scoil naisiunta cholmcille naofa - castlegar national...

SN Cholmcille Naofa 2012/2013 Page 1

Scoil Naisiunta Cholmcille Naofa Castlegar National School

School Rd.,

Castlegar, Galway

Tel:091-757362

E-mail:[email protected]


Dear Parents/Guardians,

On behalf of the staff, I extend a very warm welcome to you and your child to Castlegar N.S. It

is our aim that your child will be extremely happy in our school and will achieve his/her full

potential by being happy, sociable and respectful in our school’s pleasant and stimulating learning

environment. There is a strong sense of community and a high level of co-operation between

staff, pupils, parents and visitors

We have a wonderful staff and you can be assured of our full co-operation and commitment at all

times.

Should you have any query or concerns at any time please feel free to come and talk to us.

Le gach dea ghuí,

Aoife Winston

Príomhoide


Staff:

The school has 6 teachers - 4 mainstream class teachers, a Learning Support Teacher, Resource

Teacher, and a part time Learning Support Teacher.

At present class allocations are as follows:

Infants: Me Caitriona Coughlan

First/Second: Ms Ashling Canny

Third/Fourth: Mrs Valerie Coleman

Fifth/Sixth: Ms Aoife Winston (Principal) Learning Support: Mrs Eithne Mc Brien

Resource: Ms Helena Gaughan (Deputy Principal)

At present we have three Special Needs Assistants (SNAs) Mrs Mary Glynn, Sophia Hadjifillipou

and Ms Tara O Shaughnessy. We are also very fortunate to have the services on a part-time

basis of two ancillary staff members, secretary Kathleen Coughlan, and caretaker Artur.

Mission Statement:

Our school is a place where children are encouraged to grow and to develop in a supportive,

positive and enjoyable atmosphere.

Our core aims are to provide a broad and comprehensive education, to recognise the needs and to

develop the talents of each pupil. We are a caring school. We strive to live up to Christian values

and to show genuine concern for one another.

We appreciate individuality and difference. We are committed to building a community, which

respects the rights and uniqueness of each other.

Board of Management:

The school is run by the Board of Management. The B.O.M. has overall responsibility for the

school, including finance, maintenance, staffing and the development of the school plan. The

Board is made up of 8 people: 2 Parents nominees, 2 Community nominees, 2 members of the

teaching staff (one of whom is the Principal) and 2 Patron’s/Diocesan nominees.

The Board of Management has a four year term. The term of this Board ends in November 2011.


Our School’s Board of Management 2007-2011

Maureen Cawley (Chairperson)

Aoife Winston (Secretary)

Marie Callaghan(Parent)

Pat Boyle(Parent)

Caitriona Coughlan (Teacher)

Fiona Kilroy (Community)

Séan O Flynn (Community

Parent’s Association:

As a parent/guardian you are an automatic member of our Parents Association. The staff of the

school is fortunate to have a very active, co-operative and supportive Parents’ Association. We

appreciate that it is a voluntary body and we look forward to developing the school further with

the continued help & support of the Association. The members of the Parents’ Association

contribute to the formulation of all school policy documents in their capacity as partners in

education.

The role of the Parents’ Association is to represent the views of the parents through their

parental representatives on the Board of Management. The Parents Association chairperson is

Christy O Boyle.

We encourage you to take an active part in our Parents Association. Your ideas and support will be

crucial in helping to make the Parents Association a success. From time to time during the year

the Parents Association run meetings, events and fund raisers. These contribute greatly to the

social life of the school. They are also a means of getting to know new people while at the same

time of making a real contribution to your child’s education.

Fund Raisers: We have fund raising drives in order that we may provide your child with the truly

“all round” education we see as crucial to developing his/her potential, i.e. school dance, jumble

sales, table quizzes, bag-packing etc. We depend on your generosity and support to make these

fundraisers a success.


Remember –You are the Association so please do get involved! -

The School Day:

Junior & Senior Infants: 08.50-1.30pm

1st to 6th Class: 08.50-2.30pm

Morning Break: 10.45-11.00am

Lunch Break: 12.15-12.45pm

Uniform:

Navy trousers, navy jumper with school crest, plain blue polo shirt, navy tights or socks.

P.E. gear – plain navy tracksuit pants (no visible logos or stripes), navy sweatshirt with school

crest, plain blue polo shirt.

Children should take pride in their uniform. Neat dress is essential at all times and the use of

make-up, jewellery (other than hand watch and stud earrings) are not permitted.

The National Schoolwear Centre, Liosbán, Galway. 091 755515.

*Please label/mark your child’s name on all of their school clothes before they start school.

.

Punctuality and Attendance:

The children are expected to be punctual and to attend school everyday. All children are

expected to be in class for 8.50am. Late arrivals are not only disruptive to teaching but also to

children’s’ learning as the core subjects (English, Irish and Maths) are generally scheduled in the

morning. We ask parents to be punctual in the morning and again when collecting their children in

the afternoon at 1.30pm and 2.30pm.

Children remain the responsibility of their parents/guardians until that time. The B.O.M.

would like to remind you that it does not provide for supervision outside of school hours. We

thank you for your co-operation with this matter.

Dropping and Collecting Children to and from school:


Our school hallway is very narrow and cannot accommodate the large volume of traffic that would

be involved if all parents/guardians, who accompany their children to school, came inside with

their children. In the interest of safety and the fostering of independence children are

encouraged to say ‘Good-bye’ to their parents /guardians at the gate. Junior Infants may be

accompanied by a parent/guardian until they feel secure enough to come in on their own.

Traffic and Parking:

Parking spaces are limited outside the school, we ask all parents to park responsibly and carefully:

• Please don’t park on the area designated for the school bus or in the designated wheelchair

spaces

• Do not obstruct entrances to homes opposite the school

• Please use the pedestrian crossing where necessary

• Please park your car perpendicularly (not diagonally) to the wall as much as possible

• In the interest of Health and Safety please remind your children to take care while

walking or cycling to school on the busy road outside our school. The Safe Cross Code

should be followed by the children at all times.

• Please familiarise yourself with our parking guidelines on our school website

www.castlegarns.ie

Early Home Going:

A note is necessary if a child has to leave the school during the day. No child will be released

without this. We do this solely in the interest of each child’s safety. A child who has to

leave early should be collected from the classroom and sign the ‘Sign Out’ book in the child’s

classroom.

Mobile Phones:

Pupils are strictly forbidden to use mobile phones in the school. Pupils who infringe this rule will

have their phones confiscated. The phones may be redeemed from the class teacher by a

parent/guardian.

Healthy Lunches:

We operate a Healthy Eating Policy in this school. Crisps and fizzy

drinks are not allowed for school lunches. The 4Cs are not allowed: Chewing Gum, Crisps,


Chocolate Bars, Candy Please ensure that the outside of your child’s lunch box is clearly labeled/

marked with their name.

We strive to be an environmentally friendly school and create as little rubbish as possible.

Children are requested to take home all used lunch wrappers, cartons, crusts etc. in their lunch

box. This can also act as a good indicator of how much they have eaten at snack time.

Litter:

We encourage the children to take responsibility for their environment and to be litter

conscious. All lunch related rubbish must be brought home daily. This is a great help in keeping

their school tidy. We work towards heightening in them a sense of respect towards the

environment and retaining the “Green School” status. This term we are working towards achieving

Green schools status for the 5th time.

Immunisation and Screening:

The Health Service Executive provides medical and dental screening for school going children. It

also provides booster immunisations for childhood diseases to Junior Infant classes.

