Code Of Behaviour

Anti-Bullying Policy

Maria Auxiliatrix N.S., Fernbank

Contents

Introduction
Policy Formulation
Aims & Objectives of the Code
whole school approach
standards of behaviour

5.1 Pupils

5.2 staff

5.3 Board of Management

5.4 Parents/Guardians

Promoting Positive Behaviour

inappropriate behaviour
procedures for suspensions & expulsions

8.1 suspension

8.2 expulsion

notification of a child’s absence from school
records

CODE OF BEHAVIOUR POLICY
1. Introduction

It is the aim of the Salesian Primary school to provide a happy, caring, and safe atmosphere where each member of the School Community can grow as a person. We strive to create an environment, which assists self-development and self-discipline.

Our founders Don Bosco and Mary Mazzarello used the “Preventive System” as a system of preventing rules being broken in contrast to the system of dealing with those who broke rules. The words “strong gentleness” epitomise this system. It is one of firm, fair discipline and open friendly spirit based on the three principles of reason, religion and loving-kindness.

The Staff recognise the importance of working in partnership with children and Parents/Guardians in preventing and dealing with unacceptable behaviour in our school. Children are encouraged to recognise their right to be educated in a safe and secure environment. They are also encouraged to recognise the right of others to be treated with respect and tolerance. We endeavour to do this through formal and informal learning (S.P.H.E., R.E., Circle Time and Class Discussion). In our school, disciplinary decisions are taken in a spirit of concern for the individual and the welfare of other pupils.

In compliance with Section 23 of the Education (Welfare) Act 2000, the Board of Management of Maria Auxiliatrix P.S. has prepared and made available a Code of Behaviour for its Pupils, Staff and Parents, in accordance with ‘Developing a Code of Behaviour: Guidelines for Schools’, National Educational Welfare Board, 2008.

The Code of Behaviour details:

The standards of behaviour that shall be observed by each pupil attending the school;
The whole school approach in promoting positive behaviour;
The measures that shall be taken when a pupil fails or refuses to observe those standards;
The procedures to be followed before a pupil may be suspended or expelled from the school concerned;
The grounds for removing a suspension imposed in relation to a pupil.
The school’s Anti-Bullying Policy;
The procedures to be followed in relation to a child’s absence from school.

Policy Formulation

In formulating this policy the Board of Management completed the following steps;

Staff reviewed the Code over a number of meetings (Term 1 2014-2015)

ii Class teachers were requested to discuss the topic of ‘rules’, ‘rewards’ and ‘sanctions’ with their

classes and submit a list of pupils suggestions to the Principal which were then considered during

review by staff.

iii The BoM reviewed the Code (January 2015)

iv Parents were consulted via school website/feedback sheet and at Parents Association meeting.

BOM ratified this policy in February 2015 following consultation.

The finalised draft of the policy was submitted for the Patron’s Approval.

aims & objectives of the Code

The aims and objectives of the code are:

To allow the school to function in an orderly way where children can make progress in all aspects of their development
To create an atmosphere of respect, tolerance and consideration for others
To promote positive behaviour and self-discipline, recognising the differences between children and the need to accommodate these differences
To ensure the safety and well being of all members of the school community
To assist school staff, parents and pupils in understanding the systems and procedures that form part of the code of behaviour and to seek their co-operation in the application of these procedures
To ensure that the system of rules, rewards, and sanctions are implemented in a fair and consistent manner throughout the school.

Whole School Approach

The Board of Management recognises the importance of creating consistent values, policies, practices and relationships that support the Code of Behaviour. Such an environment may only be formed by involving the entire school community and in this respect the Board acknowledges the importance of the roles played by the principal, teachers, ancillary staff and parents in the review and operation of the Code.

Standards of Behaviour

The standards of behaviour that are expected of all members of the staff, children, parents, Board of Management and visitors include:

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

Unacceptable behaviour in our school includes:

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

5.1 Pupils

In our school, we expect each pupil ‘to be the best that she can be’.

We have Three Golden Rules, these are

Respect yourself.
Respect others.
Respect your property and that of others, including school property.

General Behaviour

Each pupil is expected to:

Be well behaved and to show consideration for other children and adults
Show respect for the property of the school, other children and their own belongings
Attend school on a regular basis and to be punctual. School begins at 8.50am and ends at 2.30pm.
Do her best both in school and for homework. Bring an explanatory note when homework is not completed.
Wear our school uniform as a sign of belonging. Keep it clean and tidy. Our school uniform is a blue pinafore (skirt optional for 5^th and 6^th), white polo shirt and blue cardigan or jumper with white stripe. White ankle/knee socks and navy or white tights may be worn. The school tracksuit and white polo shirt is to be worn on P.E. days. Wearing of the Tracksuit during winter will be decided by school staff on a year to year basis. No jewellery, other than stud earrings, one finger ring and a watch may be worn. In the interest of safety children are required to wear appropriate school shoes/runners. Children are asked to lace their shoes/runners properly in the interest of safety. Nail varnish is not allowed.
Be safe and stay safe. Pupils must always cross the road with the school warden and keep the Safe Cross Code. Avoid behaving in ways which would endanger others.
Eat a healthy lunch. In school we encourage the children to eat healthy, wholesome lunches. (sandwiches, fruit, yogurt and water are encouraged). Chocolate and sweets are not permitted.

