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 of Scoil Iosaif has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.

The Board of Management 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 of best practice 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 school community;
• This will achieved by
• 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 including in particular, homophobic and transphobic bullying.
• Effective supervision and monitoring of pupils;
• Supports for staff;
• Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
• On-going evaluation of the effectiveness of the anti-bullying policy.

 

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 and
• identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

 

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 should be dealt with, as appropriate, 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.

 

The following are some of the types of bullying behaviour that can occur amongst pupils:

 

Physical aggression: This behaviour includes pushing, shoving, punching, kicking, poking and tripping people. It may also take the form of severe physical assault. While pupils often engage in ‘mess fights’, they can sometimes be used as a disguise for physical harassment or inflicting pain.

Intimidation: Some bullying behaviour takes the form of intimidation: it may be based on the use of very aggressive body language with the voice being used as a weapon. Particularly upsetting can be a facial expression which conveys aggression and/or dislike.

Isolation/exclusion and other relational bullying: This occurs where a certain person is deliberately isolated, excluded or ignored by some or all of the class group. This practice is usually initiated by the person engaged in bullying behaviour and can be difficult to detect. It may be accompanied by writing insulting remarks about the pupil in public places, by passing around notes about or drawings of the pupil or by whispering insults about them loud enough to be heard. Relational bullying occurs when a person’s attempts to socialise and form relationships with peers are repeatedly rejected or undermined. One of the most common forms includes control: “Do this or I won’t be your friend anymore”(implied or stated); a group ganging up against one person; non-verbal gesturing; malicious gossip; spreading rumours about a person or giving them the “silent treatment”.

 

Cyber-bullying: This type of bullying is increasingly common and is continuously evolving. It is bullying carried out through the use of information and communication technologies such as text, social network sites, e-mail, instant messaging (IM), apps, gaming sites, chat-rooms and other online technologies. Being the target of inappropriate or hurtful messages is the most common form of online bullying. As cyber-bullying uses technology to perpetrate bullying behaviour and does not require face to face contact, cyber-bullying can occur at any time (day or night). Many forms of bullying can be facilitated through cyber-bullying. For example, a target may be sent homophobic text messages or pictures may be posted with negative comments about a person’s sexuality, appearance etc.

Name calling: Persistent name-calling directed at the same individual(s) which hurts, insults or humiliates should be regarded as a form of bullying behaviour. Often name-calling of this type refers to physical appearance, e.g., size or clothes worn. Accent or distinctive voice characteristics may attract negative attention. Academic ability can also provoke name calling. This tends to operate at two extremes. There are those who are singled out for attention because they are perceived to be weak academically. At the other extreme there are those who, because they are perceived as high achievers, are also targeted.

Damage to property: Personal property can be the focus of attention for bullying behaviour. This may result in damage to clothing, mobile phone or other devices, school books and other learning material or interference with a pupil’s locker or bicycle. The contents of school bags and pencil cases may be scattered on the floor. Items of personal property may be defaced, broken, stolen or hidden.

Extortion: Demands for money may be made, often accompanied by threats (sometimes carried out in the event of the targeted pupil not delivering on the demand). A pupil may also be forced into theft of property for delivery to another who is engaged in bullying behaviour.

 

Special Educational Needs: Name calling, taunting others because of their disability or learning needs. Taking advantage of some children’s vulnerabilities and limited capacity to recognise and defend themselves against bullying. Taking advantage of some vulnerabilities and limited capacity to understand social situations and social cues.  Setting others up for ridicule.

 

The education and prevention strategies that will be used by the school are as follows

 

The school acknowledges the right of each member of the school community to enjoy school in a secure environment.

The school acknowledges the uniqueness of each individual and his/her worth as a human being.

The school promotes positive habits of self-respect, self-discipline and responsibility among all its members.

The school prohibits vulgar, offensive, sectarian or other aggressive behaviour or language by any of its members.

The school has a clear commitment to promoting equity in general and gender equity in particular in all aspects of it’s functioning.

The school has the capacity to change in response to pupils’ needs.

The school identifies aspects of curriculum through which positive and lasting influences can be exerted towards forming pupils’ attitudes and values.

The school takes particular care of “at risk” pupils and uses its monitoring systems to facilitate early intervention where necessary and it responds to the needs, fears or anxieties of individual members in a sensitive manner.