Medication:

It is the policy of the school not to administer any medications to the children. The school will be

happy to facilitate Parents/Guardians needing to give medication to their child. Children with a

long term medical/life threatening condition will be accommodated in order that they may

continue with their education. Parents/guardians must seek permission in writing from the Board

before a member of staff may administer any medication/drugs to pupils.

Illness/Accidents Procedures:

Accidents occur despite supervision. Minor accidents are treated at school. In the event of an

accident/child becoming ill, every effort will be made to contact the pupil’s parents or the

persons delegated to take responsibility for the pupil. This highlights the importance of keeping

contact details updated. If your address or phone number changes please notify the school

so we can amend our records. There is a facility for parents to take out insurance to cover medical expenses incurred as a

result of an accident at school. (The Board of Management does not accept responsibility for any

medical costs). Details of this scheme are circulated to parents early in September.


Infectious Diseases:

Please notify the school if your child is diagnosed with an infectious disease, i.e. impetigo,

conjunctivitis, scarlet fever, swine flu, etc. Please keep your child at home for the duration of the

illness.

Head Lice:

Unfortunately head lice are regular visitors in all schools! Hair should be checked on a weekly

basis for head-lice and treated accordingly. Please report any findings to the school so that

other parents can be alerted. Lotions/shampoos are available in all pharmacies.

Absence and Sickness

It is school policy that reasons for all absences must be explained in writing to the class

teacher. The school will notify the National Educational Welfare Board if a child is absent for

20 days or more or where the absence gives rise to concern. If your child is sick or is absent for other good reasons, no action will be taken by the (NEWB). However, if there is concern

about your child’s attendance at school or about the reasons given, you may be visited by

an Educational Welfare Officer who will discuss your child’s education with you.

The Officer will work with you and take full account of the circumstances of the child

and the family before deciding what further action is necessary to ensure that the child

receives her entitlement to an education.

Further information concerning the service and about school attendance matters generally can be obtained from the national Lo-Call Education Help line (telephone 1890 363666), which is staffed by an Educational Welfare Officer.

Illness:

DO NOT SEND A SICK CHILD TO SCHOOL: If your child is too sick to go out to the yard

he/she is too sick to come to school. Exceptions are made in the case of ongoing or chronic

illness. Otherwise all children are expected to go out to the yard as it is a vital part of social

interaction.

Parent –Teacher Communication:


Frequent communication is of vital importance in developing and nurturing co-operation between

home and school. In our school, communication between parents and teachers may take one of the

following forms:

* An annual Parent/Teacher meeting takes place in November

* Parents can request a meeting with a teacher by making an appointment. (A note to the class

teacher requesting such an appointment is a good idea. It is also necessary that the purpose of

the visit be stated so that teachers may undertake whatever preparation is necessary with

regard to information and records.)

* Newsletters are distributed regularly to the pupils. Please check your child’s bag daily.

* Text-a-parent.

* A meeting is held in spring of each year with parents of the new Junior Infant pupils.

* Events such as Sports Day, School Mass, Concerts etc

* The school website tells of our many activities and achievements

www.castlegarns.ie

Ways Parents can Support Pupils and Teachers

Primary Education is a partnership between parents and teachers; there are several ways you as

parents can support this essential partnership by:

Ensuring your child attends school unless there is a reasonable explanation for his/her

absence.

Recording your child’s absence in the attendance section of the homework journal. Children

who are ill should not be sent to school.

Notifying the school in writing if a child has to leave early and indicating who will collect

the child.

Communicating with the class teacher about concerns or difficulties affecting your child’s

education.

Ensuring your child has the basic equipment necessary for participation on all lessons.

Ensuring that your child completes all assigned homework including reading, learning and

collecting information as well as the more visible written work. Parents should sign the

homework journal each night.

Making every effort to attend school meetings and school events

Observing our healthy eating policy by providing a healthy, balanced lunch

Complaints Procedure:


Parents are asked to discuss their concerns with the class teacher initially, by making an

appointment and, if necessary to proceed further with the complaint, to make an appointment to

speak with the Principal. (See also the complaints procedure in your enrolment pack)

Homework:

Homework is assigned Monday to Thursday with children being excused homework at the

weekends provided that their work has been conscientiously and satisfactorily done on the other

nights. Senior pupils may be required to do corrections of tests. Suggested timeframe for

homework:

• Junior Infants: 0 – 10 minutes

• Senior Infants: 10 – 15 minutes

• 1st/ 2nd: 15 – 30 minutes

• 3rd/4th: 30 – 40 minutes

• 5th/6th: 50 – 60 minutes

The homework diary should be signed each night by the parent/guardian. If homework is not done

a note to the teacher should be written in the homework journal. It is important that your child

has somewhere quiet to study away from noise and distraction – a busy room near/with a

television is not recommended!

Anti-Bullying:

In this school we strive to create a positive school climate, which focuses on respect for the

individual, which encourages trust, caring, consideration and support for others. Pupils are

encouraged to report incidents of bullying, and reports will be investigated and dealt with by the

class teachers. Parents and children sign an anti-bullying pledge.

Child Protection:

In recent years, as a society, we have become very aware of the problem of child abuse through

neglect, emotional, physical, or sexual abuse. Each one of us has a duty to protect children and

Children First, the National Guidelines for the Protection and Welfare of Children noted that teachers, who are the main care givers to children outside the family, are particularly well placed

to observe and monitor children for signs of abuse.

In response to this, the Department of Education and Science published guidelines and

Procedures for all schools in relation to child protection and welfare. These guidelines promote

the safety and welfare of all children. The Board of Management has adopted these guidelines as

school policy. Consequently, if school staff suspect or are alerted to possible child abuse they are

obliged to refer this matter to the Health Service Executive (HSE). The HSE will then assess

the situation and provide support for the child concerned.

Children First, the National Guidelines for the Protection and Welfare of Children may be accessed on the website of the Department of Health and Children (www.dohc.ie) and the


Department of Education and Science Child Protection Guidelines can be read on the

Departments website (www.education.ie). Parents/Guardians are also welcome to look through the

guidelines here at the school.

Cards and Invitations:

It is school policy not to issue birthday party invitations, Christmas cards, Valentine cards, etc.

on the school grounds. This is to avoid a situation where a child or children in a class feel left out

when invitations or cards are issued.

Curricular Subjects:

The Primary School Curriculum consists of 6 Curriculum areas and these are further divided into

11 subjects.

Language: Gaeilge & English.

Mathematics: Mathematics.

Social, Environmental & Scientific Education (S.E.S.E): History, Geography & Science.

Arts Education: Music, Visual Arts and Drama. Physical Education (P.E): Physical Education - swimming, hurling, football, dancing etc.

Social, Personal and Health Education (S.P.H.E): Social, Personal and Health Education.

The Curriculum aims to ensure that all children are provided with learning opportunities that

recognise and celebrate their uniqueness, develop their full potential and prepare them to meet

the challenges of the 21st Century. The focus is on the child as a learner. The Curriculum aims to

foster the development of key skills in communication, problem solving, critical thinking,

investigation and interaction. It is also the aim of the Curriculum to ensure that children’s

experience of school will lead them to value and enjoy learning as a life long process.

Functional literacy, numeracy, and the ability to speak clearly and confidently are stressed.

Reading and speaking to children at home and joining the local library are very important.

Children with Special Educational needs receive personalised educational plans and assistance

from the Resource and Learning Support Teachers. The needs of gifted children are also taken into account.