Mobile phones are not allowed in school. In the exceptional case whereby a mobile phone is required, written consent must be given to the school from the parent. Each pupil must be responsible for handing in their phone in the morning and collecting it at hometime.

Classroom Behaviour

Each pupil is expected to:

Listen – to the teacher and other pupils if they are speaking
Work – to the best of her ability and complete homework assigned
Respect – school property and the belongings of fellow pupils
Follow – the direction of her teacher
Obtain – her teachers permission to leave the classroom
Respect – staff, other pupils and visitors to the classroom
Participate – in all school activities
Tell the truth at all times

Playground Behaviour

Each pupil is expected to:

Play safely – avoiding any games or play that are rough or dangerous
Follow – the directions of the teacher on duty
Remain – on school grounds at all times
Obtain – permission before re-entering the school building during break periods
Respect – the yard supervisor and fellow pupils
Respect the property of others, do not damage or take it without permission.
Include others in games and activities
Form an orderly line on hearing the bell. Silence is to be observed after the second bell. Children will enter the school quietly.
Play in the playground at break time. In exceptional circumstances a child may remain indoors in “Sick Bay” if she has a note from home due to illness or if a child becomes ill unexpectedly during the course of the school day. We recommend that any child who shows signs of illness should be kept at home; requests from parents to keep their children in at lunch break are not encouraged. A child too sick to play with peers should not be in school.
Avoid playing in the following out-of-bounds areas: garden beds, railings, front steps/wall, Infant School Yard, side of school and under arches.
Assemble under the arches on wet mornings (8.40 a.m.). The teacher on supervision will direct children into the school Halla where children are expected to stand or sit in their class line until their class teacher collects them at 8.50a.m.
Assemble orderly under the arches if it rains during breaktimes. Pupils who usually line up in the front yard will stand in the front yard arches. Pupils who usually line up in the back yard will go to the back yard arches and stand there. Both areas will be supervised by a teacher.

An “Incident Yard Book” will be in operation wherein the teacher on duty will record inappropriate behaviours. The teacher on duty will inform class teacher of same. The incident book will be monitored. Incidents will be dealt with in accordance with our Code of Behavior.

Bullying in any form is not tolerated. The school should be informed immediately of any incidents of bullying so that the matter can be dealt with quickly and effectively in accordance with our Anti-Bullying Policy.

Behaviour in other School Areas

Each pupil is expected to:

Walk – in the school corridors
Keep the building / school areas litter free
Maintain an atmosphere conducive to learning within the school
Obey the instruction of the teacher on duty and accept correction
Stay on school premises at all times.

Behaviour during School Outings/Activities

In addition to the standards of behavior outlined above, each pupil is expected to:

Be safe – when walking stay in pairs, stay in your line, stay on the path and stay on track
Follow – the teacher’s directions at all times
Remain – with the teacher/supervisors and group of pupils at all times
Behave – politely towards those they meet on such trips
Observe – the rules of general good behavior.

The provisions of our Code of Behaviour (e.g. standards, rules and sanctions) apply in any situation where pupils are still the responsibility of the school e.g. school tours, swimming, games, extracurricular activities, attendance at events organised by the school.

5.2 Staff

It is the Principal’s responsibility to ensure the school’s Code of Behaviour is administered in a manner that is consistent and fair to all pupils. However other partners in education have responsibility for the maintenance of discipline within the school.

Teaching staff are specifically responsible for the management of behaviour within their own class. They will:

Be required to support and implement the School’s Code of Behaviour.
Create a safe working environment for each pupil.
Recognise and affirm good work and positive behaviour.
Prepare school work and correct work done by pupils. Ensure this work is appropriate to ability and needs of children.
Recognise and provide for individual talents and differences among pupils.
Be courteous, consistent and fair.
Keep opportunities for disruptive behaviour to a minimum through good class management techniques and the provision of engaging curriculum.
Deal appropriately with misbehaviour according to procedures in this policy.
Keep a record of instances of serious and/or repeated misbehaviour.
Communicate with parents when necessary and provide reports on matters of mutual concern.
Implement the SPHE curriculum.

5.3 The Board of Management will:

Provide a welcoming, comfortable, safe and supportive environment.
Support the Principal and Staff in implementing the Code.
Ensure an environment where parents feel an atmosphere of openness and listening.
Ratify the Code.
Investigate incidents and deal with suspension and expulsion if these incidents arise.

5.4 Parents/Guardians are requested to:

Ensure that their children have values to live by.
Ensure that their children attend school regularly and punctually. School begins at 8.50 a.m. Supervision of children in the morning starts at 8.40 a.m in the front yard only. No responsibility is accepted for pupils arriving before this time. The going-home bell rings at 2.30 p.m. and children are expected to be off the premises at 2.35 p.m. (unless staying for extra curricular activities).
Be interested in, support and encourage their children’s school work and homework.
Be familiar with the school’s Code of Behaviour and support its implementation.
Co-operate with teachers in circumstance where their child’s behaviour is causing difficulties for others.
Communicate with the school in relation to any problem which may affect their child’s progress/behaviour.
Provide explanatory note when Homework is not completed, when absent from school or leaving during school time. Parent/Adult collecting a child is required to complete Sign-Out Sheet which is retained in the Classroom. This must be done before the child leaves the school premises.
Attend meetings at the school when requested.

