Kilmacanogue National School
CODE OF BEHAVIOUR
(establishing positive behaviour and reward systems)
Our Code of Behaviour Policy is a positive ever evolving document which helps provide the school community here in Kilmacanogue National School with a framework within which all the stakeholders may work together to provide the best possible environment conducive to the teaching and learning of all 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 and happiness, leading to the overall development of each child so that he/she can reach his/her full potential.
This Code of Behaviour should also be read in conjunction with the Kilmacanogue National School’s ‘Code of Behaviour Addendum COVID-19’ (Behaviour Principles)
Copies of this policy are available on the school’s website www.kilmacschool.ie as well as in hard copy form from the school office.
The Board of Management acknowledges that under the Education Welfare Act 2000, Section 23 (1) Kilmacanogue National School is obliged to prepare a Code of Behaviour in respect of the students registered in the school. Section 23 (2) outlines that the Code of Behaviour shall specify:
The rationale behind the Board of Management’s current review of this Code of Behaviour was to ensure that it complied with the legal requirements and good practice as set out in the guidelines Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008).
The Board of Management wanted to acknowledge that, in line with the recent Admission Policy which was approved on September 5th 2020 by the school Patron Archbishop Diarmuid Martin, children may only be enrolled in Kilmacanogue National School once their parents/guardians have read/signed and agreed to follow the school’s Code of Behaviour.
In addition, the Board of Management wanted to ensure that no inappropriate behaviour which ran contrary to HSE and gov.ie guidelines in relation to COVID-19 was permitted in the school.
In line with this, a Code of Behaviour Addendum COVID-19 outlining the appropriate behaviour expected from everyone in these unprecedented times following HSE and gov.ie guidelines has been drawn up to be read in conjunction with the school’s overall Code of Behaviour.
Ethos of Kilmacanogue National School
Kilmacanogue National School is a Catholic co-educational primary school with a Catholic ethos under the patronage of the Archbishop of Dublin, Dr Diarmuid Martin.
As outlined in our Admission Policy, “Catholic Ethos” in the context of a Catholic primary school means the ethos and characteristic spirit of the Roman Catholic Church, which aims at promoting:
Relationship to the characteristic spirit of the school
The Code of Behaviour endeavours to reflect the values held by the school community. In Kilmacanogue National School, we 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 between staff, pupils and parents is the objective we wish to achieve.
In accordance with S.15 (2) )b) of the Education Act, 1998, the Board of Management of Kilmacanogue National School shall uphold, and be accountable to the Patron for so upholding, the characteristic spirit of the school as determined by the cultural, educational, moral, religious, social, linguistic and spiritual values and traditions which inform and are characteristic of the objectives and conduct of the school (Admission Policy Section 2)
In Kilmacanogue National School, we seek to foster a welcoming environment where every child is valued, cherished and NURTURED. We encourage and guide every child to develop his/her talents and gifts. We also encourage each child to have empathy for those around them. As a school community, we value the contribution of all our members, respect their uniqueness and respond to their individual needs in a caring and supportive manner.
Our motto is: ‘If it’s not nice, we don’t do it and if it’s not nice, we don’t say it.’
Our vision, in Kilmacanogue National School, is to provide the best possible education for the holistic development of each child so that he/she may be prepared to live a happy and fulfilled life contributing from and contributing to those around them and to the world at large.
Our vision guides us in our desire to create a harmonious atmosphere conducive to positive learning in an environment of trust in and support and respect for each of the stakeholders who are the parents, teachers, children, Board of Management and the community at large.
‘Ní neart go cur le chéile.’
Aims of Kilmacanogue National School’s Code of Behaviour
In general, the overall aims of Kilmacanogue National School’s Code of Behaviour are:
Elements of a Whole School Approach Promoting Positive Behaviour
The elements of Kilmacanogue National School’s whole-school approach promoting positive behaviour include:
Kilmacanogue National School acknowledges the variety of differences that exist between children and the importance of respecting these differences as well as the high standard of positive behaviour required to maintain a strong sense of community and co-operation between the staff, children and parents. The following is a list, not exhaustive, of the kind of behaviour to be encouraged and expected from each of the children:
Teachers and Staff Members
The Principal is responsible for ensuring that the school’s Code of Behaviour is administered in a fair and an equitable manner. Each teacher also has the responsibility of following the Code of Behaviour and of maintaining discipline within the classroom as well as in the internal common areas of the school and in the external areas.
