School tours provide a wonderful and quite often memorable learning experience for children, it is an opportunity for them to not only discover new sights and sounds in an unfamiliar environment, but also develop a flair for investigation, the ability to make decisions, lead a group or sometimes just to have that bit of independence they don’t necessarily get in the classroom. Unfortunately, where there is fun and adventure, there are normally risks to accompany it. Safety is as always our main concern.

Before the tour

1. School tours, educational visits, field trips or nature walks that involve teachers and children leaving the school grounds should firstly be approved by the Principal.
2. The teachers will research the venue prior to the visit to ensure it is reputable, competent and safe . The venue should be suitable for all pupils. Teachers should be aware of any extra risks associated with the venue e.g. if near water or traffic. The safest place to embark and disembark should be agreed with the venue and driver.
3. Children will be issued with an itinerary and written consent form which must be returned to the school signed, in order for a pupil to participate. This consent form will include permission for any medical treatment that may be required and should state

• the venue and date
• departure and return times
• the correct clothing to wear and bring
• the type of lunch needed
• the importance of sun protection
• where to collect children afterwards

7. The School Code of Behaviour applies on all tours. In certain circumstances a pupil and parents may be asked to sign a promise of good behaviour prior to the tour. If it is felt a child’s conduct would pose a safety threat for self or others the school may refuse that child permission to travel
8. The preferred method of payment is online. However no child will be excluded from a tour if unable to meet the cost.

On the Tour

1. School tracksuits/shorts must be worn.
2. A packed lunch will be brought by each child on the day. Treats will be agreed beforehand. Reminder no nuts.
3. No spending money will be allowed.
4. Mobile phones or digital devices are not allowed.
5. If any parents are accompanying the class, they are requested not to take photos.
6. On the bus pupils must sit in their seats facing forward with their seatbelts on and avoid behaviour that would distract the driver. Special care should be taken getting on and off the bus.
7. Pupils must stay with their buddy or in their assigned groups throughout the tour.
8. No child should leave the venue even if accompanied by a parent or guardian. If a parent needs to collect their child from the venue, this must be agreed with the supervising teacher in advance.
9. If the tour returns to school within the normal school hours, children will return to their classrooms and be released as normal. When tours return after school, the teacher should bring all pupils into the 2^nd class to be collected. For safety reasons children should NOT BE COLLECTED in the church carpark .

CODE OF  BEHAVIOUR                             

One of the primary aims of St. Brigid’s N.S. is that every member of the school community feels valued and respected, and that each person is treated fairly and well. All are expected to work towards creating a caring community based on mutual trust and respect.

The purpose of St. Brigid’s N.S. is to help pupils to discover and develop their talents and aptitudes in an environment permeated by Catholic values, so that they will be able to participate actively and responsibly in society now and in the future. All school activities are assessed against this objective and disciplinary decisions are informed by a concern for the individual pupils and the welfare of the whole school community.

The primary aim of the Code of Behaviour is the promotion of good relationships so that all can work together to advance learning in an effective and considerate way. The intention of this approach is to create an environment that assists mutual respect, self-discipline and self-development in pupils.

In the implementation of sanctions, we emphasise that it is the child’s behaviour and not the child that is unacceptable.

 

Aims:

• To provide clarity for pupils, teachers and parents on behavioural expectations.
• To provide for the safe and effective operation of the school.
• To create an environment where everyone feels happy, safe and secure and where members of the school community treat each other with consideration and respect.
• To develop pupils’ self-esteem and resilience and to promote positive behaviour.
• To foster the development of a sense of responsibility and self-discipline in pupils based on respect, consideration and tolerance of others.
• To facilitate the holistic education and development of every child.
• To enable teachers to teach without disruption.

 

Principles:

• Discipline is based on respect – respect of pupils for themselves and for others.
• Our staff will strive to offer a model of respect in action. In our code, the individuality of each child will be taken into consideration while acknowledging the right of every child to education in a disruption-free environment.
• Every effort will be made by all members of staff to adopt a positive approach to behaviour in the school and to ensure that the Code of Behaviour is implemented in a reasonable, fair and consistent manner.
• It is agreed that a high standard of behaviour requires a strong sense of community within the school and a high level of mutual respect and co-operation among staff and between staff, parents and pupils. Parental support is essential for the code to be implemented successfully.
• Each teacher is responsible for discipline within her/his own classroom while sharing a common responsibility for good order within the school environment.