Promoting Positive Behaviour

As a general rule the school will endeavor to create an environment where positive behaviour is reinforced through praise and reward. School staff will use encouraging language and gestures, both in class and around the school, so that positive behaviour is instantly recognised and positively rewarded. Special attention will be paid to pupils who have previously been associated with poor behaviour so that not only good behaviour but also improvement in behaviour is acknowledged. Pupils with Special Educational needs may need support in understanding standards and rules or may need opportunities to practice observing the rules with feedback on their progress from teacher(s).

A variety of rewards for promoting positive behaviour may be used. Such rewards may include;

Encouragement/Praise/Positive Verbal Affirmation
Merit stickers/stars, reward chart/Achievement Chart
Delegation of some special responsibility or privilege
Positive comment in a child’s exercise book
Kindness Box/ Chart. Acknowledgement of Acts of Kindness
“Special Day” to improve self-esteem whereby pupils get recognition and responsibilities
“Team Work” rewarded
Points System – Points awarded for sharing/helping/helping others/for excellent homework
Golden Time as reward for positive behaviour
Homework Pass for good behavior / birthdays
Entry into raffles.

Inappropriate Behaviour

Sanctions are a form of positive intervention. They will be used in a respectful way that helps students to understand the consequences of their behaviour and to take responsibility for changing it. When implementing sanctions, care will be taken to preserve the dignity of all the parties, will be applied in a fair and consistent way and will be closely linked in time to the specific behaviour. Sanctions reinforce the boundaries set out in the code of behaviour and signal to other pupils and staff that their wellbeing is being protected. Pupils with Special Educational Needs may need help to understand the purpose of a sanction imposed and the reason why the behavior is unacceptable.

Sanctions seek to help pupils to:

Learn that their behaviour is unacceptable
Recognise the effect of their actions and behaviours on others
Understand that they have choices about their own behaviour and that all choices have consequences
Learn to take responsibility for their behaviour

In order to establish a common understanding and consistent response the Code of Behaviour classifies misbehaviour into three levels based on the degree of disruption caused by the misconduct. The Code also specifies the disciplinary actions and supportive interventions that will be employed. Responses to daily behaviours, which occur in school, will be developmentally appropriate, instructive and positive. The degree of behaviour will be judged by the teachers and/or principal based on a common sense approach with regard to the gravity and frequency of such misbehaviour.

Level One

Level 1: Behaviours

Level 1 behaviours are those that interfere with the orderly learning environment of the school, classroom, and common areas. Students learn through their mistakes. To this extent, Children will be taught what is expected and how they should behave. Listed below are some examples of the types of Behaviour that are included in Level 1. Please note the list is not exhaustive.

Failure to complete homework or class work
Running in the hallways
Disturbing the work or play of others
Disrespectful language, tone, or manner
Not following instructions of staff
Repeatedly breaking school rules
Playing in “out of bounds” areas in the school yard
Rough play
Not wearing the school uniform.

Level 1: Disciplinary Actions that may be applied include:

Verbal reasoning
Verbal reprimand
Temporary separation from the group or activity (in class)
Withdrawal of privileges
Withdrawal from the particular lesson or peer group to another supervised location
Prescribing additional work to pupils
Contact with parent
Completion of ‘Reflection Sheet’ outlining incident and consequences
Behaviour Contract

Level 1 Supportive Interventions

Listed below are some examples of Level 1 supportive actions:

Reason with the Child/Discussion of Behaviour.
Classroom-based interventions, such as Circle Time or SPHE lessons, with the option of informal consultation (e.g. with parent(s)/guardian(s) or staff members)
Reinforcement of child’s alternative positive behavior.

Level Two

Level 2: Behaviours

Level 2 behaviours are those that seriously interfere with the orderly environment of the school and are potentially dangerous to the safety and well being of the students and staff. Listed below are some examples of the types of behaviour that are included in Level 2. Please note the list is not exhaustive.

Repeated instances of Level 1 behaviour which have not been modified by intervention
Behaviour which is dangerous to self or others (e.g. shoving, pushing, hitting)
Behaviour which is intimidating to others
Intentionally damaging school or personal property
Stealing
Cheating
Use of unacceptable language
Derogatory reference to another person’s race, gender, religion, physical condition, disability, or ethnic origin
Disrespectful language or behaviour toward an adult

Level 2: Disciplinary Actions which may be applied:

Formal Communication with Parent/ Guardian
Meeting with parent/guardian
Combination of Level 1 disciplinary actions
Supervised detention indoors
For misbehavior on yard: time out under supervision in the designated area during next lunch break (5/10 minutes)
Suspension for school, 1-5 days depending on severity of behavior
Implementation of extensive Behaviour Management Plan
Report submitted to Board of Management

Level 2: Supportive Interventions

Listed below are some examples of Level 2 supportive actions:

Team meeting to include classroom teacher, other involved staff, Assistant Principal or Principal.
Plan and implement a behavior management plan.
Request for assistance from external agencies such as the 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

Referral of a Child displaying behavioural problems for psychological assessment (with the

parent(s)/guardian(s) consent).