Teachers and staff play a vital role in creating a positive school environment that will support good behaviour and thus help create an atmosphere that is conducive to the health and safety and overall well-being of all the children.
Teachers will endeavour to:
1. Respect for self and others
2. Kindness and willingness to help others
3. Courtesy and good manners
5. Readiness to use respectful ways of resolving difficulties and conflict
The level and quality of communication and support between Kilmacanogue National School and the children and their parents/guardians is vital in creating a positive relationship between home and school. Parents/guardians can help their children enormously by encouraging them to develop a positive attitude towards school as well as promoting positive behaviour. Parents/guardians can assist the school by encouraging their children to abide by the school rules, by signing the Code of Behaviour and by helping to implement its contents.
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 encouraged to promote positive behaviour in the following ways:
It is the policy of the school that the class teacher will let parents know of any concerns they may have relating to their child as soon as that concern arises. These concerns may result from minor academic or behaviour issues. With the school and the parents working together to resolve any worries, these issues normally fade away quickly. A phone call from the class teacher is usually sufficient to sort out any minor concerns.
However, where there is serious concern about a child’s behaviour, all avenues within the school will be explored to encourage the child to act positively and to behave appropriately. Where these fail, 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 help and encourage their child act in an appropriate manner is always very much appreciated. A plan of action will be drawn up by the teacher and parents and given an appropriate amount of time within which to be implemented. This applies to all pupils in the school including children with Special Needs.
Most children settle into school quite well but for a small number, the transition to Primary School can prove challenging. Parents may find that the longer day and focus on schoolwork may be a little overwhelming for their children at first. This may result in the child or children being upset or lead to behaviour that is unacceptable. Sometimes a shortened day, for a short period of time, can work wonders and is to be encouraged for the overall well-being of children who might not be quite ready for Primary School. Many parents have welcomed this strategy when it was needed.
Board of Management
The Board of Management has overall responsibility with regard to the preparation and implementation of the Code of Behaviour and supports Miss Murray as she carries out her duties as Principal of Kilmacanogue National school.
We have three distinct playground areas consisting of an Astro pitch, tarmac areas and soft turf play areas featuring colourful child friendly illustrated activities drawn onto the playing area. Junior Infants to Second Class play together as the junior classes of the school, while Third to Sixth classes play together as the senior classes of the school. We are also very fortunate in having a large football pitch with goal posts and a playing field both of which are available throughout the year, weather permitting.
All the classes are supervised as they leave the room by the class teacher. The teachers on duty during play time are out in the play areas before any of the children leave the building for playtime. Teachers supervise their classes in this regard at all times.
Supervision is worked out on a rota system with teachers monitoring the play areas from 10:45-11:00am and 12:30pm-12:55pm for the Junior Classes and 11:05-11:20am and 1:00pm -1:30pm for the Senior Classes. At present we also have four SNAs in the junior and senior play areas.
The adults on duty wear high viz yellow coloured jackets for ease of identification for the children.
The children learn from their teachers that if they are worried about anything or if anything has happened to them, they should go to one of the adults on yard.
The adults on duty have a responsibility to ensure that the play areas are 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 (during COVID-19, the child/children will not enter the school but sit on a chair for time-out when appropriate) Dangerous play on the yard is always discouraged and investigated and, depending on the misbehaviour, sanctions are put in place.
Any incidents of concern are recorded in one of the 3 yard books by the teacher who witnessed it or to whom the concern or issue was reported.
Activities are organised in the summer term enabling most of the children to be happily engaged during the break times.
In the winter and early spring terms, games such as rounders for the 2nd up to 6th classes take place 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.
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 naturally found in a classroom with tables and chairs.
Children are encouraged to use the toilets prior to going to the play areas. However, should a child need to go to the toilet during break time, he/she will go to their own class toilets escorted to the class door by an adult. Only one child is allowed to go in at a time with permission from the teacher on duty.