Educational Assessment:

An Educational Psychologist is available annually to carry out Educational Assessments on

children who we believe are not making reasonable progress. Parents are consulted and permission


is always sought before this is done. This service, however, does not meet the needs of the school

and private assessments may need to be undertaken. In such cases Parents/Guardians are asked

to cover the cost.

Special Educational Needs:

The Learning Support and Resource Teachers aim to ensure that all pupils achieve basic literacy

and numeracy skills by the time they complete their primary education. We aim to support pupils

experiencing learning difficulties through a team approach involving the pupil, class teacher,

learning support/resource team, parents and other relevant personnel i.e. psychologist, speech

therapists etc. Resource teaching hours and SNA support are available to specified pupils

approved by the Department of Ed. and Science. Should your child have Special Education Needs

he/she may qualify for daily withdrawal from mainstream class for extra help with our Special

Education team.

• Resource Teachers

Teachers meet regularly with parents/guardians and involve them in their child’s Individual

Educational Plan, supporting academic, social and emotional development.

.

• Learning Support

Early identification of learning difficulties is crucial in their remediation. All children from Junior

Infants to Sixth Class are screened through the administration of standardised and

observational tests. Parental consultation and support is a vital aspect of our learning support

programme.

School Policies: Apart from this booklet we have a number of policies dealing with pastoral, administrative and

curricular areas. You are welcome to view these policies at the school on request. You can also

access these policies on the school website www.castlegarns.ie

Emergency Closing:

Should an emergency closing be appropriate (e.g. in the event of no heat, snow etc.) the decision

to close the school will be taken at the earliest possible time so as to maximise notice to

Parents/Guardians.

WE ASK THAT YOU ENSURE THE SCHOOL ALWAYS HAS AN UP-TO-DATE MOBILE

PHONE NUMBER FOR YOU (so that you can be informed immediately by the school through the

Text-a-Parent service)


Code of Behaviour

Introductory Statement

The Code of Behaviour was developed and reviewed through a consultation process involving

pupils, teachers, Special Needs Assistants, ancillary staff, parents, PA and B.O.M.

Rationale

The Code of Behaviour was reviewed during the 2010/2011 school year because:

• The existing policy is due for review. The recently published NEWB document will

guide this review process.

• It is a requirement under D.E.S. circular 20/90 on School Discipline and the Education

Welfare Act 2000, section 23.

Relationship to Characteristic Spirit of the School

The ethos of Castlegar National School is that one where all pupils are equally valued and

respected. The school policy on behaviour aims to create an harmonious environment nurturing

the potential of all pupils and embracing difference. It is based on reward as well as on

compliance and sanction. The school ethos promotes close and positive co-operation between

staff, parents and pupils.

Aims

• The aims of this policy are: To enhance the learning environment where pupils can make

progress in all aspects of their development.

• To develop in the children a sense of respect, tolerance and consideration among all

members of the school community.


• To increase the co-operation between home and school

• To ensure that parents understand and accept the rules and procedures of the code of

behaviour and to provide guidance for pupils, staff and parents with regard to

behavioural expectations.

• To promote self-discipline and positive behaviour recognising the differences between

children and the need to accommodate these differences.

• To allow the school to function in an orderly and harmonious way.

• To ensure the safety and well being of all members of the school community.

• To outline (a) a structure of good behaviour (b) a transparent procedure and (c) agreed

sanctions that will be available to teachers in response to behaviour which is

unacceptable and which causes unhappiness and distress.

• To enable teachers to teach and pupils to learn to the best of their abilities without

disruption.

Guidelines (content of policy) The school code places a greater emphasis on rewards than on sanctions, and the ideal is that

pupils will acquire self-discipline. There may be times however when it may be necessary to

impose sanctions in order to maintain good order and to discourage inappropriate or

unacceptable behaviour. 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. This high level of co-

operation is seen as most beneficial to school discipline. The inclusion of the procedures for

suspension and expulsion are necessary but their use is to be avoided if at all possible.

Here is a collection of strategies aimed at promoting good behaviour in our school.

• Good home-school links and co-operation between teachers and parents.

• Parents encouraging good behaviour and checking that their children are behaving well in

school.

• Teachers presenting well prepared material in a way which is interesting and suitable to

the level of development and ability of each class.

• Motivating the pupil to good behaviour through the use of praise and rewards, i.e.

positive reinforcement of good behaviour.

• Matching our expectations of pupil’s behaviour to the level of their development and

maturity.

• Effective supervision at all times especially when pupils are outside the classroom during

school hours and participating in school approved activities outside school hours.

• Treating the pupils with firmness yet kindness through a consistent application of rules

geared to promote good behaviour.

• The teacher teaching discipline, i.e. educating the pupils to appreciate good behaviour

and to espouse self-discipline.


School Rules:

These rules are devised with regard to the health, safety and welfare of all members of

the school community. Within the context of this community, it is important to realise that

some rules pertain particularly to an environment where over one hundred young people and

adults work daily, and as such it requires certain rules which on a one to one basis or family

basis would seem unreasonable. In order to facilitate the efficient operation of the school

and to maintain desirable standards of behaviour, it is necessary that rules and regulations

are clearly stated and enforced consistently. We would ask parents to read this document

with their children from time to time to ensure that they understand the school rules.

•••• Bullying in any form will not be tolerated and parents will be asked to co-operate with the

school at all times in dealing with instances of bullying in accordance with the school’s Anti-

Bullying Policy.

•••• Pupils are expected to behave in a way which shows respect for the other people in the

school, their property and the school property.

•••• Pupils are expected to attend school on a regular basis and to be punctual.

•••• We have a school uniform and we encourage every pupil to wear the full uniform/tracksuit

as required.

•••• The home work set by the teachers should receive the pupil’s best attention. If homework

cannot be done, for some genuine reason, parents should inform the class teacher. A short

note in the homework notebook will suffice.

•••• Pupils are not allowed to bring to school any item, substance or material that might be a

distraction to learning or a danger to one-self or others i.e. pen knives, lighters, matches,

cigarettes, solvents, alcohol, glass bottles, mobile phones, game-boys, MP3 players or i-

pods.

•••• Horseplay in the classrooms, in the toilets or on the corridors is strictly forbidden.

•••• Only one person at a time should leave the classroom to go to the toilet.

•••• At break and lunch time pupils can only go back into the school building to go to the toilet.

They shouldn’t be in the classrooms or cloakrooms.

•••• Pupils must change into outdoor shoes or boots if they wish to play on the grass.

Classroom Rules

The Student Council was consulted when drafting these rules.

While it is up to individual teachers to formulate a set of classroom rules for their classes there

are a number of Golden Rules that should be consistently applied and regularly revisited at each


class level. These rules synopsise for children what is expected of them, in a language they

understand.

Be gentle , don’t hurt anyone

Be kind and helpful, don’t hurt people’s feelings

Be honest, don’t cover up the truth

Work hard, don’t waste time

Don’t waste or damage things or take things that don’t belong to you

Listen to people, don’t interrupt

.

Yard Rules

I will walk quietly in the hall, classroom, going to and from the yard/gate/community

centre/church.

I will stop playing immediately when the bell rings and walk quietly to my line.

I will stand quietly in the line. I will not push or mess in the líne.

I will stand back to let adults or very young children pass.

I will not play with sticks.

I will not throw or kick stones.

I will not swing on the railings

I will not spit.

I will treat the tunnels and wig wams with respect

I will not climb or walk on school walls.

I will take turns in games and obey the rules.

I will not play ball games in the yard before or after school hours.

I will wear a helmet at all times while playing hurling or camogie.

I will not talk to strangers while in the yard.

I will not leave the school grounds without permission.