 

Rules:

Rules are kept to a minimum, emphasise positive behaviour and are applied in a fair and consistent manner, with due regard to the age of the pupils and to individual difference. Good behaviour is expected and encouraged. Behaviour that interferes with the rights of others to learn and to feel safe is unacceptable. Pupils involved in after school activities or who are on tours or at competitions are expected to behave in accordance with the Code of Behavior.

 

Other Relevant Policies:

The Code of Behaviour has been developed in conjunction with the following policies: Anti- Bullying,  Cyber Bullying, Yard Supervision and Procedures, School Rules,  Homework , Uniform , Health and Safety  Healthy Food and School-Home Communication Policies.

 

THE CODE FOR PUPILS

I will take care on my way to and from school.

I will be on time for school.

I will show respect for all others and myself.

I will do my best in school and I won’t waste time.

I will listen well and follow instructions.

I will do my homework and get it signed.

I will bring a note if I am absent, leaving early or am late.

I will be truthful and honest at all times.

I will look after property and I won’t damage things.

I will have good manners.

I will walk quietly in the school buildings and on the stairs.

I will wear the correct uniform.

I will follow the Healthy Eating Policy and bring my wrappers home.

I will not bully others and I will report any bullying I experience or witness.

I will not bring a mobile phone to school.

 

Affirming Positive Behaviour:

Positive reinforcement of good behaviour leads to better self-discipline and we place a greater emphasis on rewards and incentives than on sanctions. Each teacher is responsible for the implementation of the Code of Behaviour in his/her own classroom. Below is a sample list. Individual teachers use a variety of award systems and incentives in their classrooms to promote positive attitudes and behaviour. Class teachers draft their own classroom Code of Behaviour in conjunction with their pupils.

• A quiet word or gesture to show approval.
• A comment on a child’s copy.
• Stickers and stars.
• Class Dojo.
• A visit to another class or Principal for commendation.
• Praise in front of class group.
• Individual class merit awards, points or stamps.
• Delegating some special responsibility or privilege.
• Written or verbal communication with parent.
• Pupil of the week/month award.
• Homework vouchers.
• School postcards for targeted behaviour e.g. courtesy, inclusion, etc.
• Affirmation of exceptional behaviour at assemblies.

 

MISBEHAVIOUR

The degree of misdemeanours i.e. minor, serious or gross, and the appropriate sanctions will be determined by the teachers and/or Principal based on a common-sense approach with regard to the gravity/frequency of such misdemeanours.

1. EXAMPLES OF MINOR MISDEMEANOURS

• Interrupting class work
• Arriving late for school
• Running in school building
• Messing in class line
• Leaving seat without permission at lunchtime
• Placing unfinished food/drink cartons in class bin
• Leaving litter around school
• Not wearing the correct uniform
• Being discourteous/unmannerly
• Not completing homework without good reason
• Not having homework signed by a parent
• Not bringing correct books and materials

 

Sanctions for Minor or Recurring Misdemeanours:

Pupils will not be deprived of engagement in a Curricular Area, except on the grounds of health and safety.

• A single occurrence is dealt with by discussing the misbehaviour with the child.
• Verbal warning
• Write an account of what happened or an explanation of how the code was broken. A Parent or Guardian should sign this.
• Note in homework journal to be signed by parent
• Temporary separation from peers
• Sending to another teacher
• Meeting between teacher and parent with or without pupil present
• Detention at break time (name should be given in advance to deputy)
• Note to parents concerning behaviour
• Send to Discipline-Committee
• Send to Principal
• Principal/Deputy Principal meets or phones parents

 

2. EXAMPLES OF SERIOUS MISDEMEANOURS

• Constantly disruptive in class
• Telling lies
• Stealing
• Damaging property
• Bullying (see anti bullying policy)
• Being disrespectful to a staff member
• Leaving school premises during school day without appropriate permission
• Consistent refusal by pupil to try their best in class
• Using unacceptable language
• Bringing dangerous implements to school
• Deliberately hurting a fellow pupil.