Children who are taken sick or have a written note from their parents, sit on a chair near the playing area where the teachers on duty can supervise them as no child is allowed into the school apart from going to their class at class time during COVID-19. 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.
Ideally a child who is too ill to play outside, should be kept at home for their own well-being.
Children are expected to follow the class rules/contract and to be well behaved. They are expected to be respectful of the children and the adults in their classroom as well as to those in other classrooms. They are expected to remain in their seats at all times for their own health and safety and to raise their hands if they want to ask their teacher a question. The children are expected to listen to their teachers and to follow their teacher’s instructions. They are expected to keep their desk area and classroom clean
The children are regularly reminded by the class teacher to maintain quiet, respectful behaviour on the corridors as they walk to and from their class within the school building .Running in 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.
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 or indeed may have a health issue, 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 or school outing if there is any danger to his/her well-being and safety. Also, the well-being and safety of the other children will be taken into consideration if the behaviour of a child gives reason for concern.
All children who take part in games and after-school activities whether outside or inside the school grounds are expected to represent the school to the best of their ability at all times.
Rewards and Sanctions
Rewards are used as part of the overall school and class strategy and can form part of a planned intervention to help an individual student manage their own behaviour. Kilmacanogue National School specialises in ‘catching children being good’ thus promoting positive behaviour. Rewards for children with special needs take into account their particular learning style.
Examples of rewards given include:
These rewards 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 to have a list for use in that specific class.
The children should follow the rules of the classroom as devised by the class teacher and the children. They know that inappropriate behaviour which interferes with teaching and learning will be noted by the class teacher and a record will be kept. It is important for children to take responsibility for any inappropriate behaviour and to understand that there are consequences for any misbehaviour in the class and that they will be subject to such sanctions as are deemed necessary and appropriate by the class teacher. These sanctions could include the following:
Should the child’s name be taken by the class teacher three times in any one day, the child will be sent to the office where his/her name will go into the principal’s book. (During COVID-19, children will not be sent to the office but Miss Murray, the Principal, will be informed by the class teacher). Should the child’s name appear three times in the principal’s book, the child’s parents will be contacted and an appointment will be made for them to call into the office to discuss the child’s behaviour with the class teacher and the Principal, Miss Murray.
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. The school is proud to be able to say that rarely has the Principal, Miss Murray, had to speak to parents about their child’s misbehaviour. Miss Murray, encourages the teachers to inform her of any concerns they may have regarding a child’s behaviour. She visits each class regularly and the children know that she is there to help and encourage them and listen to any concerns they may have.
Levels of Inappropriate Behaviour
Level 1: Minor Misbehaviour
Level 1 behaviours are those that interfere with the orderly learning environment of the school, classroom, and common areas. Listed below are some examples of the types of behaviour that are included in Level 1. Please note the list is not exhaustive.
Level 1: Disciplinary Actions/Responses
Some examples of Level 1 disciplinary actions include:
Level 1: Supportive Interventions
Level 2: Serious Misbehaviour
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 types of behaviour that are included in Level 2.
Level 2: Disciplinary Actions/Responses
The disciplinary actions at Level 2 are administered by the Principal and may also include formally notifying parents. Some examples of Level 2 responses are:
Level 2: Supportive Interventions
Level 3: Gross Misbehaviour
Level 3 behaviours are considered the most serious violations. These behaviours endanger the immediate health, safety and personal well-being of the pupils and 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 an Garda Síochána and parents. Listed below are some examples of the types of behaviour that are included in Level 3.
Level 3: Disciplinary Actions/Responses
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. Repeated incidents of Level 3 behaviour can result in a pupil being expelled. Specific information about due process and procedures in respect of the issuing of a suspension or expulsion is contained further on in this document.
Managing Aggressive or Violent Behaviour
Strategies for dealing with serious emotional/behavioural problems:
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 class teacher, the resource teacher, the principal, an SNA and the parents and the NEPS psychologist where appropriate.