Level Three

Level 3: Behaviours

Level 3 behaviours are considered the most serious violations. These behaviours endanger the immediate health, safety and personal well being of the pupils and staff of the school. They represent a direct threat to the orderly operation of the school environment. Listed below are some examples of the types of behaviour that are included in Level 3. Please note the list is not exhaustive.

Repeated or serious instances of Level 2 behaviour which have not been modified by intervention
Fighting or causing physical harm to others
Discriminatory or prejudicial activities or actions toward another person or group involving race, gender, religion, physical condition, handicap, or ethnic origin

Level 3: Disciplinary Actions which may be applied include:

Suspension from school for one to five days: This response will occur with the first incidence of Level 3 behaviour or Level 2 behaviour of significant severity. The Principal following due process and procedure, can issue a suspension.
Suspension from school for five to ten days: This response will occur with the repeated incidence of Level 3 behaviour or a severe expression of this Behaviour. A suspension of this magnitude will only be issued with the approval of the Board of Management.
Expulsion: Repeated incidents of Level 3 behaviour can result in a pupil being expelled

Procedures for Suspensions & Expulsions

8.1 Suspension

Definition of Suspension:‘Requiring the student to absent herself from the school for a specified, limited period of school days’ (Developing A Code of Behaviour: Guidelines for Schools, National Educational Welfare Board)

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

The student’s behaviour has had a detrimental effect on the education of other students
The student’s continued presence in the school constitutes a threat to safety
The student is responsible for serious damage to property.
A single incident of serious misconduct may be grounds for suspension.

Please note that all investigations of alleged misbehaviour will be carried out in confidence,

bearing in mind fair procedures based on the principles of natural justice.

Fair procedures have two essential parts: the right to be heard and the right to impartiality.

Where allegations of criminal behaviour are made about a student, these will usually be referred to the Gardaí, who have responsibility for investigating criminal matters.

Authority to Suspend:

The Board of Management of Maria Auxiliatrix P.S. has formally and in writing delegated the authority to impose an ‘Immediate Suspension’ to the Principal Teacher. An ‘Immediate Suspension’ may be for a period of one to three school days depending on the severity of the specific Behaviour.In exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period but in any event will not exceed 5 school days.

Furthermore, the Board of Management has formally and in writing delegated to the Principal Teacher the authority to impose an ‘Automatic Suspension’ for named behaviours detailed in this policy. An Automatic Suspension may be for a period of one to three school days depending on the severity of the specific behaviour, in exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period but in any event will not exceed 5 school days.

The Board retains its authority to suspend a student in all other cases/circumstances.

Immediate Suspension and Automatic Suspension

An ‘Immediate Suspension’ will be deemed to be necessary where after a preliminary investigation the Principal reaches the determination that the continued presence of the pupil in the school at the time would represent a serious threat to the safety and wellbeing of pupils or staff of the school. An ‘Immediate Suspension’ may be for a period of one to three school days depending on the severity of the specific Behaviour, in exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period but in any event will not exceed 5 school days.

An ‘Automatic Suspension’ is a suspension imposed for named behaviours. The Board of Management of Maria Auxiliatrix P.S., having given due consideration to its duty of care as prescribed by Health & Safety Legislation, has determined that the following named behaviours will incur ‘Automatic Suspension’ as a sanction;

Physical assault/violence resulting in bodily harm to a pupil or member of staff or
Physical violence resulting in serious damage to school property or

Leaving the school without permission during the school day.

An Automatic Suspension may be for a period of one to three school days depending on the severity of the specific Behaviour, in exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period but in any event will not exceed 5 school days.

Parent(s)/Guardian(s) will be informed of an Immediate or Automatic Suspension by telephone, and arrangements will be made with them for the pupil to be collected. In no circumstance will a student be sent home from school prior to his/her parent(s)/guardian(s) being notified. Formal written notification of the suspension will issue in due course, but no later than 2 school days after the imposition of the suspension. Such a notification will detail:

the duration 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 pupil and the parent(s)/guardian(s).

The Board of Management acknowledges that the decision to impose either an Immediate or Automatic Suspension does not remove the duty to follow due process and fair procedures. In this regard, and following a formal investigation, to be completed no later than 2 school days after the incident the Board will invite the pupil and his/her parent(s)/guardian(s) to a meeting to discuss;

the circumstances surrounding the suspension,
interventions to prevent a reoccurrence of such misconduct.

Procedures in Respect of Suspension:

In cases other than those of Immediate or Automatic Suspension the following procedures will apply;

Where a preliminary assessment of the fact confirms serious misbehaviour that could warrant suspension, the Board of Management of Maria Auxiliatrix P.S. will observe the following procedures:

inform the student and their parents, by phone or in writing, about the complaint, how it will be investigated, and that it could result in suspension.

Give an opportunity to parents to respond before a decision is made and before any sanction is imposed. A meeting with the student and their parents provides an opportunity for them to discuss the serious misbehavior and to explore with parents how best to address the student’s behaviour.