Sanctions for Serious Misdemeanours:

• Parents/Guardians informed
• Send to Discipline Committee
• Send to Principal
• Principal phones and/or meets with parents.
• Chairperson of Board of Management informed and parents requested to meet with Chairperson and Principal

 

3. EXAMPLES OF GROSS MISDEMEANOURS:

• Setting fire to school property
• Deliberately leaving tap/fire hose turned on
• Aggressive, threatening or violent behaviour towards a teacher/pupil
• Repeated incidents of aggression, name calling or bullying (see anti bullying policy)

 

Dealing with Gross Misdemeanours: Suspension and Expulsion

1. Before sanctions such as suspension or expulsion are used, the usual channels of communication between school and parents will be utilised. Communication with parents may be verbal or by letter depending on the circumstances.
2. However, in cases of gross misbehaviour, repeated instances of serious misbehaviour or persistent breaches of school rules, suspension may be considered. Parents concerned will be invited to come to the school to discuss their child’s case. One-off aggressive, threatening or violent behaviour towards a teacher or pupil will be regarded as serious or gross misbehaviour.
3. Where a decision has been reached to institute a suspension, the Chairperson of the Board of Management will be informed and the parents will be requested in writing to attend at the school to meet the Chairperson and the principal
4. Prior to suspension, where possible, the Principal may review the case in consultation with teachers and other members of the school community involved. Due regard will be given to records of previous misbehaviours, their pattern and context, sanctions and other interventions used and their outcomes and any relevant medical information. Suspension will be in accordance with the Rules for National Schools and the Education Welfare Act 2000.
5. In the case of gross misbehaviour, where it is necessary to ensure that order and discipline are maintained and to secure the safety of the pupils, the Board may authorise the Chairperson or Principal to sanction an immediate suspension for a period not exceeding three school days, pending a discussion of the matter with the parents.
6. Expulsion may be considered in an extreme case, in accordance with the Rules for National Schools and the Education Welfare Act 2000. Expulsion will be considered in an extreme case in accordance with Rule 130 (6) i.e. “No pupil can be struck off the rolls for breaches of discipline without prior consent of patron and until alternative arrangements are made for enrolment of pupil at another suitable school in the locality.”
7. Before suspending or expelling a pupil, the Board shall notify the Local Welfare Education Officer in writing in accordance with Section 24 of the Education Welfare Act.

 

Reinstatement after Suspension:

Following or during a period of suspension, the parent/s may apply to have the pupil reinstated to the school. The parent/s must give a satisfactory undertaking that a suspended pupil will behave in accordance with the school code 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 will facilitate the preparation of a behaviour plan for the pupil if required and will re-admit the pupil formally to the class, maintaining on going contact with parents.

 

 

THE BREAK TIME CODE FOR PUPILS

• I walk to the yard ~ I do not run.
•  I play well with others – I play by the rules – I don’t spoil other pupil’s games
• I am gentle ~ I do not hurt others.
• I always show respect. ~ I don’t taunt others, insult them, call them names or use bad words.
• I am honest. ~  I don’t cover up the truth.
• I am kind to others ~ I ask others to join games.
• I always ask permission to leave the yard or to enter the building.
• I stop when the bell rings ~ I walk to my line and I stand quietly.
• I stay seated and busy during wet breaks.
• I never bring food to the yard

 

Yard behaviour is monitored daily by the Deputy Principal. All incidents entered in the notebooks or reported verbally are recorded on the child’s Aladdin profile.

Dealing with minor or continual misdemeanours the yard:

• A verbal warning
• Sinbin for up to ten minutes
• Name entered in notebook and teacher informed by yard supervisor
• 3 times in notebook, parents are informed and warned that detention will follow
• 4 times, automatic detention
• Meeting with Teacher and Parents
• Meeting with Deputy or Principal
• Aggressive behavior, fighting, leaving the school grounds and being disrespectful to staff are considered serious misdemeanors which may warrant immediate removal from the yard and the Principal or Deputy informed.

 

ROLES AND RESPONSIBILITIES

• The BOM will provide a comfortable, safe environment, support the Principal and staff in implementing the code and ratify and review the code as necessary.
• The Principal will promote a positive climate in the school and provide a safe working environment for all staff and pupils. He will ensure that the Code of Behaviour is implemented in a fair and consistent manner and arrange for review of the Code as necessary.
• The Staff will implement Code of Behaviour in a fair and consistent manner. They will be inclusive, courteous, and supportive in their interactions with pupils and parents. They will communicate any concerns with the Principal and parents when necessary and keep records of serious or repeated misbehaviour.
• Parents or Guardians will encourage children to have a sense of respect for themselves and for property. They will ensure that children attend regularly and punctually, support and encourage their children’s schoolwork and co-operate with the teachers in instances where their child’s behaviour is causing difficulties for others. Parents should be familiar with the Code of Behaviour and support its implementation. It is important that parents advise the Principal of any problems which might affect their child’s behaviour.