A care plan, similar to a Behaviour Modification 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 if, despite all of this, the child’s behaviour continues to be 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)
Suspension/Procedures/Removal of Suspension/Expulsion & Appeals
This section of the Code of Behaviour refers directly to chapters 10, 11 & 12 Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008)
The entitlement to education is protected in a range of constitutional and legal provisions and in human rights Conventions. These legal protections for the individual student’s right to education mean that decisions to suspend or expel a student are open to appeal and may be subject to judicial review by the High Court. Schools are required, under section 23(2) of the Education (Welfare) Act 2000, to include their procedures for suspension and expulsion in their code of behaviour. (p. 66)
Serious misbehaviour is defined in Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008) as:
Suspension will be considered after other interventions have been tried and a review will take place as to why these interventions have not worked, except in cases where an immediate suspension is warranted. (p. 71) For serious and continuous misbehaviour, a pupil may be suspended for 3 days by the Principal, Miss Murray. However, having convened an emergency meeting, the Board of Management may authorise the Principal to impose a suspension of more than 5 days with a ceiling of 10 days on any one period of suspension (pg75/76).
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: Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008 pg 72)
For gross misbehaviour or repeated instances of serious misbehaviour, suspensions may well need to be seriously considered. Aggressive, threatening or violent behaviour towards a pupil, member of staff or visitor to the school will be regarded as serious or gross misbehaviour.
Where there are repeated instances of serious or gross misbehaviour, the Chairperson of the Board of Management will be informed and the parents/guardians may be asked in writing to attend a meeting with the Chairperson and the Principal.
If the parents/guardians do not give an undertaking that their child will behave in an appropriate manner in the future, the pupil may have to be suspended for a certain amount of time.
In the case of serous/gross misbehaviour, the Board of Management may authorise the Principal to sanction an immediate one-day suspension, pending review of the incident or matter with the parents/guardians. Expulsion may also be considered in an extreme case.
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:
Where preliminary assessment of the facts confirms serious misbehaviour, the following procedures will be put in place.
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:
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
Removal of Suspension (Reinstatement)
Following, or during a period of suspension, the parents/guardians may apply to have their child reinstated back to the school. The parents/guardians must give a satisfactory undertaking that a s suspended pupil will behave in accordance with the school’s code of Behaviour and the Principal must be satisfied that the pupil’s reinstatement will not constitute a risk to the pupil’s own safety or that of the other pupils or staff. The Principal, in consultation with the child’s parents/guardians, class teachers and the pupil (where appropriate) will facilitate the preparation of a behaviour plan and a behaviour contract (if appropriate) for the pupil and will re-admit the pupil formally back to the school and to his/her class. This re-admittance to school within a suspension period, at the discretion of the Chairperson of the Board of Management and the Principal, may take place when a satisfactory resolution of a problem/concern has been achieved.
The Board of Management of Kilmacanogue National School has the authority to expel a pupil in an extreme case as outlined on pg 81 of Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008) or where repeated incidents of gross misbehaviour interfere with the educational opportunities of other students or where there is a threat to the health and safety of students or staff. Expulsion should a proportionate response to the student’s behaviour. The imposition of this sanction would be under the terms of the Education Welfare Act (2000). Both suspension and expulsion procedures are in accordance with the Education Act (1998)
Prior to the decision to expel
Before the decision to expel, the appropriate school authorities such as the Principal, Chairperson, class teacher, SEN teacher should:
Expulsion – Grounds for Expulsion:
The grounds for expulsion are similar to the grounds for suspension. However, in addition to factors such as the degree of seriousness and the persistence of the behaviour, a key difference is that, where expulsion is considered, the authorities of Kilmacanogue National School will have tried a series of interventions, and believe they have exhausted all possibilities for changing the student’s behaviour: pg 81 Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008)
In some cases, expulsion for a first offence may be warranted where there is:
Procedures in respect of expulsion
The school is required by law to follow fair procedures when proposing to expel a pupil
pg 84-86 Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008)
Step 1: A detailed investigation is carried out under the direction of the Principal.
Step 2: A recommendation is made to the Board of Management by the Principal including these steps:
Step 3: Consideration of the recommendation by the Board of Management and the holding of a hearing
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 decides 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:
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.