Procedures in relation to immediate suspension

Where an immediate suspension is considered by the Principal to be warranted for reasons of the safety of the student, other students, staff or others, a preliminary investigation will be conducted to establish the case for the imposition of the suspension. The formal investigation will follow. In the case of an immediate suspension, parents will be notified, and arrangements made with them for the student to be collected.

The Board of Management of Maria Auxiliatrix P.S. acknowledges the fundamental importance of impartiality in the investigation and decision-making process. In this regard the following undertakings are given;

No person with a vested interest or personal involvement in the matter will be involved in the organisation or implementation of the investigation procedure, nor will such a person be involved in the decision-making process.

Implementing the Suspension

Where a decision to suspend has been made the Chairperson of the Board of Management will provide written notification to the parent(s)/guardian(s) and the pupil of the decision. The letter will confirm:

the duration 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 pupil and the parent(s)/guardian(s)
the provision for an appeal to the Board of Management.

Where a suspension brings the total number of days for which the pupil has been suspended in the current school year to twenty days the parent(s)/guardian(s) will be informed of their right to appeal to the Secretary General of the Department of Education and Skills under Section 29 or the Education Act 1998 and will be provide with information on the submission of such an appeal.

8.2 Expulsion

Definition of Expulsion:‘A student is expelled from a school when a Board of Management makes a decision to permanently exclude him or her from the school, having complied with the provisions of section 24 of the Education (Welfare) Act 2000.’ (Developing A Code of Behaviour: Guidelines for Schools, National Educational Welfare Board).

The decision 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.

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

Authority to Expel:

The authority to expel a pupil is reserved by the Board of Management.

Procedures in Respect of Expulsion:

Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant expulsion the following procedures will apply:

A detailed investigation will be carried out under the direction of the Principal (or a Nominee of the Board if required)
As part of the investigation a written letter containing the following information will issue to parent(s)/guardian(s);
- Details of the alleged misbehaviour, details of the impending investigation process, and notification that the allegation could result in expulsion.
- An invitation to a meeting, to be scheduled no later than 5 school days from the date of the letter, where parent(s)/guardian(s) are provided with an opportunity to respond.

The Principal (or BoM Nominee) will make a recommendation to the Board of Management

Where the Principal (or nominee) forms a view, based on the investigation of the alleged misbehaviour, that expulsion may be warranted, the Principal (or nominee) makes a recommendation to the Board of Management to consider expulsion.

In this event the Principal (or nominee) will:

inform the parent(s)/guardian(s) that the Board of Management is being asked to consider expulsion
ensure that parent(s)/guardians have records of: the allegations against the student; the investigation; and written notice of the grounds on which the Board of Management is being asked to consider expulsion

provide the Board of Management with the same comprehensive records as are given to parent(s)/guardian(s)

Consideration by the Board of Management of the Principal’s (or BOM’s Nominee) Recommendations & the Holding of a Hearing

If, having considered the Principal’s report, the Board of Management decides to consider expelling a student a hearing will be scheduled.

The parent(s)/guardian(s) will be notified in writing

as to the date, location and time of the hearing
of their right to make a written and oral submission to the Board of Management

that they may if they so choose be accompanied at the hearing

The Board of Management undertakes that the timing of such written notification will ensure that parent(s)/guardian(s) have enough notice to allow them to prepare for the hearing.

In respect of the expulsion hearing the Board gives an undertaking that;

the meeting will be properly conducted in accordance with Board procedures
the principal (or BoM nominee) and parent(s)/guardian(s) will present their case to the Board in each other’s presence

each party will be given the opportunity to comment upon the evidence of the other party

the parent(s)/guardian(s) may make a case for a lesser sanction if they so choose

Board of Management Deliberations & Actions following the Hearing

Where the Board of Management, having considered all the facts of the case, is of the opinion that the pupil should be expelled the Board

Will notify the Educational Welfare Officer in writing by registered post of its opinion, and the reasons for this opinion.
Will not expel the student before the passage of 20 school days from the date on which the Educational Welfare Officer receives this written notification

Will in writing notify the parent(s)/guardian(s) of their decision and inform them that the Educational Welfare Officer is being contacted

Will be represented at the consultation to be organized by the Educational Welfare Officer
Will expel the student, if it is deemed likely that the continued presence of the student during this time will seriously disrupt the learning of others, or represent a threat to the safety of other pupils or staff.

Confirmation of the Decision to Expel

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

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

Board of Management will formally confirm the decision to expel.

Parent(s)/guardian(s) will be notified in writing that the expulsion will now proceed. They will also be informed of their right to appeal to the Secretary General of the Department of Education and Skills under Section 29 or the Education Act 1998 and will be provide with information on the submission of such an appeal.

No person with a vested interest or personal involvement in the matter will be involved in the organisation or implementation of the investigation procedure, nor will such a person be involved in the decision-making process.
Notification of a Child’s Absence from School

Parent(s)/guardian(s) should adhere to the following procedures when notifying the school of a pupil’s absence;

The school should be notified of the absence on the first day the pupil returns to school
The reason for the absence should be notified to the class teacher
The absence should be notified in writing by letter / using the school journal
Details pertaining to the absence, such as duration and reason, should be provided
Significant absences cause by ill health (i.e. absences longer than 10 school days) should be certified.

