It is very important that your child is at school on time,
late-comers disrupt classes on the other children, and
this is unfair! For reasons of security all doors except
the main office door will be locked just after school
starting time each morning.
r.n. Geataí ar oscailt (Gates open)
8.50 r.n. Tús an lae (Shool day begins)
10.30 r.n. Sos (Break)
12.30 i.n. Am Lóin (Lunchtime)
1.30 i.n. Téann na Naíonáin abhaile
2.30 i.n. Téann páistí abhaile (School
- 4.30 i.n. Club Iar-aire (After-school Club)
Bheaga agus Naíonáin Mhóra
- Caitheann siad éadaí spóirt na
scoile gach lá.
School Tracksuit every day.
1-6 Please wear your school uniform as directed by your
class teacher each term.
you are aware this is subject to change as different sports
are made available to classes)
Scoile an tSamhraidh - Summer School uniform 2014
Cheithearnaigh - Polasaí Obair Bhaile Homework
1) Why give homework?
• To re-inforce what the child learns during the
• To provide a link between teacher and parent
• To develop a child’s concentration skills
and develop a work ethic
• Homework is meant to be achievable by a child,
i.e. it provides an opportunity to practice work already
done. It is normally prepared by the teacher in class.
However, sometimes with senior classes, some homework
is designed to challenge children’s ability and
provide opportunities for creativity.
• Children are expected to do their homework to
the best of their individual ability – no more,
2) How often is homework given?
• Homework is given on Mondays, Tuesdays, Wednesdays
and Thursdays but not on Fridays. There are two exceptions:
• if homework has been neglected during the week
• in senior classes some project work is undertaken
• Sometimes at the discretion of the class teacher
or the principal, children are given “ homework
off ” as a treat or as acknowledgment of some special
• Please note extra homework may be sometime be
given during the week or at the weekend if a child has
not done homework, made a suitable effort or presented
3) What is the content of homework?
• Ideally homework will contain a balance between
reading tasks, learning tasks and written tasks.
• This balance is not always possible and can vary
considerably from day to day. However, it should be noted
that homework time devoted to reading and learning is
as important as written work.
• Homework will regularly contain reading, spellings,
tables, written work, pieces to be “learned by heart”,
drawing/colouring, collecting information/items and finishing
work started in class.
• Children often feel that reading and “learning
by heart” is not real homework. Parents can play
an important role in listening to reading and items to
be learned ensuring this work is done well.
4) How much (time) homework?
The following are guidelines for time spent at homework.
Different children will complete the same homework in
different lengths of time. Time spent will vary from day
to day and also from the beginning to the end of the school
year. It is important to remember that it is the quality
and not the quantity of homework that matters. The following
are general guidelines only:
Junior Infants 0 - 10 minutes
Senior Infants Up to 20 minutes
Rang 1 Up to 30 minutes
2 Up to 40 minutes
3 Up to 50 minutes
4 Up to 1 hour
5 Up to 1 hour 15 minutes
6 Up to 1 hour 30minutes
Homework is given from Monday to Thursday. Normally there
is no homework at weekends or on a school day just before
a public holiday. However, children in middle and senior
classes may sometimes be required to work independently
on projects at weekends.
5) How much help should parents give?
• Parents should try to help their children with
• providing them with a suitable place and time
to do their homework
• to prevent interruptions or distractions, like
T.V. or other children
• Children should do written homework themselves
and parents should only help when the child has difficulty
• If a child has difficulty with homework, the parents
should help the child to overcome the difficulty with
further explanation or examples, but not by actually doing
the homework for the child. In this case the parent should
write a note to the teacher explaining the problem.
• Shared reading is not homework in the regular
sense and it is simply meant to be an enjoyable exercise
between parent and child. If it’s not enjoyable,
shared reading should not be done.
6) How often should parents monitor homework?
• Parents should check and sign child’s homework
journal every evening.
• The pupil’s journal is an important record
of the child’s homework. It is also a valuable means
of communication between parents and teachers.
• Ideally, all written messages to your child’s
teacher should be put in the homework journal (additional
pages available at the end of the journal).
• Please check that your child records his/her homework
neatly in the correct page and ticks each item of homework
• School newsletters and other communications to
parents are folded and placed in the current day of the
homework journal. Please check your child’s journal
for such notes on a regular basis.
(In the case of junior classes all notes will be placed
in child's lunch box)
7) How often do teachers monitor homework?
• Ideally teachers like to check homework on a daily
basis. However with large class numbers it is not always
possible to check each child’s homework journal
• As children get older and learn to work independently,
some items of homework are checked less often e.g. every
second day or once per week.
• Some items of homework (and class work) may be
checked by children themselves under the direction of
the teacher. This can be a useful part of the learning
process for children.
8) When should parents communicate with the teachers
• When your child cannot do homework due to family
• When your child cannot do homework because she/he
cannot understand some aspect.