I will tell an adult in charge that I am going to the toilet.

I will use polite and appropriate language at all times - I will not use bad language.

Wet Days Rules

On wet days pupils remain in their classrooms and are supervised by the teacher on duty. Pupils

from senior classes may be nominated as minders’ to the junior classes. The following are a list

of wet day rules:

Children are expected to remain seated for the duration

Children do activities in class based on the class teacher’s instructions or supervising

teacher’s instructions.

Children must tidy up games afterwards


Swimming Days

Every pupil listens to and obeys the class teacher.

Children walk in line behind the teacher to the swimming pool. No running allowed.

No shouting or playing in dressing rooms.

Every pupil listens to and obeys the instructor and life guard

No running around pool area

Swimming caps required.

Children do not leave the pool without permission from the instructor or teacher

No jumping into the pool from the side – unless under the instructor’s directions. No

pushing or rough play in the pool

Children are expected to dress quickly after each session

Hairsprays/gels/spray deodorants are not allowed. Roll-on deodorants are allowed for 4th –

6th class pupils. Shampoo is allowed.

No drinks/sweets are bought from the machine.

Parents of children from infants to first classes are required to attend and dress/undress

the children.

Children are required to go to the toilet prior to the lesson beginning

Tour/Outing Rules

Pupils enter/leave the bus in an orderly manner

Pupils are expected to arrive 15 minutes before departure time. Parents are expected to

contact the school 15 minutes before departure time if child is sick or unable to attend.

School Rules apply to school tours

Mobile phones and electronic devices are banned on school tours. Teachers will have mobile

phones on tour if parents/ children need to get in contact with one another.

On the bus pupils must sit in their seats and avoid loudness that would distract the driver

Pupils are encouraged to take drinks and sweets at the appointed lunch breaks.

Pupils stay in their appointed groups at all times.

Pupils wear uniform on school tours

Parental/Guardian permission slips allowing a) the child to go on tour and b) the teacher

the right to authorize any medical or surgical procedure necessary are returned to the

teacher prior to the tour.

Parents are requested to collect the children at the appointed time after the school tour

Rewards:

Most of our pupils are very well behaved and rewarding good behaviour is an important part of

our Code of Behaviour. The following strategies may be utilised to reward good behaviour:

• A quiet word or gesture to show approval

• A note re- good or improved behaviour in pupil’s homework journal


• Verbal communication with parent

• A word of praise in front of a group or class

• A special effort to ‘catch’ pupils behaving well and praise this

• Responsibility for a class job

• A visit to another class or Principal for commendation

• Delegating some special responsibility or privilege

• Some homework off if particular targets are achieved

• Student of the day / week / month/ other reward strategies

• End of year school report

• Individual and class treat e.g. video, DVD, fun activities, story-time, extra freeplay,

etc

• Use the element of surprise e.g. reward something positive unexpectedly

• Golden Time

Sanctions for Misdemeanours

Strategies for dealing with unacceptable behaviour (CPMSA Handbook)

• Initial warnings; oral, visual, etc. • Verbal warning

• ‘Time out’ from play time (5/10 minutes in the porch)

• Incident Book: a report of the incident is fully documented in the school incident book

• Referral to Principal .If behaviour is serious enough to be referred to the Principal then

it is serious enough to call in parents to discuss the matter.

• Incident report form to parent a copy of which is placed in the pupil’s school file

• Reasoning with the pupil / verbal reprimand (including advice on how to improve)

• Pupil is asked to apologise to the relevant party and undo damage if possible

• Temporary separation from peers, i.e. changing the seating arrangements in class for the

rest of the day/week

• Write a story of what happened on behaviour sheet or one copy of the school rules or

relevant rule to upper limit of 20 times – all to be signed by parent

• Prescribing extra homework to be signed by parents/guardians

• A note in homework journal to be signed by parent

• Move to another classroom for a short period

• Class teacher speaks to parents concerning the misbehaviour. Parents are asked to deal with it so as to avoid further repetition and to encourage improved behaviour

• Noting of repeated misbehaviour in incident book

• Loss of privileges

• Pupils may be kept in during break times to complete unfinished homework or assigned

punishment. They will be supervised by the SNA on duty in the classroom.

• Restriction of participation in selected activities/projects or outings


• Referral to Principal Teacher

• Case conference with pupil, class teacher, principal and parents/guardians

• Suspension/ Expulsion

Procedures for correction of Misbehaviour:

Correction is seen as part of the education process. The purpose of a sanction is to bring about a

change in behaviour by helping the pupil to learn that their behaviour is unacceptable. It helps

pupils to recognise the effect of their actions and behaviour on others. It helps them to

understand that that they have choices about their own behaviour and that all choices have

consequences. It helps them to learn to take responsibility for their behaviour. Sanctions may

prevent serious disruption of teaching and learning and keep the pupil or others safe.

The degree of misdemeanours will be judged by the teachers based on the definitions as follows:

Examples of minor misdemeanours:

Interrupting class work / Running in school building / Talking in class line / Leaving litter around

school / Being discourteous/ Unmannerly / Not completing homework without good

reason/arriving late form cloakroom or back to classroom after break.

Examples of steps to be taken when dealing with minor misdemeanours:

• Show disapproval / Direct the pupil back to the work at hand

• Direct the pupil’s attention away from the source of misbehaviour by setting some work

for him/her or busy the pupil with some classroom chores

• If an object is the cause of distraction or inattention remove it

• Separate pupils who together are the cause of class disruption

Examples of serious misdemeanours:

Ongoing minor misdemeanours will be looked upon as serious/ Constantly disruptive in class /

Telling lies / Stealing / Damaging other pupils property / Vandalism of any kind including writing

graffiti / rudeness – giving cheek / All types of bullying or threatening behaviour/ Laughing or

jeering at others mistakes or disabilities/ Leaving school premises during school day without

appropriate permission / Endangering self and/or deliberately injuring a fellow pupil/ Fighting/

Showing disrespect to staff/ Persistently and deliberately not working to full potential / Using

unacceptable language / Bringing banned items to school/

Disobedience- defiance/ Passing offensive racist or religious remarks to others.

Teachers shall keep a written record of all instances of serious misbehaviour as well as a record

of improvements in the behaviour of disruptive pupils.


Examples of steps to be taken when dealing with serious misdemeanours:

• Teacher/Adult on duty investigates the incident first.

• The pupil is asked to write the story of what happened – to be signed by

parents/guardians.

• The parents shall be contacted by the class teacher, informed of the misbehaviour and

asked to deal with it so as to avoid further repetition.

• Where a pupil wilfully disregards school rules and infringes on rights of others to

participate in school activities the sanctions already listed will be used to show

disapproval of unacceptable behaviour.

• Should this fail to resolve the situation and further serious misbehaviour arises, the

parents shall be contacted again and asked to the school to discuss the matter with the

class teacher and Principal, with a view to ending the matter and bringing about

improved behaviour. At this stage the parents shall be advised that further instances

of misbehaviour could lead to suspension.

• The Chairperson of Board is informed and the parents are requested in writing to

attend at the school to meet with the Chairperson and Principal. If parents refuse to

acknowledge the behaviour or to co-operate with the school authorities the pupil may

be suspended from the school. Prior to suspension, where possible, the Principal 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.

Gross Misdemeanours:

Repeated incidences of serious misbehaviour; aggressive, threatening or violent behaviour

towards a staff member or other pupil will be regarded as serious or gross misbehaviour,

depending on circumstances.