The school will inform the Education Welfare Officer in writing where a child is suspended or expelled for 6 days or more, where the child has missed 20 or more days in a school year, where attendance is irregular and when the pupil is removed from the school register

Keeping Records

10.1 Class Level

In order that the “Strategies” for responding to inappropriate behaviour be applied in a fair and consistent way teachers are required to record misbehaviours.
Level 2 and 3 misbehaviour is brought to the attention of the Principal
During the school year parents will be kept up to date regarding any behaviour issues which may emerge (P.T. Meetings; Incidental Meetings and Meetings on request).
The End of the Year Report includes a reference to each pupil’s behavior.

There is a standard format in operation for the recording of unacceptable behavior which is kept on file. At the end of each year these records will be stored in the Secretary’s Office.

Pupils will be told when a record is being made about their behavior, and the reasons for keeping a record will be explained. All records will be kept in accordance with the Data Protection Act 1998 and the Data Protection (Amendment) Act 2003.

10.2 Play Ground

Staff are required to follow the “Strategies for responding to inappropriate behaviour”.
Supervising Staff will keep a record of misbehaviour in an ‘Incident Book’ reserved for Play Ground.
The Teacher on supervision will communicate with the Class Teacher, the Principal and the Teacher on “Time Out in the “Designated Area”.
There will be a record kept of pupils in “Designated Area” by the Teacher responsible who will record the name of the child; her class; the date; the misbehaviour and the period of “Time out”.

10.3 Suspension and Expulsion

The record of letters for suspension and expulsion, sent to Parents will be kept in the Principal’s Office.
Formal records with B.O.M. and Outside Agencies will be kept in the Principal’s Office.
Documentation pertaining to suspension, expulsion, appeals will be kept in the Principal’s Office.

10.4 Procedures for Notification of Pupil’s Absences from School.

Since regular attendance is vital for the continuing development of children’s education parents are required to ensure that children attend school regularly.
Parents/Guardians should inform the Class Teacher of any impending absence.
On the child’s return after any absence a letter of explanation is required. The school journal may be used.
Communications regarding “absences” will be kept by the teacher in the “Class Absence Folder”. These notes are kept as part of the year’s attendance record.
The school will monitor each pupil’s attendance and are obliged to notify the Education Welfare Board of pupils who are absent for 20 days in total over the course of the school year.
If a child is developing a trend of regular absence parents will be notified by the school in November, February, April and June.
Punctuality and attendance are recorded on the child’s end of year report. Number of days absent will also be recorded.
If children have to leave school for any reason during the course of the school day the person collecting them is required to sign the children out on the Form used for the purpose. This Form is kept by the child’s class teacher.
A Punctuality Record is also maintained. If there are on-going issues regarding lack of punctuality parents/guardians will be contacted by the Principal Teacher.

Success Criteria

Indicators of the success of the policy include:

Observation of positive behaviour in class rooms, playground and school environment.
Practices and procedures listed in this policy being consistently implemented by teachers.
Positive feedback from teachers, parents and pupils.

Implementation and Review

The revised policy will be implemented in February 2015 and will be reviewed in April 2017

Ratification and Communication

This policy was ratified by the B.O.M. on the 12^th February 2015

Parents may view a copy of this policy by prior appointment with the Principal.

Anti-Bullying Policy

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 Maria Auxiliatrix 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 by the Department of Education & Skills in September 2013.

11.1 Best Practice in the Prevention of Bullying Behaviour

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
- Acknowledges the right of each member of the school community to enjoy school in a secure environment.
- Is welcoming of difference and diversity and is based on inclusivity;
- Which promotes positive habits of self-respect, self-discipline and responsibility among all its members.
- Identifies aspects of curriculum through which positive and lasting influences can be exerted towards forming pupils’ attitudes and values.
- 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.
- Recognises the role of parents in equipping the pupil with a range of life-skills.
- Encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
- Promotes respectful relationships across the school community;
- Good Home/school communication links.
- Cruinniú – shared values, rules, expectations.
- Initiatives to promote kindness /friendship
- School environment – print messages/ pictures/photos.

11.2 Effective leadership;

All Staff will engender an ethos under which bullying is unacceptable. They will act as good role-models and be fair, firm, clear and consistent in their approach to managing behaviour

11.3 A school-wide approach

Staff will be aware that a school-wide approach (involving school management, staff, parents and pupils) to dealing with issues of bullying behaviour is a key element of effective practice.
Parents will be encouraged to recognise that openly discussing bullying is acting positively and that they need to work with their school in solving any issues that arise.
A high degree of school-wide vigilance and openness is encouraged.

A shared understanding of what bullying is and its impact;

Definition and Types of Bullying:

In the context of these procedures, bullying is defined as unwanted negative behaviour, verbal, psychological or physical conducted by an individual group against another person (or persons) and which is repeated over time.