• If the time being spent at homework is often longer
than the recommended amount of time.
9) When should homework be done?
• Each family situation is different - both parents
working, child minders, etc. Ideally, homework should
be done before any television is watched soon after school
while your child is still fresh, however, some child need
a break before starting homework. Homework should never
be left until morning time before school
If homework is a stressful experience between
parent and child, something is wrong! This leads to poor
learning and defeats the whole purpose. Should this happen
on a regular basis, please contact the class teacher.
scoile Breise - Extra uniforms free to a good home!!
a lán éadaí breise a
Scoil Uí Cheithearnaigh
Béal Átha na Slua
Co. na Gaillimhe
School Behaviour Policy
The Whole School Behaviour Policy of Scoil Uí Cheithearnaigh
has been revised in accordance with the Guidelines issued
by the National Education Welfare Board . These guidelines
are published on-line at www.educationwelfareboard.ie
Scoil Uí Cheithearnaigh is committed to implementing
and adhering to these guidelines.
• Reflects the vision, mission and values of the
school community and its Patron.
• Translates the expectations of staff, parents
and students into practical arrangements that will help
to ensure continuity of instruction to all students.
• Helps to foster an orderly, harmonious school
where good standards of behaviour are expected and supported.
• Sets out the rationale for having a code of behaviour
along with the roles and responsibilities of the school’s
partners in relation to its implementation.
....- The standards of behaviour
expected in the school;
....- The plan for promoting
....- The ways in which the
school responds to unacceptable behaviour
....- The plan for implementing
....- Procedures for reporting
....- School procedures governing
the use of suspension and expulsion.
• The Education Act 1998.
• The Education Welfare Act 2000
• The Health & Safety & Welfare at Work
Acts 1989 - 2008
• The Education for Persons with Special Education
Needs Act 2004
The following school policies
are an essential part of the Whole School Behavioural
• Anti-bullying Policy.
• Substance use Policy.
• Special Education Needs Policy.
• Mobile Phone Policy.
• ICT Usage Policy.
• School Attendance Policy.
• Homework Policy.
Rationale for the
Whole School Behavioural Policy
The school’s code of behaviour is a set of practices
and procedures which form an essential part of the school
plan for helping pupils in the school to behave and to
be educated. It helps the school community to promote
the school ethos, relationships, policies, procedures
and practices that encourage good behaviour and prevent
misbehaviour. It also assists teachers, other members
of staff, students and parents to work together for a
happy, effective and safe school.
By its nature the school
has to be an ordered community where certain norms of
behaviour are set down and observed. This is necessary
not merely to establish a proper environment for learning,
but also to educate children in social adjustment which
will enable them to benefit from later education and to
fulfill their lives as adults in society.
It is recognised that challenging behaviour is a complex
problem, which does not lend itself to simple solutions.
Incidents of misbehaviour have a range of immediate and/or
long-term causes. Events in school are influenced by a
complex mixture of expectations, attitudes, regulations
and policies which are shaped by events in the classroom,
school playground, home, local community and society.
Reducing challenging behaviour
is a realistic aim. Eliminating it completely is not.
Children have a need to discover where the boundaries
of acceptable behaviour lie. It is natural for them to
test those boundaries even in some cases for the excitement
of a challenge. It is important that the school authorities
quickly confirm the existence of the boundaries when they
are challenged. Uncertain or delayed responses invite
renewed challenges, which can lead children into more
serious misbehaviour. Children should not be left in doubt
as to what constitutes unacceptable behaviour. As stated
above the elimination of challenging behaviour is unrealistic
but the reduction of such behaviour to a minimum is not.
This will be achieved by implementing concerted policies
for raising expectations, for improving standards, and
for promoting good behaviour with the consequential influence
of marginalising challenging behaviour. It is reasonable
that breaches of acceptable norms of conduct merit disapproval,
which may be conveyed by certain sanctions.Similarly,
good behaviour in particular circumstances deserves special
merit and reward.
of the School
The school aims to promote the aesthetic, spiritual, moral,
intellectual, cultural, mental, physical and social development
of the pupils and to prepare them so that they can avail
of opportunities, responsibilities and experience of later
education and adult life. The school exists to teach values
as well as knowledge and skills. Many of these values
are acquired through the affective curriculum and through
specific lessons and activities covering religious, personal
and social education. School rules and regulations, in
conjunction with the fostering of positive relationships
between teachers, pupils and parents are also important
ways for promoting good behavioural values.
We consider that promoting
responsible behaviour and self-discipline and the values
on which they are based are essential school and home
tasks which should not be separated from the practical
need to maintain good order for the purpose of teaching
In drafting the code of discipline,
due consideration has been given to the particular circumstances
and needs of the school.
The Aims of the Code of Behaviour
The code of behaviour aims to:
• Create a climate that encourages and reinforces
• Create a positive and safe environment for teaching
• Encourage students to take personal responsibility
for their learning and their behaviour.