 

Monitoring and Review:

Each staff member is responsible for the implementation of the Code of Behaviour and Anti-Bullying Policy. Within the classroom the teacher monitors his/her class. All staff have a collective responsibility to monitor the behaviour of children within sight or sound of them,  to affirm good behaviour and to respond to any instance of unacceptable behaviour. The principal is responsible for monitoring and reviewing Policy at staff level on a regular basis and reports any review the staff deem necessary to the Board of Management.

The Code of Behaviour has been developed in collaboration with the staff, BOM, PTA, and  the Student Council.  It is available at reception and published on the school website. The Code for pupils is printed in the homework journals and distributed to class teachers.

The Board of Management (BOM) has ultimate responsibility for discipline in the school under its management and a duty to ensure that a fair Code of Behaviour  applies therein. The BOM will ensure the Code of Behaviour and Anti-Bullying policy is reviewed yearly or more often if the need arises.

 

 

 

 

 

 

 

 

 

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• I will take care on my way to and from school.

• I will be on time for school.

• I will show respect for all others and myself.

• I will do my best in school and I won’t waste time.

• I will listen well and follow instructions.

• I will do my homework and get it signed.

• I will bring a note if I am absent, leaving early or am late.

• I will be truthful and honest at all times.

• I will have good manners.

• I will walk quietly in the school buildings and on the stairs.

• I will wear the correct uniform.

• I will follow the Healthy Eating Policy and bring my wrappers home.

• I will look after property and I won’t damage things.

• I will not bully others and I will report any bullying I experience or witness.

• I will not bring a mobile phone to school.

 

CODE OF BEHAVIOUR FOR BREAK TIMES

• I walk to the yard – I do not run.

• I play well with others – I play by the rules – I don’t spoil other pupil’s games.

• I am gentle – I do not hurt others.

• I always show respect – I don’t taunt others, insult them, call them names or use bad words.

• I am honest – I don’t cover up the truth.

• I am kind to others – I ask others to join games.

• I always ask permission to leave the yard or to enter the building.

• I stop when the bell rings – I walk to my line and I stand quietly.

• I stay seated and busy during wet breaks.

• I never bring food to the yard.

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Please note this policy will be updated this term in accordance with new data regulations coming into effect mid 2018

 

Introduction:

The Staff and Board of Management of Saint Brigid’s National School formulated this policy. The purpose of the policy is to identify the personal data that is retained by the school in manual and electronic form and to ensure confidential and manageable procedures are in place when giving access to such records by parents and staff.

Aims/Objectives:

• To ensure the school complies with legislative requirements and that the data protection rights of parents, pupils and staff are safeguarded
• To clarify the types of records maintained and the procedures relating to making them available to the relevant bodies
• To put in place proper recording and reporting framework on the educational progress of pupils
• To establish clear guidelines on making these records available to parents and past pupils who are over 18
• To stipulate the length of time records and reports will be retained.

The Eight Rules of Data Protection

Based on Data Protection Act 1988 and Data Protection Amendment Act 2003

1. Obtain data and process fairly
2. Keep it only for explicit lawful purposes
3. Use it and disclose it only in ways compatible with these purposes
4. Keep it safe and secure
5. Keep it accurate up to date and complete
6. Ensure that it is adequate, relevant and not excessive
7. Retain it for no longer than necessary for the purpose
8. Give a copy to individual on request

 

Types of Data

1. Personal Data:

This data relates to personal details of the students such as name, address, date of birth, gender, ethnic origin, nationality, religious belief, medical details, dietary information, PPSN, contact details and parents names. These are kept in the office in a locked filing cabinet.

2. Student Records:

• Personal details of the student and parents or guardians
• Sensitive Medical data
• School report cards
• Psychological/Clinical/Occupational Therapy/Speech and Language Assessments
• Standardised Test Results
• Screening Tests such as MIST and NRIT
• Teacher – designed tests.
• Assessment Folders and Profiles
• Diagnostic Tests Reports
• Individual Education Plans
• Learning Support/Resource Data such as records of permission/refusal to access LS/RT services in the school and exemptions in Irish
• Minutes of meetings with parents
• Attendance Records and Absence notes
• Behaviour Records
• Discipline Committee Records
• Accident Reports
• Child Protection Records.
• Mobile Phone Contracts

3. Data relating to Staff

This data relates to personal and professional details of the Staff such as name, address, date of birth, contact details, payroll number, attendance records, qualifications, school records, sick leave, CPD, curriculum vitae, school returns, classes taught and seniority.