Examples of steps to be taken when dealing with gross misdemeanours:

• Before resorting to serious sanctions, e.g. suspension, the normal channels of

communication between school and parents will be utilised.

• For gross misbehaviour or repeated instances of serious misbehaviour suspension may

be considered. (For further information on suspension/expulsion see Appendix 1).

Other policies, procedures and practises that are linked to the code of behaviour are the anti-

bullying policy, health and safety, equality, dress code, enrolment, classroom management,

teaching and learning, attendance etc.


Success Criteria

Positive feedback from teachers, parents and pupils will indicate the success of this policy.

Teacher observation of behaviour in classrooms, corridors and yard will form the main criteria.

Roles and Responsibility

The Board of Management: The BOM has ultimate responsibility for the effective running of

the school. It holds the position of highest authority and has the final decision on school matters.

It can promote good discipline by advancing the general effectiveness of the school, by

supporting the Principal, teachers and parents in their implementation of the Code. It may also

have to deal with those issues that go beyond the scope of day to day practice.

The Principal Teacher:

• Promote a positive climate and general good discipline in the school.

• Direct the teachers to do likewise and to give them the support and help they need to do

so.

• Develop home-school relations and co-operation and take overall responsibility for the

children’s improvement through the effective implementation of the code of behaviour.

• Arrange for the review of the Code as required.

The Teacher:

To the teachers falls the duty of promoting good discipline in their personal daily interactions

with the children and with each other. Good classroom management, effective teaching methods

and a positive approach to promoting good behaviour and the teacher’s tools in promoting good

discipline. The teacher’s efforts will extend beyond his/her own classroom and through co-

operation with each other and the parents promote whole-school discipline also. Teachers must

• 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, e.g. keep interruptions to a

minimum during teaching time.

• 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.

The Special Needs Assistants:


• To the SNAs falls the duty of promoting good discipline in their personal daily interactions

with the children and with each other

• Uphold and monitor the implementation of the school rules and report to the relevant

teacher/principal when rules have been broken

The Parents:

Parents play a crucial role in shaping attitudes in their children which produce good behaviour in

school. Parents can co-operate with the school by

• Ensuring that children attend regularly and punctually.

• Ensuring that every absence is accounted for in writing on the Absence Sheet provided on

the child’s return to school

• Encouraging children to respect their own property, that of others and the school property

• Being interested in, support and encourage their children’s school work

• Ensuring that homework is allotted due time and effort

• Being familiar with the Code of Behaviour, support its implementation and encourage their

children to abide by the school rules

• Co-operating with teachers if their child’s behaviour is causing difficulties for others.

Parents’ confidence and trust in the school can be put to the test should they receive a bad

report on their child’s behaviour. They should realise that the teacher, also, is only

concerned for the child’s good and that it is together that they will most effectively

promote this.

• Communicating with the school in relation to any problems which may affect child’s

progress/behaviour.

The Pupils:

Pupils must learn that it is through the order of good discipline that the good of all is promoted.

Hopefully they will be a credit to themselves, their families and their school. Pupils should

• 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.

Each of the partners has been dealt with separately, but rather than each holding a separate and distinct role, it is the overlap of their efforts which will most promote the success of the schools Code of Behaviour.


Implementation

Every member of the school community has a role to play in the implementation of the Code of

Behaviour. Rules will be kept to a minimum, emphasise positive behaviour and will be applied in a

fair and consistent manner, with due regard to the age of the pupils and to individual difference.

Good behaviour will be encouraged and rewarded. Where difficulties arise, parents will be

contacted at an early stage.

Timeframe for Review

The code will be reviewed at regular intervals.

Ratification and Communication

Following ratification by the Board of Management the policy will be accessible to all on the

school website.www.castlegarns.ie

Appendix 1: Suspension / Expulsion

Before serious sanctions such as suspension or expulsion are used, the normal channels of

communication between school and parents will be utilised.

Suspension: The decision to suspend a student requires serious grounds such as

that: • the student’s behaviour has had a seriously detrimental effect on

the education of other students

• The student’s continued presence in the school at this time constitutes a threat to safety

• The student is responsible for serious deliberate damage to property.

A single incident of serious misconduct may be grounds for suspension.

Suspension will be part of an agreed plan to address the student’s behaviour. It will:

• enable the school to set behavioural goals with the student and their parents

• give school staff an opportunity to plan other interventions

• impress on a student and their parents the seriousness of the behaviour.


In exceptional circumstances, the Principal may consider an immediate suspension to be necessary

where the continued presence of the student in the school at the time would represent a serious

threat to the safety of students or staff of the school, or any other person.

Procedures in respect of suspension:

Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant

suspension, the school will observe the following procedures:

• inform the student and their parents about the complaint, how it will be investigated, and

that it could result in suspension.

• give parents and student an opportunity to respond before a decision is made and before any

sanction is imposed. Parents may be informed by phone or in writing, depending on the

seriousness of the matter.

A meeting with the student and their parents will provide an opportunity for them to give their

side of the story. It may also be an opportunity for parents to make their case for lessening the

sanction, and for the school to explore with parents how best to address the student’s behaviour.

If a student and their parents fail to attend a meeting, the Principal will write advising of the

gravity of the matter, the importance of attending a re-scheduled meeting and, failing that, the

duty of the school authorities to make a decision to respond to the negative behaviour.

In the case of an immediate suspension, a preliminary investigation will be conducted to establish

the case for the imposition of the suspension. Parents will be notified, and arrangements made

with them for the student to be collected. The school will have regard to its duty of care for the

student. The formal investigation will immediately follow the suspension.

A student will not be suspended for more than three days, except in exceptional circumstances

where the Principal considers that a period of suspension longer than three days is needed in

order to achieve a particular objective. This matter will be referred to the Board of Management

for consideration and approval, giving the circumstances and the expected outcomes. The Board

may authorise the Principal, with the approval of the Chairperson of the Board, to impose a

suspension of up to five days in circumstances where a meeting of the Board cannot be convened

in a timely fashion.

Appeals: The Board of Management will offer an opportunity for parents to appeal a Principal’s

decision to suspend a student. In the case of decisions to suspend made by the Board of

Management, an appeals process may be provided by the Patron.

Section 29 Appeal: Where the total number of days for which the student has been suspended

in the current school year reaches twenty days, the parents, or a student aged over eighteen

years, may appeal the suspension under section 29 of the Education Act 1998, as amended by the


Education (Miscellaneous Provisions) Act 2007.

At the time when parents are being

formally notified of such a suspension, they and the student will be told about their right to

appeal to the Secretary General of the Department of Education and Science under section 29 of

the Education Act 1998, and will be given information about how to appeal.

Implementing the suspension

The Principal will notify the parents and the student in writing of the decision to suspend. The

letter will confirm:

• The period of the suspension and the dates on which the suspension will begin and end

• The reasons for the suspension

• Any study programme to be followed

• The arrangements for returning to school, including any commitments to be entered into by

the student and the parents (for example, parents might be asked to reaffirm their

commitment to the code of behaviour)

• The provision for an appeal to the Board of Management

• The right to appeal to the Secretary General of the Department of Education and Science

(Education Act 1998, section 29).

Engaging with student and parents

Where a decision to suspend has been made, the Principal or another staff member delegated by

the Principal will meet with the parents to emphasise their responsibility in helping the student to

behave well when the student returns to school and to offer help and guidance in this. Where

parents do not agree to meet with the Principal or delegated staff member, written notification

will serve as notice to impose a 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 and class teacher 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 and

will re-admit the pupil formally to the

class. A suspension may be removed if

the Secretary General of the Department of Education and Science directs that it be removed

following an appeal under section 29 of the Education Act 1998.