The school recognises the need to work in partnership with and keep parents informed on procedures to improve relationships on a school-wide basis.

The school recognises the role of parents in equipping the pupil with a range of life-skills.

The school recognises the role of other community agencies in preventing and dealing with bullying.

The school promotes habits of mutual respect, courtesy and an awareness of the interdependence of people in groups and communities.

The school promotes qualities of social responsibility, tolerance and understanding among all its members both in school and out of school.

 

Staff members share a collegiate responsibility, under the direction of the Principal, to act in preventing bullying/aggressive behaviour by any member of the school community.

 

 

Each member of staff will model respectful behaviour to all members of the school community at all times.

Explicitly teach pupils what respectful language and respectful behaviour looks like, acts like, sounds like and feels like in class and around the school.

Display key respect messages in classrooms, in assembly areas and around the school. Involve pupils in the development of these messages. The students council will be involved in this work.

Catch them being good – notice and acknowledge desired respectful behaviour by providing positive attention.

Consistently tackle the use of discriminatory and derogatory language in the school – this includes homophobic and racist language and language that is belittling of pupils with a disability or SEN.

Give constructive feedback to pupils when respectful behaviour and respectful language are absent.

Have a system of encouragement and rewards to promote desired behaviour and compliance with the school rules and routines.  The DFL system will be used throughout the school.

Explicitly teach pupils about the appropriate use of social media.

Positively encourage pupils to comply with the school rules on mobile phone and internet use. Follow up and follow through with pupils who ignore the rules.

Actively involve parents and/or the Parents’ Association in awareness raising campaigns around social media.

Actively promote the right of every member of the school community to be safe and secure in school.

Highlight and explicitly teach school rules in pupil friendly language in the classroom and in common areas.

All staff can actively watch out for signs of bullying behaviour.

Ensure there is adequate playground/school yard/outdoor supervision.  There will be a minimum of three teachers monitoring the yard.

School staff can get pupils to help them to identify bullying “hot spots” and “hot times” for bullying in the school.

– Hot spots tend to be in the playground/school yard/outdoor areas, corridors and other areas of unstructured supervision.

– Hot times again tend to be times where there is less structured supervision such as when pupils are in the playground/school yard.

Support the establishment and work of student councils.

-Encourage a culture of telling, with particular emphasis on the importance of bystanders.  In that way pupils will gain confidence in telling.  This confidence 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.

– Pupils should understand that there are no innocent bystanders and that all incidents of bullying behaviour must be reported to a teacher.

 

The above will be achieved by

Development and promotion of an anti-bullying code to be included in pupil journals and displayed publicly in classrooms and in common areas of the school.

 

 

SPHE lessons

The full implementation of the Stay Safe / Walk Tall programmes

Initiatives from Students’ Council

Anti-Bullying Week

Religious Education

 

There will be consistent investigation, follow up and recording of bullying behaviour in the school.

 

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

 

The relevant teachers in this school are the Principal, Deputy Principal and all teachers.

 

All reports of bullying from a child, parent or anyone within the school community will be brought to the attention of that child’s class teacher.  The teacher will record the incident of bullying on ‘The Template for Recording Bullying Bahaviour’ as given by the DES(Form A}.  All class teachers will have a folder in their classroom where the recorded incidents will be filed.

 

The primary aim for the relevant 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);

 

In investigating and dealing with bullying, the relevant  teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;

 

All reports, including anonymous reports of bullying must be investigated and dealt with by the class teacher. 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;

 

Non-teaching staff such as secretaries, special needs assistants (SNAs), bus escorts, caretakers, cleaners must be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the class teacher;

 

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

 

It is very important that all involved (including each set of pupils and parents) understand the above approach from the outset;

 

Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents;

 

Incidents are generally best investigated outside the classroom situation to ensure the privacy of all involved;

 

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.

 

When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner;

 

If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements;

 

Each member of a group should be supported through the possible pressures that they may face them from the other members of the group after interview by the teacher;

 

It may also be appropriate or helpful to ask those involved to write down their account of the incident(s);

 

In cases where it has been determined by the class teacher that bullying behaviour has occurred, and a second incident occurs within one week, the parents of the parties involved will be contacted to inform them of the matter and explain the actions being taken (by reference to the school policy).  The Principal will also be informed.  The school should give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their pupils;

 

Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied;

 

It must also be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school;

 

There will be continuous monitoring of the relevant parties involved to ensure that there have been no further incidents of bullying.