• Help the students to experience the value of being
responsible, participating members of the school community
and to mature into responsible participating citizens.
• Assist the school community in building positive
relationships of mutual respect and support among students,
staff and parents.
• Promote equality for all members of the school
• Reflect the school’s commitment to provide
positive support, including active teaching of relevant
skills, for those students who are more vulnerable to
• Prevent discrimination and allows for appropriate
accommodation of difference, in accordance with Equality
• Promote a positive and safe working environment
for all staff.
• Ensure that the school’s high expectations
for the behaviour of all the members of the school community
are widely known and understood.
It is agreed that a high
standard of behaviour requires a strong sense of community
within the school and a high level of co-operation among
and between management, staff, pupils and parents. All
parties of the school have a role to play in promoting
good behaviour and discipline.
Role of the Board of Management
The Board of Management has
responsibility for governing the school on behalf of the
Patron and for the benefit of the students, parents and
teachers. The Board recognizes that promoting good behaviour
and preventing misbehaviour are the main goals of the
The Board of Management will
ensure where possible, that:
• The Code of Behaviour is informed by the principles
of equality and fairness and administered in a fair and
• The school’s policies, and practices that
help to promote positive behaviour and prevent inappropriate
behaviour are implemented in the school.
• A stimulating and happy atmosphere, which is conducive
to learning and teaching, is fostered within the school.
• A student is not discriminated against on grounds
• The Principal, teaching staff, parents and students
will be supported with regard to the administration of
a fair and efficient code of behaviour.
Role of the Principal Teacher
The Principal teacher is
responsible for the day to day management of the school
subject to the authority of the Board of Management and
therefore has a central role to play in promoting good
order and discipline. The Principal Teacher shall:
(i) Encourage a sense of collective responsibility among
teachers, pupils and parents, whilst fostering a sense
of commitment to the school.
(ii) Work to create a climate within which individuals
within the school can fulfill their obligations and responsibilities.
(iii) Ensure that the policy of behaviour and discipline
is implemented in a manner, which is consistent and fair
(iv) Endeavour to ensure that appropriate support personnel
both within and available to the school are involved to
assist students and teachers.
(v) Be supportive of individual teachers with regard to
the administration of the code of discipline.
(vi) Deploy teachers in a way, which makes appropriate
provisions for pupils with serious learning and behavioural
(vii) Consult with teachers when delegating specific responsibilities
(viii) Ensure effective communication between home and
(ix) Ensure that staff members are familiar with the code
(x) Establish meaningful authority, structures, through
which teachers may actively participate in the organisation
and management of the school.
(xi) Establish meaningful structures and activities through
which children may form an identity with the school and
benefit from school life.
The Role of the Teacher
The quality of relationships
between teachers and students is one of the most important
influences on student behaviour. Mutually respectful relationships
balance warmth and empathy with objectivity, professional
detachment, fairness and consistency.
The teacher is responsible for the effective implementation
of the school’s code of behaviour within his or
her classroom / SEN room, and in the communal areas during
recreation and at other times in accordance with the established
policy of the school.
• All teachers are entitled to, and will be supported
by the Principal teacher, the Board of Management and
parents with regard to the fair implementation of the
• Teachers may refer pupils to the Principal for
serious breaches of discipline and for repeated incidents
of minor misbehaviour but shall keep to a minimum the
number of such referrals.
• Teachers will encourage the pupils by word and
example to have respect and pride in their school and
also involve the students in discussing and understanding
the rationale for the school code of behaviour.
• Teachers will implement the Policy fairly and
consistently, with due regard for the individual child,
and will assist colleagues in the administration of the
• Learning Support/ Resource teachers and Special
Needs Assistants will ensure that the Code is communicated
in a manner that can be understood by students with special
The Role of Parents
Parents have a most important
role in shaping the attitudes which produce good behaviour
in school. Consequently, the school needs the support
of parents in order to achieve a level of order which
will ensure the optimal development of all its pupils.
Clearly, therefore, a high level of co-operation and communication
between parents and school staff is essential and will
be very rewarding. Parents should take full advantage
of all formal and informal channels of communication within
(i) Parents are encouraged
to visit the class teacher informally during the year
to discuss their child’s progress and to get to
know the teacher. Such contact is mutually beneficial.
It is important not to delay a visit until a problem emerges.
When a parent wishes to discuss a matter of concern with
a teacher, it is recommended to make an appointment rather
than making an unscheduled visit which may result in a
rushed and less than satisfactory discussion for all concerned
(except in case of an urgent matter).
Parents can support
the school by:
(ii) Encouraging their child, when necessary, to abide
by school rules and to help in their enforcement.
(iii) By visiting the school for discussion when asked
to do so by the Principal/Class Teacher.