4. Administrative Data:

• Attendance Reports, Roll Book, Registers
• Accident Report Book
• Administration of Medicines Indemnity Form
• Policies
• HSE files
• Board of Management files
• Accounts

5. Electronic Data:

A large part of the schools’ database is stored electronically on Aladdin, a cloud based administration system which is password protected.

 

Access to Records:

Those listed below will have access to data held by the school where relevant and appropriate

• Parents/guardians of pupils under 18
• Past pupils over 18
• Health Service Executive
• National Educational Welfare Board
• National Educational Psychologists Service
• National Council for Special Ed.
• Designated school personnel
• Department of Education & Skills
• First and second-level schools (where relevant).

 

A parental authorisation form must be completed by parents in the event of data being transferred to outside agencies such as health professionals etc.  Outside agencies requesting access to records must do so in writing giving seven days notice.  Parents/Guardians can make such a request either by phone, email or in writing.

First and Second level schools must confirm transfers in writing before data can be transferred.

Annual written reports are given to parents of children from 1^st – 6^th classes in mid June. A standardized form is used. Standardized test results are included on the 2^nd 4^th and 6^th report cards.

 

Responsibilities of Staff

 

The Principal: Mr. Courtney

The Principal assumes the function of data controller and supervises the application of the Data Protection Act within the school. The Principal will ensure records are accurate, up to date, treated confidentially and stored securely.

The Teachers should

• Maintain accurate, up to date records. These may include contact information, behaviour reports, medical information, assessments, test scores, standardized test answer books, parent teacher meeting notes, and pupil portfolios.
• Store standardized test answer books for analysis and pass to next teacher. The front page must be shredded once the next test has been administered.
• Keep all sensitive data out of sight
• Pass relevant data to next teacher and destroy information that is not relevant in a responsible manner. (Shredder available in Learning Support and Office)
• Use Aladdin or password protected folders to save electronic data, (not USB keys or external hard drives)
• Provide end of year reports to parents using a DES standardized form, a template of which is stored on Aladdin
• Record absence reasons on Aladdin
• Keep absence notes in cases where teachers have a concern and pass these to Deputy Principal at end of each year
• Send mobile phone contracts to Deputy Principal

The Learning Support Coordinator should

• Maintain accurate and up to date test results and report cards and store these securely in locked cabinets.
• Store all other records for 10 years until past pupil reaches 23
• Maintain and store assessment reports and sensitive records
• Remove and shred records when past pupils reach 23 (10 years)
• Provide data to outside agencies after receiving written requests
• Provide teachers access to test scores, reports and assessments on pupils in their class
• Provide student transfer records to another school when requests are made in writing

The Learning Support Teachers should

• Store sensitive records in locked cabinets
• Use password protected folders, Google Drive or Aladdin
• Not store sensitive data on USB keys or external hard drives that are not password protected
• Destroy information that is no longer relevant in a responsible manner

The Special Needs Assistants should

• Maintain a weekly log
• Maintain a home school communication notebook if necessary
• Pass records to Learning Support Coordinator if pupil is reassigned.

The Post Holder with responsibility for administration of medicines should

• Obtain relevant medical information and consent forms from parents of children with medical conditions.
• Display medical information including photos on the staffroom notice board and share this information with staff as necessary.
• Store all medical information securely and destroy when child has left the school.
• Keep medical records accurate, up to date and relevant

The Deputy Principal should

• Ensure completed school roll books are stored in a secure location and access is limited to authorized personnel only.
• Maintain and store securely behaviour reports, absence notes, school register, roll books attendance records, transfer information and mobile phone contracts.
• Share attendance records with NEWB
• Upload test results, accident and behaviour records via Aladdin and share these with the current class and support teachers annually
• Share necessary medical information of pupils with staff using the yard notebooks.

The School Secretary should

•  Maintain the electronic school administration system
• Store all student and parents’ personal information provided on enrolment forms in a locked cabinet
• Remove data on past pupils and store in a secure location for 10 years.

 

Links to other Policies:

This Data Protection Policy is linked to

• Child Protection Policy
• Anti Bullying Policies
• Substance Abuse Policy
• Administration of Prescribed Medicines Policy
• Enrolment Policy
• Code of Behaviour

 

Success Criteria:

• Compliance with Data Protection Act 1988 and Data Protection Amendment Act 2003 Statute of Limitations Act 1957
• Systematic reporting to parents on education progress in place
• Easy access to records
• Framework in place for ease of compilation and reporting
• Manageable storage of records

 

 

 

 

 

 

 

 

 

 

St. Brigid’s N.S. Uniform Policy

The Uniform from 1st class onwards is:

• Grey trousers / skirt /pinafore
• Wine jumper or cardigan
• Grey shirt
• Black, grey or white socks/tights
• Black or brown  shoes…black runners are  also acceptable
• School tie

Junior and Senior Infants wear school tracksuits and white polo shirts.