 

In cases where the class teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded on Form B and submitted to the Principal.

 

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

 

During S.P.H.E. lessons children who have been bullied will be given opportunities to participate in activities designed to raise their self-esteem, to develop their friendship and social skills and thereby build resilience whenever this is needed.

 

It is important that the learning strategies applied within the school allow for the enhancement of the pupil’s self-worth. Pupils who engage in bullying behaviour may need counselling to help them learn other ways of meeting their needs without violating the rights of others.  If the Principal deems it necessary for counselling to be provided for the child, the child’s parents will be notified and put in touch with the relevant services available to them.

 

Supervision and Monitoring of Pupils

 

The Board of Management 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.

 

Prevention of Harassment

 

The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable 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 Traveller community.

 

This policy was adopted by the Board of Management in Feb 2014

This policy has been made available to school personnel, published on the school website (or where none exists, is otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association (where one exists). A copy of this policy will be made available to the Department and the patron if requested.

 

This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website (or where none exists, be otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association (where one exists). A record of the review and its outcome will be made available, if requested, to the patron and the Department.

 

 

 

 

 

 Code of Discipline: St Joseph’s C.B.S Primary School  Fairview.

Aims of Code of Discipline

 

The code of discipline aims to achieve three things:

a)            The efficient operation of the school and the structuring of in-class discipline so that there exists an efficient and stimulating learning             environment.

b)            The maintenance of good order throughout the school and respect for the school environment.

c)             The development of self-discipline in pupils based on consideration, respect and tolerance for others.

 

 

Principles of Discipline Policy

 

If the school is to achieve a happy, secure environment in which children can develop to their full potential, it is necessary to provide a framework, which promotes constructive behaviour and discourages unacceptable behaviour. The aim is to ensure that the individuality of each child is accommodated while acknowledging the right of each child to an education in a relatively disruption free environment. The school code places a greater emphasis on rewards than on sanctions, and the ideal is that pupils will acquire self-discipline. There are times however when it may be necessary to impose sanctions in order to maintain good order and to discourage offenders. We recognise the importance of a strong sense of community within the school and the existence of a high level of co-operation among teachers, ancillary staff, pupils, parents, the Board of Management and the Parents’ Association.

 

School rules are kept to a minimum and are devised with regard for the health, safety and welfare of all members of the school community. If a school is to function efficiently, it is necessary that rules and regulations are clearly stated and enforced consistently and wisely. The rules will be taught at the beginning of each school year in an age appropriate way during S.P.H.E. time. The following 6 rules are part of the positive school code of discipline to promote positive behaviour.

 

1. Be properly dressed, on time and ready for school.
2. Follow instructions straight away.
3. Work quietly, finish your work and do it as well as you can.
4. Show respect-gain respect- keep unhelpful feet, hands, objects and comments to yourself.
5. Raise your hand, wait for permission to leave your seat and walk quietly at all times around the school.
6. Wait until the right time to sort out problems.

 

Rewards for Good Behaviour

 

Most of our pupils are very well behaved and rewarding good behaviour is an important part of our Code of Discipline. Teachers will implement strategies throughout the school for rewarding good behaviour. There may be a separate league of points for classes or individual children, where they will receive relevant privileges/rewards as a class if they reach their target of points. There are also stamps books and charts for pupils to encourage and reward positive behaviour. Other strategies that will be used are

 

• A quiet word or gesture to show approval.
• A comment on a child’s exercise book.
• A visit to another class or Principal for commendation.
• Praise in front of class group.
• Individual class merit awards, points awards or award stamps.
• Delegating some special responsibility or privilege.
• Written or verbal communication with parent.