(iv) By providing the school with relevant information
on any aspect of the child (e.g. medical, sight, hearing,
emotional, personal, social) which may impact on the child’s
behaviour and would improve the teacher’s understanding
of the child.
(v) By helping the child to realise that sanctions when
they are applied are a consequence of his own and other
behaviour and are applied with the expectation of improving
behaviour in the future. Should a parent have reservations
about a sanction applied in a particular case, it is usually
better to speak with the teacher before reaching any firm
(vi) Providing the school/teacher with an emergency telephone
number at which parents may be contacted during school
(vii) Assisting appropriately with homework in accordance
with school homework policy.
Procedure for Reporting
Absences from school
If a child is absent, parents are advised to contact the
school and give a reason for the absence. When the child
returns to school he should be given a written note (not
in the journal) which contains:
(i) his name
(ii) the date/s of absence/s
(iii) the reason for the absence/s
The absence explanatory note
will form a record which may be inspected by the Education
Welfare Officer on a visit to the school. The school is
obliged under Section 20 of the Act to maintain such a
record for all pupils.
Strategies to affirm
and promote good behaviour
The day-to-day excellence
of school and classroom management enables most students
to behave in ways that supports their own learning and
development. Teachers and staff use a wide range of strategies
for promoting good behaviour and for marginalising misbehaviour
at both school and class level.
We encourage our students to behave well by:
1. Praising and affirming their homework, classwork, behaviour,
and by writing commendations in diaries and copies.
2. Displaying their work as much as possible which provides
opportunities for the Principal and/or colleagues to affirm
good work and/or behaviour when visiting classrooms.
3. Recognising participation, achievement and contribution
to the school across a wide range of areas such as attendance,
behaviour, sports, art, music, drama, and academics.
4. Giving special rewards on particular occasions to the
whole class in recognition of good effort.
5. Allocating special duties as rewards to pupils as a
mark of respect for their special efforts.
6. Giving responsibility to them in the school and by
involving them in the preparation and implementation of
school and classroom rules.
7. Giving them opportunities to discuss the Code so that
they understand that the code is important, fair and that
they have a role in making it work.
8. Setting high expectations for student behaviour with
clear and consistent standards.
9. Creating a happy school atmosphere whereby parents,
teachers and pupils support each other and interact positively
10. Modeling the behaviour that is expected from students.
11. Creating good school and classroom routines, and setting
and implementing clear boundaries and rules for students.
12. Monitoring student behaviour.
13. Helping students to acquire values of good behaviour
through specific subjects such as SPHE, Religion and Drama.
14. Utilising SEN resources and professional support services
for students who require support.
15. Putting in place appropriate supervisory management
structures for overseeing school discipline.
which may be used to prevent and correct unacceptable
(a) Reasoning with pupils
in both public and private.
(b) Advising and alerting students to the consequences
of inappropriate behaviour
(c) Reprimanding students (including advising and practicing
how to improve).
(d) Temporary separating students from peers, friends
(e) Withdrawing privileges.
(f) Detention during a break.
(g) Prescribing additional work.
(h) Confiscating disruptive items.
(i) Referring students to the Principal or Deputy Principal..
(j) Communicating with parents through school journal
EXPULSION OF A STUDENT
All students and staff have the right to be treated fairly
and with dignity in an environment free from disruption,
intimidation, harassment, discrimination and victimisation.
There will be cases of unacceptable behaviour where it
will be in the best interests of the school community
and/or the student involved, for the student to be removed
from the school for a period of time or completely. Suspension
and expulsion are the options available to the Board of
Management in these situations.
TheGrounds for Suspension
When making a decision on a suspension the school considers
that suspension should be a proportionate response to
the behaviour that is causing concern. Normally, a range
of appropriate student welfare and behavioural interventions
will have been tried before suspension, and the school
staff will have reviewed the reasons as to why these have
not worked. Communication with parents may be verbal or
by letter depending on the circumstances.
The decision to suspend a
student requires serious grounds such as:
• the student’s behaviour has had a seriously
detrimental effect on the education of other student/s
and/or on the administration and management of the school.
• the student’s continued presence in the
school at this time constitutes a threat to safety
• the student is responsible for serious damage
• A single incident of serious misconduct may be
grounds for suspension.
The following Factors
will be considered before a pupil is suspended:
• The Nature and seriousness of the behaviour
• The context of the behaviour
• The impact of the behaviour
• The interventions tried to date
• Whether suspension is a proportionate response
• The possible impact of suspension
Authority to Suspend
The Board of Management of
the school has the authority to suspend a student. This
authority is delegated in accordance with procedure by
The Board to the Principal in the event of a suspension
being imposed for three days or less. The Chairperson
of the Board of Management and the Principal are authorized
to impose a suspension, up to and including 5 days in
circumstances where a meeting of the Board cannot be convened
in a timely fashion. This authority will be exercised
by them having regard to their responsibilities to the
whole school community and to the principles of procedural
All subsequent or longer term suspensions can only be
imposed by the Board of Management.