The following types of bullying behaviour are included in this non-exhaustive definition:

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 the entire 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 (girl or boy); non-verbal gesturing; malicious gossip; spreading rumours about a person or giving them the “silent treatment”.
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

The following types of bullying behavior 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 behavior, including a once-off offensive or hurtful text message or other private messaging, do not fall with the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behavior.

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 behavior.

A single incident can have a serious effect on a pupil and may also constitute harassment which is legally prohibited in schools under equality legislation. Harassment is any form of unwanted conduct related to any of the nine discriminatory grounds (gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveler community.

12 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.
Foster and enhance self-esteem and self-worth through curricular and extra-curricular programmes. (SPHE/Stay safe programme/RSE/Friends for Life etc).
Deal explicitly with the prevention of cyber-bullying (educating pupils on appropriate online behaviour, how to stay safe while on-line and also developing a culture of reporting any concerns about cyber-bullying).
Reference to procedures in schools Acceptable User Policy.
Implementation of SPHE Curriculum – Walk Tall/ Stay Safe/ RSE / Friends for Life.
Teaching of human and Christian core values in Religion.
Dealing with day to day incidents, reasoning with pupils, guiding pupils through conflict resolution.
Identifying and responding to class needs through social classes eg Friends for Life.
Support of L.S and Resource Teacher in implementing of in class programmes.
Support at Stage 2 and Stage 3 of SEN continuum for pupils with social communication, emotional behaviour difficulties.
Access external supports for pupils eg CAMMS.
Monitoring pupils behaviour informally, daily and formally through supports in programmes in class i.e. targets and monitor sheets.
Rewards for good behaviour, effort, acts of kindness.
Print rich environment community anti-bullying messages.

13 Effective supervision and monitoring of pupils

Supervision and monitoring of classrooms, corridors, school grounds, toilet/cloakroom, school tours and extra-curricular activities. Non teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school. No Phone allowed.
The school’s anti-bullying policy is discussed with pupils and all parents/guardians are given a copy as part of the Code of Behaviour and Anti Bullying policy on enrolment in the school every year. Parents will be asked to sign their commitment.
At the beginning of each year a summary of Code of Behaviour and Anti Bullying contract is signed by each child and parent.
The implementation of regular whole school awareness measures e.g. a dedicated notice boards in the school, Friends for life (Term 1) bullying prevention week,(Term 2) seminars for parents, occasional student surveys, regular school assemblies.
Encourage a culture of “telling”. It will 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.
Ensure the pupils know who to tell and how to tell e.g.
Direct approach to teacher.
Hand note up with homework.
Anti-bully or Niggle box. (at Teachers discretion)
Get a parent/guardian or friend to tell on your behalf.
Ensure bystanders understand the importance of telling if they witness or know that bullying
is taking place.
Encourage parents /guardians to approach the school if they suspect that their child is being bullied.
Follow the procedures of the schools Acceptable Use Policy to ensure that the access to technology within the school is strictly monitored, as to the pupils use of mobile phones.

Supports for staff
Management will provide such training as will enable staff to recognise bullying, implement effective strategies for preventing bullying and where appropriate, intervene effectively in bullying cases.
Appropriate arrangements will be made to ensure that temporary and substitute staff have sufficient awareness of the school’s code of behaviour and its anti- bullying behaviour policy.

15 Reporting Bullying Behaviour

Any pupil or parent/guardian may bring a bullying incident to any teacher in the school.
All reports will be investigated and dealt with by the relevant teacher.
All school staff must report any incidents of bullying behaviour witnessed by them or mentioned to them, to the relevant teacher.

16 Investigation and dealing with bullying behaviour (including use of established intervention strategies;

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.
Parents/guardians 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.
Teachers should take a calm, unemotional problem-solving approach.
Where possible incidents should be 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 may face them from the other members of the group after the interview by the teacher.
In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parent/guardian of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parents/guardians an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and supports provided to the pupils.
Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to her how she is in breach of the school’s anti-bullying policy and efforts should be made to try to get her to see the situation from the perspective of the pupil being bullied.
It must also be made clear to all involved that any situation where disciplinary sanctions are required, is a private matter between the pupil being disciplined, her parents/guardians and the school.
Irrespective of the stages decided on for a resolution of the bullying behaviour the following Restorative Practice may be utilized to ensure a fair process for all concerned when investigating and dealing with Bullying Incidents.

Questions for the pupil(s) engaged in bullying behaviour

What happened?
What were you thinking about at the time?
What have your thoughts been since?
Who has been affected by what you did?
In what way have they been affected?
What do you think needs to happen next?

Questions for pupil(s) who are bullied:

What happened?
What were your thoughts at the time?
What have your thoughts been since?
How has this affected you and others?
What has been the hardest thing for you?
What do you think needs to happen next to make things right?
Reflection Sheets.

Follow up:

In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must on her professional judgement take the following factors into account.

Whether the bullying behaviour has ceased.
Whether any issues between the parties have been resolved as far as is practicable.
Whether the relationships between the parties have been restored as far as is practicable;
Any feedback received from the parties involved, their parents/guardians or the school Principal or Deputy Principal.
In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher in the recording template at Appendix 3.
Follow up meeting with the relevant parties to ensure that issues have been resolved to their satisfaction.
Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred , as appropriate, to the school’s complaints procedures.