After the suspension ends:


A period of suspension will end on the date given in the letter of notification to the parents about

the suspension. The school will have a plan to help the student to take responsibility for catching

up on work missed. Where possible, the school will arrange for a member of staff to provide

support to the student during the re-integration process.

Expulsion:

The decision to expel a student will only be taken by the Board in extreme cases of

unacceptable behaviour. The school will have taken significant steps to address the misbehaviour

and to avoid expulsion of a student including:

• Meeting with parents and the student to try to find ways of helping the student to change their

behaviour

• making sure that the student understands the possible consequences of their behaviour, if it

should persist

• ensuring that all other possible options have been tried

• seeking the assistance of support agencies (e.g. National Educational Psychological Service,

Health Service Executive Community Services, the National Behavioural Support Service, Child

and Adolescent Mental Health Services, National Council for Special Education).

A proposal to expel a student requires serious grounds such as that:

• The student’s behaviour is a persistent cause of significant disruption to the learning of others

or to the teaching process

• The student’s continued presence in the school constitutes a real and significant threat to

safety

• The student is responsible for serious damage to property.

The grounds for expulsion may be similar to the grounds for suspension. In addition to factors

such as the degree of seriousness and the persistence of the behaviour, a key difference is that,

where expulsion is considered, school authorities have tried a series of other interventions, and

believe they have exhausted all possibilities for changing the student’s behaviour.

Expulsion for a first offence

There may be exceptional circumstances where the Board forms the opinion that a student

should be expelled for a first offence. The kinds of behaviour that might result in a proposal to

expel on the basis of a single breach of the code could include:

• A serious threat of violence against another student or member of staff

• Actual violence or physical assault

• supplying illegal drugs to other students in the school

• Sexual assault.

Given the seriousness of expulsion as a sanction the Board will undertake a very

detailed review of a range of factors in deciding whether to expel a student.


Procedures in respect of expulsion:

Where a preliminary assessment of the facts confirms serious misbehaviour that warrants

expulsion, the procedural steps will include:

1. A detailed investigation carried out under the direction of the Principal. Where expulsion

may result from an investigation, a meeting with the student and their parents is essential. It

provides the opportunity for them to give their side of the story and to ask questions about the

evidence of serious misbehaviour. It may also be an opportunity for parents to make their case

for lessening the sanction, and for the school to explore with parents how best to address the

student’s behaviour. If a student and their parents fail to attend a meeting, the Principal will

write advising of the gravity of the matter, the importance of attending a re-scheduled meeting

and, failing that, the duty of the school authorities to make a decision to respond to the

inappropriate behaviour. The school will record the invitation issued to parents and their

response.

2. A recommendation to the Board of Management by the Principal. The Principal will:

• inform the parents and the student that the Board is being asked to consider expulsion

• ensure that parents have records of: the allegations against the student; the investigation; and

written notice of the grounds on which the Board is being asked to consider expulsion

• provide the Board with the same comprehensive records as are given to parents

• notify the parents of the date of the hearing by the Board and invite them to that hearing

• advise the parents that they can make a written and oral submission to the Board

• ensure that parents have enough notice to allow them to prepare for the hearing.

3. Consideration by the Board of Management of the Principal’s recommendation and the

holding of a hearing. It is the responsibility of the Board to review the initial investigation and

satisfy itself that the investigation was properly conducted in line with fair procedures. The

Board will undertake its own review of all documentation and the circumstances of the case. It

will ensure that no party who has had any involvement with the circumstances of the case is part

of the Board’s deliberations (for example, a member of the Board who may have made an

allegation about the student). Where a Board of Management decides to consider expelling a

student, it must hold a hearing. The Board meeting for the purpose of the hearing will be properly

conducted in accordance with Board procedures. At the hearing, the Principal and the parents put

their case to the Board in each other’s presence. Each party will be allowed to question the

evidence of the other party directly. The Board will take care to ensure that they are impartial


between the Principal and the student. After both sides have been heard, the Board will ensure

that the Principal and parents are not present for the Board’s deliberations.

4. Board of Management deliberations and actions following the hearing. Having heard from all

the parties, it is the responsibility of the Board to decide whether or not the allegation is

substantiated and, if so, whether or not expulsion is the appropriate sanction.

The Board should inform the parents in writing about its conclusions and the next steps in the

process. Where expulsion is proposed, the parents should be told that the Board of Management

will now inform the Educational Welfare Officer.

5. Consultations arranged by the Educational Welfare Officer.

Within twenty days of receipt of a notification from a Board of Management of its opinion that a

student should be expelled, the Educational Welfare Officer must:

• make all reasonable efforts to hold individual consultations with the Principal, the parents and

the student, and anyone else who may be of assistance

• convene a meeting of those parties who agree to attend (Education (Welfare) Act 2000, section

24). The purpose of the consultations and the meeting is to ensure that arrangements are made

for the student to continue in education. These consultations may result in an agreement about an

alternative intervention that would avoid expulsion. However, where the possibility of continuing

in the school is not an option, at least in the short term, the consultation will focus on alternative

educational possibilities.

In the interests of the educational welfare of the student, those concerned should come

together with the Educational Welfare Officer to plan for the student’s future education.

Pending these consultations about the student’s continued education, the Board may take steps to

ensure that good order is maintained and that the safety of students is secured (Education

(Welfare) Act 2000, s24 (5)). The Board may consider it appropriate to suspend a student during

this time.

6. Confirmation of the decision to expel

Where the twenty-day period following notification to the Educational Welfare Officer has

elapsed, and where the Board remains of the view that the student should be expelled, the Board

will formally confirm the decision to expel. Parents will be notified immediately that the expulsion

will now proceed. Parents and the student will be told about the right to appeal and supplied with

the standard form on which to lodge an appeal. A formal record will be made of the decision to

expel the student.

The appeals process The appeals process under section 29 of the Education Act 1998 begins with the provision of

mediation by a mediator nominated by the Appeals Committee (Department of Education and

Science). For further details about the Appeals process, including requirements for

documentation, and the steps in the process, refer to current DES guidance.


Anti-Bullying Policy

Castlegar NS

Introductory Statement This policy was formulated collaboratively by the teachers of Castlegar NS in consultation with

parents, ancillary staff and the Board of Management.

Rationale

Bullying behaviour, by its very nature, undermines and dilutes the quality of education and imposes psychological damage. As such it is an issue that must be positively and firmly addressed through a range of school-based measures and strategies through which all members of the school community are enabled to act effectively in dealing with this behaviour. (Guidelines on Countering Bullying Behaviour in Primary and Post-Primary Schools, DES, 1993)

The purpose of this policy is

• to raise awareness within our entire school community of the unacceptability of

bullying

• to contribute to our school ethos and culture which encourages children to disclose

and discuss incidents of bullying • to devise and agree on measures to prevent bullying in our school community and to

deal with incidents of bullying if they occur

Aims

• To raise awareness of bullying as a form of unacceptable behaviour with school

management, teachers, all staff, pupils, parents/guardians.

• To create a school ethos which encourages children to disclose and discuss incidents of

bullying behaviour.

• To ensure comprehensive supervision and monitoring measures through which all areas of

school activity are kept under observation.


• To develop procedures for noting, investigating and dealing with incidents of bullying

behaviour.

• To implement a programme of support for those affected by bullying behaviour and for

those involved in bullying behaviour.

• To work with appropriate agencies in countering all forms of bullying and anti bullying

behaviour.

What is Bullying?