Procedures to be
followed in respect of suspension
When proposing to suspend
a pupil the school authority will apply the principles
of fair procedure. Where a preliminary assessment of an
incident confirms serious misbehaviour that could warrant
suspension the following procedures will apply:
• A formal investigation will be conducted
• The pupil and parent will be informed of the complaint
and of the investigation and will be given the right to
respond to the complaint and to state their position before
a decision is made to impose a suspension.
The period of suspension
• A student should
not be suspended for a period exceeding 3 days unless
the Principal considers that a longer period of suspension
• If a suspension longer than 3 days is being proposed,
the matter will be referred to the Board of Management
in accordance with procedure.
• The Board places a ceiling of ten days on any
one period of suspension.
• The Board will formally review any proposal to
suspend a student when the period of suspension, in the
current school year, accumulates to twenty school days
Notification of suspension
The Principal will notify
the pupil and the parent in writing of the decision to
suspend. The notification will confirm:
• The period of the suspension and the dates on
which the suspension will begin and end.
• The reasons for the suspension
• The arrangements for returning to school, including
any commitments to be entered into by the student and
• The right of appeal to either the Board of Management
or the Secretary General of the Department of Education
Appealing a suspension
Parents who wish to appeal
a decision of the school to suspend should discuss the
matter with the school principal who will inform them
of their rights. An appeal may be made by a parent/guardian
if they consider that correct procedures have not been
followed, or that an unfair decision has been made. An
appeal should be made in writing stating the reason for
The decision of the Principal to suspend a pupil may be
appealed only to the Board ....
. of Management.
....- The decision of the
Board of Management to suspend a pupil may be appealed
to .... . the Patron in the
event of a suspension for less than 20 days and to the
Secretary .... . General
of the Department of Education and Science for a suspension
of 20 days .... . or more.
Grounds for removing
A suspension may be removed
if the Board of Management/Patron decides to remove the
suspension for any reason or if the Secretary General
of the Department of Education and Science directs that
it be remove following an appeal under section 29 of the
Education Act 1998.
Records and Reports
Formal written records will
be kept of:
• The investigation (including notes of all interviews
• The decision making process.
• The decision and the rationale for the decision.
• The duration of the suspension and any conditions
attached to the suspension.
Report to the Board
The Principal will report all suspensions to the Board
of Management, with the reasons for and the duration of
each suspension and also to the NEWB as required.
Report to NEWB
The Principal is required to report suspensions in accordance
with the National Education Welfare Board reporting guidelines
[Education (Welfare) Act, 2000, section 21 (4)(a)]
The Grounds for Expulsion
The Board of Management is
the decision-making body in relation to expulsions.
Expulsion should be a proportionate
response to the student’s behaviour. The step to
expel a student is very serious and will only be taken
by the Board of Management in extreme cases of unacceptable
behaviour. 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.
Factors to Consider
Before Proposing to Expel a Student
• The nature and seriousness
of the behaviour
• The context of the behaviour
• The impact of the behaviour
• The interventions tried to date
• Whether expulsion is a proportionate response
• The possible impact of expulsion
Procedures in respect of expulsion
• Fair procedures as
well as procedures prescribed under the
Education (Welfare) Act 2000, will be applied where a
preliminary assessment of the facts confirms serious misbehaviour
that could warrant expulsion. The procedural steps will
1. The parents and student
will be informed in writing that a detailed investigation
in .....line with fair procedures
will be carried out under the direction of the Principal
to .....ascertain the veracity
of the allegations.
2. The Principal will make a recommendation to the Board
to consider expulsion.
3. The parents and student will be provided with all details
and be invited to meet with .....the
4. The Board of Management will consider the recommendation
and conduct a hearing .....in
accordance with fair procedure.
5. The Board will inform the parents in writing about
its conclusions and the next steps .....in
6. Where expulsion is proposed, the parents will be told
that the Board of Management .....will
inform the Educational Welfare Officer to that effect.
7. The student cannot be expelled before the passage of
twenty school days from the .....date
on which the EWO receives a written notification (Education
(Welfare) Act .....2000,
8. An appeal against an expulsion under section 29 of
the Education Act 1998 will .....automatically
succeed if it is shown that the Educational Welfare Officer
was not .....notified in
accordance with section 24(1) or that twenty days did
not elapse from .....the
time of notification to the Educational Welfare Officer
to the implementation of .....the
expulsion (Education (Miscellaneous Provisions) Act 2007,
It is a matter for the Board
of Management to decide which of the tasks involved in
these procedural steps requires separate meetings and
which tasks can be accomplished together in a single meeting,
consistent with giving parents due notice of meetings
and a fair and reasonable time to prepare for a Board
A parent may appeal a decision
of the Board of Management to expel a student to the Secretary
General of the Department of Education & Science.