Please Note:

In winter leather boots are allowed but ugg type canvas or suede boots are not

Hoodies are not part of the school uniform and should not be worn as an alternative to the school jumper or sweatshirt .

For safety reasons scarves are not allowed in the yard.

Baseball hats are only allowed when worn  in the yard  on very sunny days.

No jewellery including bracelets – Girls can wear stud earrings .

No make-up, nail varnish or hair dye. Longer hair should be tied up.

The Summer Uniform:

Worn for May , June, September, October

• Wine shorts, tracksuit top and white polo shirt
• Runners can be worn.

Tracksuits are only worn on PE days unless attending lunch time running. During school term there may be an additional tracksuit day, when cricket, rugby or GAA is on. This is usually  for 6 to 8 weeks at a time. Children attending after school sport activities are expected to change into sports wear after school.

Children who do not adhere to the uniform policy will receive a verbal and then a written warning .

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Anti-Bullying Policy 
St. Brigid’s N.S Castleknock

1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, The Board of Management (BOM) of St. Brigid’s Primary School has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. The policy fully complies with the requirements of the Anti bullying Procedures for Primary and Post -Primary Schools which were published in September 2013.

2. The BOM recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles in preventing and tackling bullying behaviour:

• A positive school culture and climate which

– is welcoming of difference and diversity and is based on inclusivity;
– encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
– promotes respectful relationships across the whole school community

• Effective leadership
• A school wide approach
• A shared understanding of what bullying is and its impact
• Implementation of education and prevention strategies (including awareness raising measures) that-build empathy, respect and resilience in pupils and explicitly address the issues of cyber bullying and identity-based bullying.
• Effective supervision and monitoring of pupils;
• Supports for staff
• Consistent recording, investigating and follow up of bullying behaviour (including use of established intervention strategies)
• Ongoing evaluation of the effectiveness of the anti- bullying polic

3. In accordance with the Anti bullying Procedures for Primary and Post -Primary Schools bullying is defined as follows:

Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time.

The following types of bullying behaviour are included in the definition of bullying

• Deliberate exclusion, malicious gossip and other forms of relational bullying
• Cyber bullying
• Identity based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the travelling community and bullying of those with disabilities or SEN.

Isolated or once off incidents of intentional negative behaviour, including a once off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and will be dealt with as in accordance with the school’s code of behaviour.

However, in the context of this policy, placing a once off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and /or repeated by other people will be regarded as bullying behaviour.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

4. The relevant teachers for investigating and dealing with bullying are all class teachers, the Deputy Principal and Principal. The relevant LST teacher will be involved if necessary with pupils with special educational needs.

5. The education and prevention strategies (including strategies specifically aimed at cyber bullying and identity-based bullying) will be as follows:

Creation of a culture of “telling”

• Encourage a culture of telling, with particular emphasis on the importance of bystanders. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.
• Ensuring that pupils know who to tell and how to tell, e.g.:
• Direct approach to teacher at an appropriate time, for example after class.
• Hand note up with homework.
• Make a phone call to the school or to a trusted teacher in the school.
• Get a parent(s)/guardian(s) or friend to tell on your behalf.
• Worry box/ niggle box in class
• Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.
• Teachers should repeatedly reinforce the message that if anyone is the victim of bullying behaviour, they should not retaliate in any way, but they should tell an adult. Victims should be reassured that if they tell, something will be done about the bullying in a safe manner and all reported incidents will be dealt with.
• Class lessons to be provided to enable pupils “how to tell” (telling protocol)
• Bystanders can be the key to resolving bullying and if anyone witnesses bullying behaviour, they should always tell a teacher. This is not telling tales but a means of protecting victims.

Raising the awareness of bullying as a form of unacceptable behaviour by –

• Engaging in formal teaching within the class setting through SPHE programmes.
• Poster campaign targeting bullying coinciding with stay safe programme in Sept/Oct
• Affirming good behaviour in our school
• Awareness of bullying is addressed in the classroom as part of the Stay Safe Programme, at school assemblies, through the school policy on pastoral care and on other informal occasions when the opportunity arises.
• Encouraging pupils to report any incident of bullying
• Complaints of bullying to be reported quickly, firmly and fairly and are recorded
• The Principal is informed of any instance of bullying.