 

 

Attendance

 

Each child (that is, those between the ages of 6 and 15) is obliged by law to attend school every day on which the school is in operation unless there is a reasonable excuse for not attending. The Education Welfare Act 2000 obliges our school to report any pupil absent for in access of 20 days within any school year to the Welfare Officer. It is necessary for parents/guardians to send a letter of explanation to the school or use form at back of Homework Diary for all absentee pupils, which will go on file and may be inspected at a future time by the Welfare Officer. When it is necessary for a pupil to leave school early, a note must be sent to the class teacher. Parents/ guardians are asked to call personally to the classroom to collect the child and must sign their child out in the Home Book in the Secretary’s Office. When any person is collecting a child on behalf of the parent/guardian, the parent must inform the class teacher prior to collection. This is to ensure as far as possible the safety of children through school hours.

 

 

Before / After School

Parents are reminded that the school does not accept responsibility for pupils before the official supervision time of 8.40am or after the official closing time of 2.35pm,except where pupils are engaged in an extra-curricular activity organised by the school and approved by the Board of Management. Pupils involved in such activities are expected to behave in accordance with school behaviour policy during these times.

 

 

Respect and Courtesy

 

1.            All pupils are expected to treat staff and their fellow pupils with respect and courtesy at all times. The use of foul language and any form of             bullying are unacceptable.

2.            Pupils must respect all school property and keep the school environment clean and litter free.

3.            Pupils must have all books and required materials.

4.            Bullying or being a party to bullying will not be tolerated under any circumstances. See anti bullying policy.

5.            Full school uniform is to be worn every day.

6.            The instructions of all staff are to be obeyed at all times

7.            All children are to help keep the school clean and litter free.

8.            Children are to enter and exit the school in an orderly fashion

9.            Pupils are expected to work to the best of their ability and to present written exercises neatly.

10. Any form of behaviour that interferes with the rights of others to learn and to feel safe is unacceptable.

 

Discipline for Learning: Rationale

 

The discipline for learning strategy uses rewards and sanctions with the emphasis firmly on rewarding positive efforts on the pupils’ part. We use a common sense and fair approach. Our aim is to maintain an atmosphere of co-operation and understanding leading to a happy and well-disciplined student body. Please see our Discipline for Learning (DFL) programme policy document for further information.

 

Sanctions

 

The following are the sanctions, which may be used to show disapproval and to discourage unacceptable behaviour. Any of the following may be used in any order depending on the behaviour.

*            Gestured warning– look/ whisper.

*            (Stage 1) Pupil is given a verbal warning.

*            Teacher talks to pupils about their behaviour. They don’t earn the ‘Work – Attitiude –  Behaviour’ stamp. See our Discipline for Learning Code.

*            (Stage 2) The pupil’s name is written on a Stage Two Sheet, which is displayed in the classroom.

*             (Stage 3) Pupil moved to another table, offside area in class.

*            (Stage 4) Pupil is sent to another classroom (mainstream to mainstream – special class to special class where possible) with a behaviour sheet to fill in, to emphasise how he can improve his behaviour.

*            Extra assignments

*            Loss of privileges

*            (Stage 5) Detention for a period of break time with the supervision of a teacher.

*            Log kept of child’s behaviour where persistent mis-behaviour occurs and behaviour plan drawn up in consultation with parents and teacher.

*            (Stage 6) Parents are invited to discuss the matter with the class teacher and principal.

*            (Stage 7) Exclusion (Suspension or Expulsion) from school (in accordance with Rule 130 of the Rules for National Schools as amended by circular and Education Welfare Act 2000).

 

Note: Although incidents of misbehaviour are recorded, the emphasis is on encouraging children to behave well and praise is given for commendable behaviour. Parents will be informed at an early stage if problems occur and not simply at the point where a crisis has arisen. Sometimes the misbehaviour may appear to be of a trivial nature, however, it is the cumulative effect of such breaches of these rules, which is important, and not the single incident itself.

 

 

Managing Aggressive and Violent behaviour

 

Steps are taken

(a)            Removal of child from yard/ detention.

(b)             School may seek relevant assessment/advice.

(c)            A shortened day might be decided upon.

 

Children with severe/emotional problems are dealt with on an individual basis in consultation with and support from Parents, Special Education Needs Officer, National Educational Psychological Services psychologist, Child and Adult Mental Health Services, Beechpark Outreach  and any other relevant outside agencies.

 

 

Suspension/Expulsion

 

Before serious sanctions such as detention, suspension or expulsion are used, the normal channels of communication between school and parents will be utilised. Communication with parents may be verbal or by letter depending on the circumstances.