An appeal may also be brought by the National Educational
Welfare Board on behalf of a student. All appeals must
be made in writing.
Code of Behaviour
The success of the code of
behaviour depends on having a good plan for its implementation.
The essential elements of an implementation plan are:
1. Communicating the code
2. Teaching students the behavioural and learning skills
3. Identifying the educational and care needs of individual
4. Securing parental support for the code
5. Monitoring behaviour in the school
6. Reviewing the code
Communicating the code of behaviour
• The Code of Behaviour
will be communicated to parents by providing them with
a copy of the code and/or by making the code available
to them on-line on the school website. Parents are expected
to support the school’s Code of Behaviour and to
ensure that their children attending the school support
• The school Principal discusses the code with parents
of Junior Infant pupils at the specially convened induction
meeting for parents which is held in April/May of the
• Essential elements of the code are published in
the Student’s Journal each year and are available
to students and parents.
Teaching the code and building student confidence and
The school will define and
teach the behaviours which it expects from the students
in order to foster in them the skills to manage their
own behaviour and to respond appropriately to the behaviour
of others. This will include:
• Revising the code with all pupils at the beginning
of each school year.
• Referring to the code in class on a regular basis
and applying the values in class and throughout the school.
• Clarifying students’ understanding of expected
behaviours at appropriate times.
• Teaching and discussing appropriate and inappropriate
behaviour with them as situations arise.
• Providing opportunities for students to learn
and practice the rules.
• Using the Social, Personal and Health Education
programme & the RE programme and extra-curricular
opportunities (music, sport, drama, as means for teaching
skills for responsible behaviour and relationships.
• involving students in reviewing and developing
school policies, as part of school development planning.
• Assisting students with special educational needs
to understand and observe the code.
Identifying the educational
and care needs of individual students
• The school sets out
on an annual basis to identify students who may require
special support to enable them to access the school curriculum
appropriately for their needs and to have the necessary
supports put in place.
Parental understanding and
support for the implementation of the code of behaviour
strengthened through activities such as:
• Informing parents
of the content of the code at the meeting for parents
of new students.
• Encouraging parents to share information about
matters that might affect a student’s behaviour
• Having in place an early warning systems to alert
parents to concerns about a student’s behaviour,
so that ways of helping the student can be discussed and
• Having in place clear channels through which parents
can communicate any concerns they may have about a student.
• Information sessions offered through the Parent
Association, such as talks or workshops on behavioural
matters and aspects of child and adolescent development
• Involving parents in reviewing and planning school
policies, as part of school development planning.
in the school
The school needs to know
how the code is working and how well it is achieving its
goals. To achieve this the school:
• Has arrangements in place for reporting, monitoring,
and recording misbehaviour.
• Uses staff meetings and meetings between staff,
supervisory staff and the Principal for these purposes.
Reviewing the code
The process of reviewing
the code of behaviour is part of a continuous cycle arising
from the use of the code in the school. It draws on a
range of sources of information and evidence, including
the experience and views of students, teachers and other
staff and parents. It uses this information and analysis
to plan ways to strengthen the operation of the code.
The school community recognizes the importance of conducting
a formal review of the code every 5 years. This does not
preclude a formal review at an earlier time.
THE SCHOOL CODE
The one general rule for
all of us in school is – everyone will act with
courtesy, respect and consideration to/for others at all
The rules and regulations of the school exist:
(i) for the primary purpose
of ensuring the right of each child to education in a
relatively disruptive-free environment whilst accommodating
the individuality of each child as far as possible;
(ii) to assist in creating and maintaining an orderly
environment in which learning and teaching may occur;
(iii) to protect children from harm;
(iv) for promoting responsible behaviour and for helping
children to become self-directing people.
(a) In the interest of the overall appearance of the children
as individuals and as a group, all children are requested
to wear the school uniform on all school days and at all
school functions as appropriate.
(b) the school tracksuit on all school days and at all
school functions as appropriate.
The school uniform consists
(i) Navy trousers/pinafore/skirt
(ii) White shirt/blouse
(iii) V-necked red jumper(boys) Round neck jumper (girls)
(iv) A navy tie for boys
(v) School tracksuit - a red/navy/white tee-shirt should
be worn with the school tracksuit.
2. Appearance and
Pupils are expected to be neat and presentable on all
occasions. The wearing of jewellery of any kind is forbidden
in school (except watch).
The highest standards of personal hygiene are expected
from all pupils.
3. Attendance and
We expect regular attendance from every pupil throughout
the school year.
Class time: Junior classes - 8.50 a.m. – 1.30 p.m.
All other classes - 8.50 a.m. – 2.30 p.m.
Pupils should not be absent without due reason.
Pupils who have been absent are required to give a written
explanation from their parents/guardian to their teacher
on return to school.
Pupils are expected to record their homework in a journal.