Recording of bullying behaviour:

It is imperative that all recording of bullying incidents must be done in an objective and factual manner.
The school’s procedure for noting and reporting bullying behaviour are as follows

Informal Stage: Investigating Bullying (Appendix 1)

All staff must keep a written record of any incidents witnessed by them or notified to them. Records will be written in Appendix 1: Template for Template for Recording Inappropriate Behaviour/Concerns / Other Incidents. All incidents must be reported to the relevant teacher.
All reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher who must also keep a written record of the reports, the actions taken and any discussions with those involved regarding same.
The relevant teacher must inform the principal of all incidents being investigated.

Formal Stage 1: Determining that bullying has occurred (Appendix 1)

If it is established by the relevant teacher that bullying has occurred, she must keep appropriate written records which will assist her efforts to resolve the issues and restore as far as is practicable, the relationships of the parties involved.
All records of bullying will be stored in the Child’s Pupil Profile and a copy kept by Principal in the school office.

Formal Stage 2 – Appendix 2

The relevant teacher must use the recording template (Appendix 2) to record the bullying behaviour in the following circumstances.
In cases where she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after she has determined that bullying behaviour occurred.
All bullying behaviour must be recorded and reported to the Principal.

School Contact Personnel

The relevant teacher(s) for investigating and dealing with bullying is (are) as follows:

Class teacher
Resource /Learning Support Teacher
Principal Teacher

20 Working with Pupils Affected by Bullying;

The Schools programme of support for working with pupils affected by bullying is as follows

All in-school supports and opportunities will be provided for the pupils affected by bullying to participate in activities designed to raise their self-esteem, to develop friendships and social skills and build resilience e.g.
- Pastoral care.
- Circle Time
- Friends for Life,
- SPHE Programme
If pupils require counseling or further supports the school will endeavour to liaise with the appropriate agencies to organize same.
Pupils will understand that there are no innocent bystanders and that all incidents of bullying behaviors must be reported to a teacher.
Other intervention strategies
- Teacher interview with all pupils
- Negotiating agreements between pupils and following these up by monitoring progress. This can be on an informal basis or implemented through a more structured process.
- Working with parent(s)/guardian(s) to support school interventions.
- No Blame Approach
- Monitoring of pupils involved by all staff e.g. supervising teachers on yard duty

A variety of the following techniques may be utilized and are recommended by the DES Anti-bullying (Ken Rigby)

www.bullyingawarenessweek.org/pdf/BullyingPreventionStrategiesinSchools Ken Rigby.pdf

The traditional disciplinary approach
Strengthening the victim
Mediation
Restorative Practice
The Support Group Method
The Method of Shared Concern

Supervision & 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.

Policy Adoption

This policy is currently being reviewed and will be adopted by the Board of Management on by June 2015.

Communication

This policy has been made available to school personnel, published on the school blog and provided to the Parents’ Association. Copies of this policy are available to all parents on request. A copy of this policy will be made available to the Department and the patron if requested. A copy of this policy will be given to each parent on enrollment of their child, as part of our Code of Behaviour Policy.

Implementation Review

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, and communicated to parents through either the school blog and/or schools newsletter, and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.

Policy Ratification

The policy is to be adopted and ratified by the Board of Management of Maria Auxiliatrix NS in May 2015.

Patron’s Approval

This policy has been approved by St. Senan’s Education Office, acting on behalf of the Patron.

Signed: _____________________________________

Chairperson, Board of Management

Date: _____________________________________

Appendix 1: Informal and Formal Stage 1 Template

Template for Recording Inappropriate Behaviour/Parents’ or Teachers’ Concerns / Other Incidents

Name of pupil involved and class group
Name(s) and class(es) of pupil(s) also involved/affected
Name of person(s) who witnessed the incident/s:
Date/ Time of incident
Location of incident

Type/s of behaviour, description of incident/s/ Concerns:

Details of action taken:

People informed of the Incident:

□ Principal □ Teachers □ Parents

□ Others: ______________________________________________

Relevant Responses:

Signed: _______________________________

Type/s of behaviour, description of incident/s / Concerns:

Details of action taken:

Appendix 2: Formal Stage 2

Template for Recording Bullying Behavior by Relevant Teacher

Name of pupil being bullied and class group

Name______________________ Class ____________________

Name(s) and class(es) engaged in bullying behavior.

Source 4. Location of incidents.

(tick relevant box(es)* (tick relevant box(es)*

Pupil concerned
Other Pupil
Parent
Teacher
Other

Playground
Classroom
Corridor
Toilets
School Bus
Other

5 Name of person(s) who reported the bullying concern

Type of Bullying Behaviour (tick relevant box(es)*

Physical Aggression		Cyber-bullying
Damage to Property		Intimidation
Isolation/Exclusion		Malicious Gossip
Name Calling		Other (specify)

7.Where behavior is regarded as identity-based bullying, indicate the relevant category:

Homophobic	Disability/SEN related	Racist	Membership of Traveller Community	Other (specify)

Brief Description of bullying behavior and its impact.

Details of actions taken

Signed___________________ (Relevant Teacher) Date_________________________

Date submitted to Principal/Deputy Principal ________________________