 

For gross misbehaviour or repeated instances of serious misbehaviour suspension may be considered. Parents concerned will be invited to come to the school to discuss their child’s case. Aggressive, threatening or violent behaviour towards a teacher or pupil will be regarded as serious or gross misbehaviour.

 

Where there are repeated instances of serious misbehaviour, 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/or representative of the Board where the Chairperson is not available. Prior to suspension, where possible, the school may review the case in consultation with teachers and other members of the school community involved, with due regard 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.

 

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. If a suspension longer than three days is being proposed by the Principal, the matter will be referred to the Board of Management for consideration. The Board of Management can authorize the Principal with the approval of the Chairperson of the Board, to impose a suspension of up to five days,  if a meeting of the Board cannot be convened in a timely fashion.

 

Expulsion may be considered in an extreme case, in accordance with the Rule for National Schools and the Education Welfare Act 2000. 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.

 

 

Removal of Suspension (Reinstatement)

 

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 having received assurance by the pupils that the Code of Discipline will be observed and parent co-operation in its observance.

 

Appeals

 

Under Section 29 of the Education Act, 1998, parents (or pupils who have reached the age of 18) are entitled to appeal to the Secretary General of the Department of Education and Science

against some decisions of the Board of Management, including (1) permanent exclusion from a school and (2) suspension for a period which would bring the cumulative period of suspension to 20 school days or longer in any one school year. Accordingly, The Board of Management will advise parents of this right of appeal and associated timeframe if it has been decided to suspend or permanently exclude a pupil. Appeals must generally be made within 42 calendar days from the date the decision of the school was notified to the parent or student.

 

Rules around the School and Break time

 

1.            Pupils must walk quietly in corridors, going to and from yard, hall, church etc.

2.            Pupils must line up at the end of break time when the buzzer rings.

3.            Pupils stay in their designated area of yard, and may leave the yard only with a teacher’s permission

4.             Pupils must play safely at all times. Anti-social, dangerous or hurtful behaviour is forbidden, (e.g. wrestling, headlocks, jockey backs, bullying,             intimidation, teasing, jeering, fighting, spitting, kicking, charging in groups, bad language, exclusion).

5.            Pupils should walk to gates at “Going Home” time.

6.            Pupils are not allowed to bring any paper wrappers out to the yard.

 

 

Wet day arrangements:

 

If the weather is wet, the children are supervised in their classrooms during “Sos” and Lunchtime.

 

 

Board of Management’s Responsibilities

 

• Provide a comfortable, safe environment.
• Support the Principal and staff in implementing the code.
• Ratify the code.

 

Principal’s Responsibilities

 

• Promote a positive climate in the school.
• Ensure that the Code of Behaviour is implemented in a fair and consistent manner.
• Arrange for review of the Code, as required.

 

Teachers’ Responsibilities

 

Support and implement the school’s code of behaviour.

• Create a safe working environment for each pupil.
• Recognise and affirm good work.
• Prepare school work and correct work done by pupils.
• Recognise and provide for individual talents and differences among pupils.
• Be courteous, consistent and fair.
• Keep opportunities for disruptive behaviour to a minimum.
• Deal appropriately with misbehaviour.
• Keep a record of instances of serious misbehaviour or repeated instances of misbehaviour.
• Provide support for colleagues.
• Communicate with parents when necessary and provide reports on matters of mutual concern.

 

Pupils’ Responsibilities

 

• Attend school regularly and punctually.
• Listen to their teachers and act on instructions/advice.
• Show respect for all members of the school community.
• Respect all school property and the property of other pupils.
• Avoid behaving in any way which would endanger others.
• Avoid all nasty remarks, swearing and name-calling.
• Include other pupils in games and activities.
• Bring correct materials/books to school.
• Follow school and class rules.

 

Parents/Guardians’ Responsibilities

 

Encourage children to have a sense of respect for themselves and for property.

• Ensure that children attend regularly and punctually.
• Be interested in, support and encourage their children’s school work.
• Be familiar with the code of behaviour and support its implementation.
• Co-operate with teachers in instances where their child’s behaviour is causing difficulties for others.
• Communicate with the school in relation to any problems which may affect child’s progress/behaviour.