Parents are requested to sign the homework journal when
they are satisfied that the work has been completed to
their satisfaction. If children are experiencing consistent
difficulty with homework parents should contact the class
5. Assembly areas
at the school:
Pupils are expected to go promptly in an orderly manner
to the appropriate assembly area when the bell rings.
Good behaviour is expected from pupils. Pupils are to
remain silent when requested by the teacher in charge.
6. Entering and Egressing
from the school:
Pupils are requested to enter and egress from the building
in a calm, quiet manner showing mutual respect and concern
for everybody on the school premises. Loud talk or boisterous
behaviour is inappropriate and unacceptable.
7. Classroom Expectations:
Pupils are expected to work and behave sensibly at all
times in class. This means that pupils should apply good
effort to lessons and should not distract or be distracted
or annoyed by their class-friends. The highest standards
of courtesy and politeness are expected and there is no
excuse for rudeness or disrespect.
8. Moving throughout
the school premises:
Pupils are requested to be orderly, quiet and mannerly
when moving throughout the school premises. This means
that running or loud talking is inappropriate. Children
are expected to be courteous and helpful to parents, teachers,
friends and adults on the school premises.
9. The Play Areas
of the School and Games:
The children are expected to play and enjoy themselves
whilst not infringing the rights of others to enjoy themselves
as well. Rough play is not allowed. Pupils must remain
within the school designated area once they arrive at
Pupils are not to leave the school premises during school
(a) Children cycling to or from school are expected to
walk with their bicycles when on the school grounds. Bicycles
should always be kept locked on school premises.
(b) Cyclists should wear a safety helmet.
(a) Children are not allowed to have chewing gum at school.
(b) In the interest of safeguarding against commercial
manipulation, children are requested not to have sports
cards and stickers etc. at school.
(c) Birthday invitations are not to be distributed at
school as this invariably leads to children being excluded.
Pupils are expected to keep the school environment litter
free and to assist in making it a welcoming place for
everybody. There is no excuse for mixing waste –
food and organic material goes in the brown bin; clean
recyclables go in the blue bin; items which cannot be
recycled go in the black bin. It should be remembered
that our waste need not be dirty, it is how we handle
our waste that makes it dirty.
20. Travelling to
and from School and School Functions:
The highest standard of good behaviour is expected from
all children while travelling to and from school and whilst
attending functions organised by or on behalf of the school.
21. Mobile Phones:
(i) The use of mobile phones by the pupils is forbidden
on the school premises unless permission and supervision
is provided by a teacher.
(ii) Mobile phones / technology which contain cameras
with photographic and/or recording capability should not
be used in any way which will (i) offend the privacy of
any school individual and or (ii) be damaging to the reputation
of the school.
This policy has been ratified
by the Board of Management.
Uí Cheithearnaigh, Béal Átha na Slua
frithbhulaíochta - Anti-Bullying Policy
1. In accordance
with the requirements of the Education (Welfare) Act 2000
and the Code of Behaviour Guidelines issued by the NEWB,
the Board of Management of [Insert School Name] has adopted
the following anti-bullying policy within the framework
of the school’s overall code of behaviour. This
policy fully complies with the requirements of the Anti-Bullying
Procedures for Primary and Post-Primary Schools which
were published in September 2013.
2. 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
~ A positive
school culture and climate (See Appendix 1) which –
~ is welcoming
of difference and diversity and is based on inclusivity
pupils to disclose and discuss incidents of bullying behaviour
in a non-threatening environment
collaboration among and between staff & pupils and
promotes respectful relationships across the school community
~ A shared understanding of what bullying is and its impact
~ Implementation of education and prevention strategies
(including awareness raising measures) that build empathy,
respect and resilience in pupils and explicitly address
the issues of cyber-bullying and identity-based bullying
including in particular, homophobic and transphobic bullying
~ Effective supervision and monitoring of pupils
~ Supports for staff
~ Consistent recording, investigation and follow up of
bullying behaviour (including use of established intervention
strategies) and on-going evaluation of the effectiveness
of the anti-bullying policy.
3. In accordance
with the Anti-Bullying Procedures for Primary and Post-Primary
Schools bullying is defined as follows:
negative behaviour, verbal, psychological or physical
conducted, by an individual or group against another person
(or persons) and which is repeated over time’.
types of bullying behaviour are included in the definition
exclusion, malicious gossip and other forms of relational
~ 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.
or once-off incidents do not fall within the definition
of bullying and should be dealt with, as appropriate,
in accordance with the school’s code of behaviour.
behaviour that does not meet this definition of bullying
will be dealt with in accordance with the school’s
code of behaviour.
information on different types of bullying is set out
in Section 2 of the Anti-Bullying Procedures for Primary
and Post-Primary Schools and appears as Appendix 1 of
4. The relevant
teacher(s) for investigating and dealing with bullying
are as follows:
The principal thereafter if necessary
5. The following
education and prevention strategies, at the appropriate
and relevant level for each class, will be used by the
and awareness raising measures across all aspects of bullying
and involves strategies to engage pupils in addressing
problems when they arise. In particular, such strategies
need to build empathy, respect and resilience in pupils
- Provide pupils with opportunities to develop a positive
sense of self-worth
- Prevention and awareness raising measures focusing on
cyber-bullying by educating pupils on appropriate online
behaviour, how to stay safe while online
- Teachers can influence attitudes to bullying behaviour
in a positive manner
- There are a number of curriculum components and programmes
which are particularly relevant to the prevention of bullying
and the promotion of respect for diversity and inclusiveness.