Dept of Education and Science guidelines define bullying as

... repeated aggression, verbal, psychological or physical, conducted by an individual or group

against others. Isolated incidents of aggressive behaviour, which should not be condoned, can

scarcely be described as bullying. However, when the behaviour is systematic and ongoing it is

bullying. (Guidelines on Countering Bullying Behaviour in Primary and Post-Primary Schools, 1993)

• The school community will be made aware of this definition through the circulation of this

policy to all staff and parents and through the welcome booklet at enrolment,

• Types of behaviour covered by this definition are physical aggression, damage to property,

extortion, intimidation, abusive telephone calls, text messages, web messages, isolation,

name calling, slagging etc.

• This policy relates to child and adult behaviour within the school community.

Role of Staff

• The principal and staff exercise constant vigilance in the matter of misbehaviour. Our aim is

to prevent misbehaviour rather than control. Positive behaviour is always recognised, affirmed

and sought.

• Any complaints of bullying are dealt with quickly, firmly and fairly.

The principal is informed of any instance of bullying.

• Awareness of bullying as a form of unacceptable behaviour is addressed in the classroom, at

school assemblies, through the school policy on pastoral care and other informal occasions when the opportunity arises. Pupils are taught skills and encouraged to report any incident of

bullying.

Advice for Pupils


• Tell yourself that you do not deserve to be bullied, and that it is WRONG.

• Try not to show that you are upset. It is hard but a bully thrives on someone’s fear.

• Stay with a group of friends/people. There is safety in numbers.

• Be assertive – shout NO. Walk away confidently. Go straight to a teacher or member of

staff.

• Fighting back makes things worse– So don’t fight back. REPORT to a teacher or

parent(s)/guardians instead. If you need support find a friend and both of you speak to the

teacher.

• Generally it is best to tell an adult you trust straight away. You will get immediate support.

The teachers will take you seriously and will deal with bullies in a way which will end the bullying

and will not make things worse for you.

If You Know Someone is Being Bullied

• Take action – Watching and doing nothing looks as if you are on the side of the bully. It makes

the victim feel more unhappy and on their own.

• If you feel you cannot get involved, tell an adult immediately. Teachers have ways of dealing

with the bully without getting you into trouble

• Do not be, or pretend to be, friends with a bully.

Be proud of who you are. It is good to be individual.

Indications of Bullying

The onus is on all members of the school community, teachers, parents, children, ancillary staff,

Board of Management to ensure vigilance against bullying.

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

• anxiety about travelling to and from school

• unwillingness to go to school

• deterioration in educational performance, loss of concentration and loss of enthusiasm and

interest in school

• pattern of physical illnesses (e.g. headaches, stomach aches)

• unexplained changes either in mood or behaviour

• visible signs of anxiety or distress – stammering, withdrawing, nightmares, difficulty in

sleeping, crying, not eating, vomiting, bedwetting

• spontaneous out-of-character comments about either pupils or teachers

• possessions missing or damaged

• increased requests for money or stealing money


• unexplained bruising or cuts or damaged clothing

• reluctance and/or refusal to say what is troubling him/her

Those signs do not necessarily mean that a pupil is being bullied. If repeated or occurring in

combination those signs do warrant investigation in order to establish what is affecting the pupil.

Strategies for Preventing Bullying

At the centre of a whole school response to bullying is the creation of a positive school

climate which focuses on respect for the individual…’

Guidelines on Countering Bullying Behaviour in Primary and Post-Primary Schools, 1993

Castlegar NS fosters a positive school ethos among pupils, staff and parents.

There is a strong sense of community and cooperation between Board of Management, staff,

pupils and parents, and each has a clear role in the prevention of bullying.

• Through a programme of positive action, the school promotes an atmosphere of happiness,

friendship, openness, mutual respect and tolerance. This will be evident throughout the

school.

• Positive self-esteem is fostered among the pupils by celebrating individual

differences/achievement and by providing opportunities for success.

• Pupils are helped to develop empathy by discussing feelings and emotions and by being given

a forum for expression in an open and democratic environment. e.g. circle time, drama,

structured and free play, Golden Time etc.

• The SPHE curriculum, including the Walk Tall, Stay Safe and RSE programmes, is used

throughout the school to support the anti bullying policy. • The school's anti-bullying policy is discussed regularly with the pupils. Positive behaviours

are recognised and rewarded.

• The members of staff are particularly vigilant in monitoring pupils who are considered at

risk of bullying/being bullied. Teachers will respond sensitively to pupils who disclose

incidents of bullying. All disclosed incidents of bullying will be investigated. In all cases of

bullying there is an emphasis on the behaviour, not the child. • Each staff member is responsible for the implementation of the Anti –bullying policy.

Within the class, teachers monitor pupils and actively reduce inactive time.

• There is a whole school awareness and adherence to “The Golden Rules”, through strong

establishment, explanation, reinforcement and reiteration.

• There are clear yard strategies in place:

• Monitoring and supervision.

• Playground pals/buddy system.

• Friendship area.


• Teaching of co-operative games.

• The school celebrates an annual Cultural Day which celebrates diversity, individual

difference, traditions, customs, dress, language, food, literature, artwork etc. of all

nationalities within the school community.

Procedure for Dealing with Bullying Incidents

Noting and reporting incidents of bullying behaviour:

• All incidents of bullying no matter how trivial must be noted, dealt with and investigated.

Children will be reminded; ‘in this school we do/ do not..’.

• All teaching/non- teaching staff and parents have a responsibility to report incidents of

bullying witnessed by them or reported to them, to the Principal/Deputy.

• All teaching/non-teaching staff and parents are best advised to take a calm and

unemotional problem-solving approach when dealing with incidents of bullying behaviour.

• Incidents are best investigated outside of the classroom, quietly on a one to one basis out

of ear-shot of other class members.

• Parents will be informed at the earliest opportunity of bullying incidents involving their

children.

• Incidents of bullying will be reported and tracked in ‘The Yard Report Book’/ ‘Incident

Report Book’/ ‘Behaviour Report File’ (Principal’s Office) where positive and negative

behaviours are recorded using a factual account.

• In the case of a complaint against a staff member or parent, the incident will be raised

first with the people in question and if unresolved will be mediated by the Principal or

Deputy Principal or Staff Pastoral Care Representative with the people in question.

Conflict resolutions strategies will be used to deal with the conflict in a non- aggressive

manner.

• Where cases of bullying remain unresolved at school, the matter will be referred to the

Board of Management. The Board of Management will take steps as outlined in the Code of


Behaviour. For cases of adult bullying, the procedures as outlined in the INTO Management

Body’s Publication’ Working Together Procedures and Policies For Positive Staff Relations’,

should be followed.

• The BOM will be supportive of the Principal in the application of a fair code of behaviour

and discipline within the school. (Circular 20/90). In serious cases of gross misbehaviour,

the Board may authorise the Chairperson or Principal to sanction suspension or expulsion in

accordance with the Rules for National Schools and the Education Welfare Act 2000.

Procedure for Investigating and Dealing with Bullying Behaviour.

• When analysing incidents of bullying behaviour, the teacher will seek answers to what,

where, when, who and why questions, listening first in a calm manner, setting a good

example of how to deal with conflict in a non aggressive manner. The details will be noted in

a hard back copy, outlining what measures were taken to resolve the situation and what

follow up occurred. These must be stored and made available should the need arise.

• If a group is involved each member will be interviewed individually to build a complete

picture of what happened. Witnesses will also be interviewed. The written report must

then be completed.