 

 

Complaints Procedures

 

It is in the interests of pupils, parents and teachers that good relations should exist between home and school. The teachers are willing to discuss any problems, which may arise from time to time. With mutual respect and goodwill, parents meeting with class teacher with a view to discussing and resolving the problem can resolve most problems readily.

 

A parent who wishes to discuss a concern should make an appointment to meet with the class teacher.

 

If the matter is not resolved, the parent should make an appointment meet with the principal.

 

 

Bullying

 

Bullying is repeated aggression, either verbal, psychological or physical, conducted by an individual or groups against others. Isolated incidents of aggressive behaviour which should not be condoned, cannot be described as bullying. However when the behaviour is systematic and ongoing, it is bullying. It may manifest itself in many forms such as physical aggression, damage to property, extortion, intimidation, isolation, name-calling and “slagging”. At the centre of our school’s response to bullying is the continued development of a positive school climate which focuses on respect for the individual. It is an important element of school policy to raise the awareness of bullying as a form of unacceptable behaviour. Please see our Anti-bullying policy for more information.

 

 

Anti-Bullying Code

1.            Every pupil has the right to enjoy his/her time in St. Joseph’s National School, free from bullying,

2.             Our school will not tolerate any unkind actions or remarks, even if these were not meant to hurt.

3.            Pupils should support each other by reporting all instances of bullying which is always seen as responsible behaviour.

4.            All reports of incidents of bullying will be investigated.

5.            Bullying is regarded as a very serious matter.

 

CODE OF BEHVIOUR CONTRACT

I agree that the code of behaviour is acceptable and I will support the school in upholding the standards as set out under this code.

 

 

 

 

Signed:            ____________________________            Parent/ Guardian

 

 

Date:                ____________________________

 

 

Copyright St. Joseph’s C.B.S. Fairview.

 

Child Protection Policy

Schools have an obligation to provide students with the highest possible standard of care in order to promote their well-being and protect them from harm. School personnel are especially well placed to observe changes in behaviour, failure to develop or outward signs of abuse in children.

• Mindful of this primary duty of care, the Board of Management of St Joseph’s C.B.S. fully endorses ‘Children First’, the designated guidelines for the protection and welfare of children issued by the Department of Health and Children, September 1999 and ‘Child Protection Guidelines and Procedures’ issued by the Department of Education and Science in April 2001
• The Board nominates MS. MARIA STEWART as the Designated Liaison Person (DLP) to act as a liaison with outside agencies such as health boards and as a resource person to any staff having child protection concerns
• In the absence of the D.L.P. Mr. PÁDRAIG Ó FAINÍN as Deputy Liaison Person will assume the duties of the D.L.P.
• The Board will ensure that appropriate and ongoing training as necessary will be available for the DLP and DDLP
• The Board fully endorses arrangements for the vetting of teaching and non-teaching staff as outlined in Circular 0094/2006 from the Department of Education and Science in June 2006
• Recognising that the safety and wellbeing of children attending the school is a priority, the Board undertakes to include (a) Child Protection and (b) Health and Safety matters as items on the agenda of all Board of Management meetings forthwith
• The Board will ensure that all school staff, teaching and non-teaching, are aware of their obligations under the guidelines detailed in ‘Children First’ and the procedures to be followed in the event of concern
• The Board recognises that it has two duties of care. The primary duty is the protection, safety and welfare of the children attending St. Joseph’s. The Board as an employer, also has duties and responsibilities towards its employees
• As an employer, the Board will seek legal advice if an allegation of abuse is made against a school employee
• The Board will adhere to the protocol outlined in ‘Child protection Guidelines and Procedures, Department of Education and Science, 2001’ under Chapter 4: ‘Allegations or Suspicions of Child Abuse by School Employees’, to authorise any actions required to protect the children in its care. The Board notes that school employees may be subject to erroneous or malicious allegations. Any allegation of abuse should be dealt with sensitively. The employee should be treated fairly which includes the right not to be judged in advance of a full and fair enquiry. The Board accepts that the principles of natural justice and fair procedures must be adhered to
• The Board believes that the academic, personal and social development of children flourishes in a culture where good relationships are encouraged, people feel valued and respected and appropriate support is available for those in difficulty
• The Board is committed to the maintenance of an environment where children feel secure, where they are encouraged to express themselves and are listened to. All children in the school will be made aware that there are adults in the school whom they can approach if they are worried. In addition, opportunities will be included in the curriculum for children to develop the skills they need to keep them safe
• The Board of Management undertakes to circulate this Child Protection Policy statement to all parents and guardians at the time of enrolment and on a regular basis thereafter. This policy statement and ‘Children First’ will also be available at the school office
• This policy statement regarding Child Protection at St. Joseph’s applies to all staff, members of the Board of Management, volunteers and contractors working in the school.
• A copy of this policy has been given to each member of Staff.
• The policy statement will be subject to review at the start of each academic year forthwith

