that it is being implemented and to check on areas that need improving.
  • Pupils will at the beginning of each year discuss the class rules for that year and the sanctions /rewards that will be applied with regard to misbehaviour/good behaviour
  • Parents are made aware of the policy and asked for their support in this area
  1. Timetable for review

This policy will be reviewed annually at the final staff meeting and any concerns regarding the policy will be brought to the attention of the Board of Management at the end of year board meeting

Signed :    Judy 0’Toole     (Chairperson)

                  Niamh Murray    (Principal)

Reviewed:   16-5-2018