Teachers may choose a selection of the following strategies

• Formal programmes of work are a vital element in raising children’s self-esteem and equipping children to cope with bullying behaviour e.g. Alive-O, Webwise, Stay safe, Walk Tall.
• Positive reinforcement by teachers in classroom setting (Class dojo, class reward system, students of the week, gaelgeoir na seachtaine, golden time, spot prizes, stars, stickers etc.)
• Modelling of respectful behaviour and language by teachers and staff.
• Promotion of extra-curricular activities which encourage co-operation among pupils (to extend this beyond sport).
• Rewarding incidents of good and improved behaviour and showing acts of kindness at class level and whole-school e.g. Student of the Week.
• Encouraging students to look out for each other and to be responsible for their own behaviour.
• All teachers are required to be vigilant on yard duty- record all incidences- monitor repeat offenders
• Immediate affirmation of children who report incidents of bullying which they have witnessed.
• Circle-time sessions, role-play, and puppetry are methodologies which are used to discuss and explore issues of bullying.
• To prepare a quiet area for circle time and other programs.
• Each class to have a set of class rules which complement the school’s Code of Behaviour.
• Buddy system, peer mentoring, worry box
• Renew the signs around the school.
• Ensure supervision at all times when pupils can access the internet.
• All teachers to do a lesson on internet safety- coincide with Internet Safety Day.

6. The school’s procedure for investigation, follow up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying are as follows:

Incidents of Bullying are generally dealt with on a staged basis.

All reports of bullying must be dealt with initially by the class teacher. At the Principal’s/ teacher’s discretion other interventions may be used in relation to a serious offence e.g. it is necessary to bring serious incidents to the attention of parents.

The aim for the class teacher in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame).

Stage 1

An important part of our school approach to behaviour is the concept of ‘Restorative Practices’ and this approach is intertwined with our ‘anti-bullying’ policy.

This approach is designed to help build understanding, encourage accountability and provide opportunities for healing.

An important element in Restorative Practice is ‘Fair Process’

Expectations: everyone knows what is expected of them

Engagement: involves individuals in decisions/listening to views

Explanation: clarify how decisions are reached

In investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best to resolve the situation.

• When a bullying incident comes to the notice of a teacher, it is important to gather all of the facts from both sides (What, where, when, who, why?). This will involve an interview with the alleged bully, victim and/or witnesses.
• In line with ‘Restorative Practices’, once off offenders are asked the following questions
  • What happened?
  • What were you thinking at the time?
  • What have you thought about since?
  • Who has been affected by what you have done? In what way?
  • What do you need to do to make things right?

• Non-teaching staff will be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them to the relevant teacher.
• The Teacher should take a calm, unemotional, problem-solving approach.
• All sides are listened to separately and notes are taken.
• The notes are brief, factual and should be void of emotional or judgemental language.

All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way.

• Where possible, a witness is present.
• It is explained to the alleged bully how hurtful their behaviour is and attempts are made to encourage them to empathise with the alleged victim.
• The child/ children involved will be asked to sign “Pupil Behaviour Promise “.

Stage 2

If this child breaks the promise and re-offends then the Deputy Principal or Principal with the class teacher will interview the child/children again. It is explained to them that this is their second time offending and that they have not committed to their promise. Again attempts will be made to resolve the situation. Once more students will sign the “Pupil Behaviour Promise 2”. This time this has to be signed by their parents. They are now advised that if they break this promise again, they will have a meeting with the principal and their parents in the office and will face relevant sanctions.

• Parents and pupils are required to co-operate with any investigations and assist the school in resolving any issues and restoring, as far is practicable, the relationships of the parties involved as quickly as possible.

Stage 3

If a child breaks their promise twice then the matter is referred to the Principal. The Principal meets with the child and the parent. The child will face relevant sanction.

Recording of incidents:

Follow up and recording

In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:

– Whether the bullying behaviour has ceased;

– Whether any issues between the parties have been resolved as far as is practicable;

-Whether the relationships between the parties have been restored as far as is practicable;

-Any feedback received from the parties involved, their parent(s)/guardian(s)s or the school Principal or Deputy Principal

Recording of bullying behaviour

It is imperative that all recording of bullying incidents must be done in an objective and factual manner.