Intercultural Policy for an Intercultural School.

Introduction

 

 

 

 

 

In recent years, in common with many other schools, St. Joseph’s has become a multi-cultural school. In the spirit of Edmund Rice, all pupils are welcomed to our school. Children, regardless of their country, or region, of origin have a right to an education. We will attempt to fulfil this right to the best of our ability, respecting and valuing the traditions and cultures of all children.Schools can play an important role in forming positive attitudes in children to people of different cultural, religious and ethnic backgrounds. We will endeavour not only to promote respect of cultural differences, but to celebrate such diversity and also to actively promote anti-racism and inter-culturalism.

All our pupils and not just those from ethnic minorities, will benefit from being educated in an inter-cultural setting and will be better prepared to play a part in the inter-cultural Ireland of today.

At present ( January 2013) we have pupils from 16 different countries in our school. St. Joseph’s is, already, a multi-cultural school. It is our responsibility to ensure that this situation is beneficial to all the pupils in our school.

Enrolment of Non-National Pupils

 

 

 

 

Our school Admission and Enrolment Policy applies to all pupils seeking admission to the school. There is a common enrolment form and the same procedures are followed in all cases.

We do acknowledge that in the case of non-national pupils some extra considerations must be taken into account;

We will endeavour to make the first encounter with parents and pupils as welcoming as possible.

 

We will try to ensure that, after their initial visit, parents and pupils have an adequate knowledge of all school procedures and information about uniform, books, school closures, after school activities etc. If necessary, and where possible, an interpreter will be sought to assist the forwarding of information.

 

Children who speak the same language as new entrants will be asked to help make the new pupils feel at ease I their new school. Where possible, new pupils will be placed in classes with pupils who have a knowledge of their language.

If possible, correspondence will be sent in the appropriate language.When a non-national pupil has been enrolled, the following procedures will apply;

 

The pupil is assigned to an age- appropriate class and his general ability and level of English is assessed by the Language Support Teacher, using the Primary School Assessment Kit. This pack provides teachers with tests of English language proficiency, to be used with pupils for whom English is a second language.Following consultation and discussion  of the test results between the Class Teacher and Language Support Teacher, the pupil is allocated a time slot in the Language Support timetable. The pupil’s ability, work and progress is continually assessed. The Class Teacher, Language Support Teacher and Principal have a ‘team meeting’ to discuss and plan the pupil’s further education and incorporation in Joey’s.

The pupil’s parents are invited to the school to meet their son’s teachers and to discuss the way forward for their son.

The pupil’s progress is constantly monitored and reviewed and parents kept informed.

Parental Involvement

As with all parents, the involvement of non national parents in their children’s education is to be actively encouraged. They will be asked to assist in promoting anti-racism policies in the school, they will be encouraged to get involved in the Board of  Management and Parents’ Committee and will be encouraged to share their experiences and culture with the school.

Whole School Guidelines

Teachers will be aware that non-national children may come to us from a country where they have experienced or witnessed violence, suffered trauma or lived under social or political unrest. These conditions are likely to have a negative impact on the pupil’s emotional well being.

To reduce the culture shock for our new pupils we will attempt to facilitate a consistent, safe and welcoming environment for all our pupils .The different cultures will be affirmed through wall displays in the school, through use of cupla focal of the new pupil’s language and through multi-lingual signs and notices around the school.

We will develop and display an anti-racism charter in the school and will endeavour to follow this charter.

 

 

 

 

 

 

 

 

 

 

 

Classroom Guidelines

In St. Joseph’s we will strive to have a classroom environment in which cultural differences are respected and explored, where all our pupils learn from each other and where co-operation is encouraged and expected.