• In cases where it has be determined that bullying behaviour has occurred, a meeting or

discussion will take place with the parents/guardians of both parties involved to:

* Explain the actions being taken and the reasons for them referring to school policy

*Discuss ways in which they can reinforce and support the actions taken by the school.

• Where a breach of Anti Bully Policy occurs, it is important that the perspective of the

bully and the victim is taken into account. Programmes of support will be available for

pupils involved in bullying. This may involve referral to outside agencies, if necessary, ie.

National Educational Psychological Services (NEPS).


• Finding ways of helping children to understand their own behaviour and how they manage

their behaviour and relationship is an important facet of managing bullying behaviour.

Referral to NEPS or other outside agencies may be necessary.

• Programmes of support should be available for pupils involved in bullying. This may involve

giving children strategies to deal with their aggression – counting to ten, taking deep

breaths, think consequence etc.

Sanctions:

Teachers will establish and clearly communicate expectations for behaviour and the unacceptable

nature of bullying behaviour. This will ensure that the Anti bullying policy is pro-active rather

than reactive.

The nature of the bullying and the age of the child will determine the strategy to be employed.

The degree of misdemeanour – minor, serious or gross will be judged by the teacher and Principal

based on a common sense approach.

Sanctions will be as follows:

• Apology to others involved.

• Reasoning with the child – verbal reprimand and advice on how to improve.

• A record kept. Pupils may be asked to write an account of incidents and what they have

learnt. Parents and teacher must sign this account.

• Removal from an activity if endangering self or others Account given to Principal. Any

allegation of bullying will be recorded and kept in the Principal’s office (Code of Behaviour)

• The Board of Management will instigate suspension procedures if deemed necessary by the

school authorities. Suspension will be in accordance with the Rules for National Schools and


the Education Welfare Act 2000, as laid down in Code of Behaviour, with reference to the

CPSMA Handbook.

The Anti – Bullying Policy and its link to other Policies.

• SPHE (Social Personal &Health Education) - Bullying is addressed under the strand: Myself

and Others, Strand Unit – My friends and other people

Other examples include lessons on self-esteem, building good relationships, good and bad

secrets, being a ‘telling school’,

• PE curriculum: Sporting activities can provide excellent opportunities for channelling and

learning how to control aggression.

• Code of behaviour – promotion of positive behaviour, positive atmosphere, good

relationships ensures a reduction in bullying.

• Record keeping – safe and secure facilities for sensitive data, factual account of incidents.

Log of incidents recorded which may show a pattern, stressing the importance of record

keeping.

• Home-school Links: Parents understand the term bullying, feel confident to tell the

teacher /principal about concerns.

Monitoring and Review

• Teachers are aware of places and occasions of where bullying may occur and are proactive

about ensuring it doesn’t occur.

• The principal is responsible for monitoring and reviewing the policy at staff level annually

and reports any review deemed necessary to the staff and the Board.

• ‘The Board of Management has a role to play in the maintenance of desirable standards of behaviour in a school. It should be supportive of the Principal Teacher in the application of a fair code of behaviour and discipline within the school’ (Circular 20/90)

• The Board of Management are involved in the drafting and regular review of this policy

Reference to other Policies

• SPHE Policy

• Code of Behaviour

• Home School Links Policy

• Physical Education Policy

• Religious Education Scheme


Success Criteria

• A happy safe atmosphere, with a culture of openness where good relationships exist

between all members within the school community.

• When you hear the mantra back from children ‘In this school we do/do not ……” Staff

members use the mantra “In this school we tell.”

• When children ‘tell’ if they are bullied and trust that their concerns will be responded to

promptly.

• Children are aware of and obey the rules and are confident about reports incidents to the

school authorities.

• Staff apply the rules of listening, reporting, investigating and reporting to principal.

• Growth in self discipline.

• Comments or compliments on positive relationships within the school.

• When parents and staff feel confident that incidents are being dealt with positively and

fairly.

• When members of staff are supportive and co-operative in managing incidents.

Timetable for Review

This policy will be reviewed annually or as the need arises.

HOMEWORK POLICY

Introductory Statement

This policy was drawn up in consultation with the staff, parents and Board of Management of

Castlegar NS.

Rationale

This policy was drawn up in order to ensure that through homework, children practice and

consolidate the work done at school.


Why give homework?

• To benefit pupil learning.

• To reinforce what the child learns during the day.

• To provide a link between teacher and parent.

• To develop the child’s concentration skills and develop a work ethic.

• To provide a similar approach to homework across all classes.

Aims:

By developing this policy this school aims to

• To consolidate work being done at school

• To keep parents in touch and involved in their children’s work

• To develop and encourage the habit of independent study

Guidelines, Roles and Responsibilities

Guidelines for Teachers:

• Homework is an integral part of the subject being taught and given in order to

consolidate work done.

• When assigning Homework, ensure that it is well prepared and explained. • Homework must be consistent – a small amount and given in such a way as to form a pattern

for the children so that they are more likely to remember it.

• Teachers will use classroom systems to check that homework is being done consistently –

where inconsistencies/difficulties arise, teachers will consult with parents to ascertain

reasons and decide on how best to support improvement.

• Class Teachers assign homework. On occasion, Support Teachers may assign

homework for children in Learning Support groups instead of the Class Teacher. Children

should not be assigned double homework. Home support activities will be agreed with parents

when drawing up an Individual Learning Plan/Programme.

How can Parents help?

Parents should help their children by:

• Providing them with a suitable time and place to do their homework.

• Preventing interruptions and distractions, like other children, T.V.


• Children should do written homework themselves and Parents should only help when the

child has difficulty.

• Please check homework and sign homework journal from 1st to 6th classes.

• Help and encourage the child but not to do the homework for him/her.

• Sending a note to the teacher if homework has not been completed due to unforeseen

circumstances.

• If Parents have difficulty helping with homework please ask class Teacher.

� Parents will be informed through the school journal when any aspect of homework is

incomplete or not of a sufficiently high standard.

� If homework continues to be a cause concern and/or if the parent/teacher feels she/he is

receiving little support from the parent/teacher then the parent/teacher will be invites to

discuss the situation with the principal.

Guidelines for Children

• It is the child’s responsibility to do homework to the best of his/her ability.

• Children are responsible for recording the assigned homework or in the case of

younger children bringing their Homework Book to and from school.

• All children are encouraged to take pride in their Homework in terms of its content and

presentation.

• Time must be given to reading and oral activities as well as written activities each evening.

How often is homework given?

• Homework is given on Monday, Tuesday, Wednesday, Thursday, but not on Friday and not

on weekends provided that the work has been done conscientiously and satisfactorily on

the other nights. Children in middle and senior classes may sometimes be required to work

independently on projects at weekends.

• Sometimes at the discretion of the class teacher or the principal, children are given

homework off as a treat or as an acknowledgement of some special occasion. • In the interest of the child and to develop a work ethic homework not done will result in

class teach contacting the parent through homework diary.

How much time for homework.


The following are guidelines for the time spent on homework. Different children will complete

the same homework in different lengths of time. The time spent will vary from day to day and

also from the beginning to the end of the year. It is important to remember that it is the

quality not the quantity of homework that matters. The following are general guidelines:

Junior Infants: 12-15 minutes (after Halloween break)

Senior Infants: 15-20 minutes

First Class: 20-30 minutes

Second Class: 30 minutes

Third Class: 30-40 minutes

Fourth Class: 40-45 minutes

Fifth and Sixth Class: 45–60 minutes

Success Criteria

• Positive feedback from teachers, p

scoil naisiunta cholmcille naofa - castlegar national...

Documents