Step 6: 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.
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:
permanent expulsion from a school
suspension for a period which would bring the cumulative period of suspension to 20 days or longer in any one school year.
Parents are informed of their right to appeal at the meeting by the Chairperson and the Principal.
Appeals must generally be made within 42 calendar days from the date the parents were notified of the decision (see Circular 22/02). The appeals process under section 29 of the Education Act 1998, begins with the provision of mediation by a mediator nominated by the Appeal Committee (Department of Education and Skills).
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.
Children with Special Needs
All children are expected to comply with the Code of Behaviour. However, Kilmacanogue National School recognises that children with special needs may not always understand certain rules and as a result their behaviour may reflect this in an inappropriate manner. Where and when required, Behaviour Modification Plans will be put in place in consultation with parents/guardians, class teacher, SEN, and/or Principal or Deputy Principal all working very closely together to ensure that the best possible support is given to the child with Special Needs. The cognitive development of the child will be taken into account and professional advice from psychological assessments will be invaluable in helping guide the content of this Behaviour Modification Plan.
In line with data protection legislation, records will be kept of incidents relating to pupils’ behaviour that occur within the classroom, on the playground and within the school. These records will be stored within the school in a secure filing cabinet and in a padlocked strong room. Records of more serious incidents are retained until the pupil is 21 years old. Class teachers shred any personal records at the end of each year.
In relation to any suspensions/expulsions: Records and Reports
Records of investigation and decision making: Formal written records will be kept of:
Report to the Board of Management
Report to NEWB (National Educational Welfare Board)
Policy with regard to absences
Section 18 of the Education Welfare Act 2000 stipulates that parents must notify the school of their child’s absence from school and the reason for this absence. The child’s parents/guardians are required to send in a written note explaining why the child is absent or to email the same to email@example.com. Absent notes are kept and dated by the class teacher as well as being recorded on the school management system, ‘Aladdin’. 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 school.
Reference to other policies
The following policies, amongst others, have a bearing on the Code of Behaviour:
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.
The following, though not exhaustive, will help indicate the success of the Code of Behaviour:
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.
The people responsible for the implementation of this Code of Behaviour Policy are: the Board of Management, the Principal, the teachers and the pupils with the support of their parents.
The Board of Management must ensure that this policy is in place and that all interested parties are aware of its contents. The Board of Management is also responsible for ensuring that the policy is updated and reviewed when required and is in line with current legal requirements and life changing situations such as COVID-19 as they impact on school life and the health and safety of all the children, staff, parents and the whole school community.
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.
The teachers will discuss with their pupils at the beginning of each year the class rules for that year and the sanctions /rewards that will be applied with regard to misbehaviour/good behaviour
Parents will be made aware of the policy and asked for their support in this area.
Addendum: Covid-19 Behaviour principles
In these unprecedented times, there is a need and responsibility for each stakeholder in Kilmacanogue National School to behave in a different manner. This addendum to the Code of Behaviour outlines what is expected from everyone following the specific rules and guidelines from the HSE and gov.ie guidelines.
Our overarching desire in Kilmacanogue National School in drawing up these changes or adjustments to the Code of Behaviour is the health and safety and well-being of all our children, staff and families.
Children are expected to:
Please read the child friendly version of these code of behaviour guidelines relating to COVID-19 which will be displayed in every classroom. Every teacher will explain these guidelines fully to all the children in their class.
There are 3 levels indicating unsafe behaviour for which sanctions will be considered. These levels are:
Responsibilities of Parents/Guardians
Responsibilities of the School Staff
Children’s version of the Code of Behaviour in relation to COVID-19
Children, school has changed since you were last here. There has been lots and lots of exciting work done throughout the school and the play areas. Also, new rules and guidelines have been introduced to our special school in Kilmacanogue so that you will all be safe and happy. It is very important that each of us follows all of the rules and regulations. These are our special rules and guidelines:
Timetable for review
This policy will be reviewed annually or as often as is required. Any concerns regarding the policy will be brought to the attention of the Board of Management.
Signed: Judy O’Toole (Chairperson)
Niamh Murray (Principal)
Review: 16th September 2020