In the classroom situation every child will be listened to with respect, will be encouraged to contribute to the learning experiences- if they wish.

We will at all times, be alert for signs of exclusion and will act on those signs.

Dealing with Racism

 

Racism is the belief that some people are inferior because they belong to a certain ethnic, racial or cultural group. This belief leads to attitudes of prejudice and discrimination. Incidents where verbal or physical aggression targeting a victim on the basis of his colour, religion or ethnicity will not be tolerated in our school.

All members of staff, teaching and ancillary, know that racist remarks and attitudes are not acceptable in Joey’s.

Pupils from ethnic minorities are made aware, from day one, that racism directed against them is unacceptable. They are encouraged to speak up in the knowledge that they will be listened to and that appropriate action will be taken.

All pupils know the school’s attitude to racism and perpetrators of racist incidents understand that racism will not be tolerated.

Pupils are also aware that racist remarks and other incidents are a form of bullying and as such are as unacceptable as any other form of bullying.

Racism will be addressed each year during our Anti-Bullying Week. Parents of pupils involved in racism are made aware of the problem and of the school’s attitude to it.

Sanctions under the school’s Code of Discipline will be invoked in dealing with any incidents of racism.

Ensuring Success

The success of our policy of inclusion will be judged on how well we are enabling non-national children to achieve at the same level as their peers in academic, sporting, extra curricular activities and social relationships and on whether all children are accessing all areas of the curriculum.

Responsibilities of schools

Schools are obliged to keep a register of the students attending the school. They must also maintain attendance records for all students and inform the NEWB if a child is absent for more than 20 days in a school year.

The principal must also inform the NEWB if, in his/her view, a student has an attendance problem. This could arise if the student is not coming to school or if the student is suspended. You can fin more information about school discipline. Schools can make returns to the NEWB online.

School Attendance Strategy

The Board of Management in each school is obliged to prepare a school attendance strategy and submit it to the NEWB.

This strategy will encourage, in a positive way, regular school attendance and an appreciation of learning within the school and will provide for:

• The rewarding of students who have good attendance records
• The identification of students who are at risk of dropping out at an early stage
• The establishment of closer contacts between the school and the families concerned
• The co-ordination with other schools of programmes aimed at promoting good behaviour and encouraging attendance
• The identification of aspects of the operation and management of the school and of the curriculum that may contribute to truancy and the removal of those aspects in so far as they are not necessary for the proper running of the school.

Enforcement

With the consent of the parents, the NEWB may arrange for an examination of the intellectual, emotional or physical development of a child. If the parent refuses consent, the NEWB may apply to the Circuit Court for an order that the examination be carried out. The Circuit Court may grant the order if it is satisfied that the child’s behaviour, lack of educational progress or regular absence from school without a reasonable excuse warrants an examination.

Responsibilities and duties of parents

Under the Education Welfare Act 2000 parents must inform the school if their children will be absent from school on a school day and the reason for the absence, for example, illness. It is best to do this in writing. The NEWB strongly advises against taking children out of school to go on holiday during term-time.

Parents and guardians have a legal obligation to ensure that their child attends a school or otherwise receives an education. If the NEWB considers that a parent is failing in his or her obligation, it must send the parent a School Attendance Notice warning that legal action would follow if the child did not attend school regularly. Before doing this, it must make reasonable efforts to consult with the parents and the child. If the parent fails to comply, he or she may be prosecuted. If convicted, the parent may be fined €634.87 and/or imprisoned for a month and fined €253.95 for each subsequent day that he or she fails to send the child to school. If the parent claims that suitable alternative education is being provided, he or she must prove this. It will be a defence for the parents to show that they have made all reasonable efforts to send the child to school – in such cases, the Health Service Executive (HSE) must be informed.

 

Obligation to attend school

Parents do not have to send their children to a recognised school if:

• The child is on the register described above
• Parents have made an application have their child included on the register but a decision has not been made or an appeal is pending
• The child is being educated outside the state
• There is a good reason for the child not attending school

If the NEWB refuses to register a child, or requires an undertaking from a parent or removes a child from the register, the parent may appeal to the Minister. The Minister will appoint an appeal committee, which may decide to register the child, refuse to register the child or require an undertaking.