The school’s procedures for noting and reporting bullying behaviour are as follows:

       Informal- pre-determination that bullying has occurred

• All staff must keep a written record of any incidents witnessed by them or notified to them. Consideration needs to be given to where the records will be made e.g. incident book. All incidents must be retained and reported to the relevant teacher each year.
• While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher must keep a written record of the reports, the actions taken and any discussions with those involved regarding same
• The relevant teacher must inform the Principal and Deputy Principal of all incidents being investigated.

 

Formal Stage 1-determination that bullying has occurred

• If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.

Formal Stage 2-Appendix 3 (From DES Procedures)

• The relevant teacher must use the recording template at Appendix 3 to record the bullying behaviour in the following circumstances:

All incidents will be logged by class teacher and incidents which have not been adequately and appropriately addressed within 20 school days will be recorded by the class teacher on the recording template (Anti bullying Procedures for Primary and Post -Primary Schools). This template will be completed in full and a copy given to the Deputy Principal and Principal. At least once every school term the Principal will provide a report to the BOM setting out the overall number of bullying cases reported by means of this template and confirmation that all cases are being dealt with in accordance with procedure.

The school’s programme of support for working with pupils affected by bullying is as follows:

Victims 

• Victims are reassured from the outset that they are not to blame.
• Strategies for restoring self-esteem are explored between teacher and parents/guardians.
• Where deemed necessary, the child in consultation with parents may be referred for counselling.
• Staged approach- class support, school support( as per Continuum -Behavioural, Emotional and Social difficulties- NEPS).
• The parents of the pupils concerned will be advised to contact the local Gardaí if appropriate.

 

Bullies 

• If pupils require counselling of further supports the school will endeavour to liaise with the appropriate agencies to organise same. This may be for the pupil affected by bullying or involved in the bullying behaviour.
•  Staged approach – class support, school support (as per Continuum-Behavioural, Emotional and Social Difficulties– NEPS)

Incidents of bullying can extend beyond the school and the journey to and from school is one which can provide particular opportunities for bullying to occur. The school’s policy could be given to those who are closely involved at this stage so that if bullying behaviour is witnessed by them, that they may report it to the school.

In certain cases too it may be necessary to invite assistance from formal agencies such as Gardaí,(J.L.O) Health Board, Local Youth Groups etc.

The school will constantly remind parents of the dangers of “cyber- bullying” as can happen with the use of social networking sites and mobile phones. We also direct their attention to the school’s internet Acceptable Use Policy (AUP).

The school cannot be responsible for disagreements between pupils that happen outside the school grounds but will make reasonable efforts to cooperate with parents in assisting them to resolve the issues.

8. Supervision and Monitoring of pupils:

The BOM confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.

9. Prevention of Harassment:

The BOM confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practical to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Travelling community.

10. This policy was adopted by the Board of Management on ___________

11. This policy has been made available to school personnel, published on the school website and provided to the Parent’s Association. A copy of the policy will be made available to the Department and patron if requested.

12. This policy and its implementation will be reviewed by the BOM once in every school year. Written notification that the review has been completed will be made available to school personnel, and will be readily accessible to parents and provided to the Parent’s association. A record of the review and its outcome will be made available, if requested, to the patron and to the Department.

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“ Be in your line at ten to nine”

The first fifteen minutes each morning are busy times in class. Often books are exchanged and homework checked as children and teachers prepare for the day ahead. To minimize early morning disruptions please try to have your child at school in time.

We know that some children feel really anxious when they have to enter the classroom late  and if this is a regular occurence it can undermine their confidence and create a lot of  anxiety problems in the morning.

Parents are asked to encourage independence by allowing their child enter  each morning with their line. It is not necessary to accompany them to the classroom door.

If a child is unwell they should stay at home and we understand that some children are more prone to illnesses especially in their first year in school. However we ask you to inform the class teacher as to the reason for your child’s absence on their return to school. We are obliged to state  absence reasons when making out attendance reports each term  Our school app  and website have forms that can be filled and sent from your phone or you can simply write a note.

If a pupil has missed 15 days the school will inform you by text. At 20 days we are required to inform the National Welfare Board even if the absences are due to illness.

If a child misses 20 days of school , that’s nearly a month  out of 10  months..so those  odd days really  add up and your child’s progress does suffer,

We discourage parents from taking children on extended family holidays  during the school term except in exceptional circumstances. We are not allowed under law to give permission to  a parent take a child out of school for a holiday. If a parent wishes to do so , they need to state this intention in writing.

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