The SPHE curriculum makes specific provision for exploring
bullying as well as the inter-related areas of belonging
and integrating, communication, conflict, friendship,
personal safety and relationships. The Stay Safe &
RSE programmes at primary level are personal safety skills
programmes which seek to enhance children’s self-protection
skills including their ability to recognise and cope with
bullying. Various other social, health and media education
programmes can further help to address the problem of
- The work
could be extended into many other areas such as Art, Drama,
Religious Education, and Physical Education. Co-operation
and group enterprise can be promoted through team sports,
school clubs and societies as well as through practical
- Sporting activities in particular can provide excellent
opportunities for channelling and learning how to control
aggression. GAA and soccer coaching is offered to some
classes from outside agencies and teachers are also involved
in coaching the school’s soccer and gaelic teams.
6. The school’s
procedures for investigation, follow-up and recording
of bullying behaviour and the established intervention
strategies used by the school for dealing with cases of
bullying behaviour are as follows:
aim in investigating and dealing with bullying is to resolve
any issues and to restore, as far as is practicable, the
relationships of the parties involved (rather than to
apportion blame). With this in mind the schools procedures
are as follows:
(i) In investigating
and dealing with bullying, the teacher(s) will exercise
his/her/their professional judgement to determine whether
bullying has occurred, what type if it has and how best
the situation might be resolved
reports, including anonymous reports of bullying must
be investigated and dealt with by the relevant teacher(s).
In that way, pupils will gain confidence in ‘telling’.
This confidence factor is of vital importance. It should
be made clear to all pupils that when they report incidents
of bullying, they are not considered to be telling tales
but are behaving responsibly
staff such as secretaries, special needs assistants (SNAs),
bus escorts, caretakers, cleaners must be encouraged to
report any incidents of bullying behaviour witnessed by
them, or mentioned to them, to the relevant teacher
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
(v) It is
very important that all involved (including each set of
pupils and parents) understand the above approach from
should take a calm, unemotional problem-solving approach
when dealing with incidents of alleged bullying behaviour
reported by pupils, staff or parents
investigations of bullying will be done in class where
possible but some incidents might be best investigated
outside the classroom situation to ensure the privacy
of all involved
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
analysing incidents of bullying behaviour, the relevant
teacher(s) 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
(x) 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
member of a group should be supported through the possible
pressures that they may face them from the other members
of the group after interview by the teacher
the relevant teacher(s) has/have determined that a pupil
has been engaged in bullying behaviour, it should be made
clear to him/her how he/she is in breach of the school’s
anti-bullying policy and efforts should be made to try
to get him/her to see the situation from the perspective
of the pupil being bullied
may also be appropriate or helpful to ask those involved
to write down their account of the incident(s)
cases where it has been determined by the relevant teacher(s)
that bullying behaviour has occurred, the parents of the
parties involved should be contacted at an early stage
to inform them of the matter and explain the actions being
taken. The school should give parents an opportunity of
discussing ways in which they can reinforce or support
the actions being taken by the school and the supports
for their pupils
(xv) It must
also be made clear to all involved (each set of pupils
and parents) that in any situation where disciplinary
sanctions are required, this is a private matter between
the pupil being disciplined, his or her parents and the
meetings with the relevant parties involved may be arranged
separately with a view to possibly bringing them together
at a later date if the pupil who has been bullied is ready
additional follow-up meeting with parents of the children
involved may take place after an appropriate time to ensure
that the matter has been resolved satisfactorily
a parent is not satisfied that the school has dealt with
case in accordance with these procedures, the parents
must be referred, as appropriate, to the school’s
(xxi) In the event that a parent has exhausted the school's
and is still not satisfied, the school must advise the
parents of …………….their right
to make a complaint to the Ombudsman for Children.
Noting and reporting of bullying behaviour is to be documented
using the template for recording bullying behaviour (Appendix
3). All records must be maintained in accordance with
relevant data protection legislation. The school’s
procedures for noting and reporting bullying behaviour
will adhere to the following:
all reports, including anonymous reports of bullying must
be investigated and dealt with by the relevant teacher(s),
the relevant teacher(s) will use his/her/their professional
judgement in relation to the records to be kept of these
reports, the actions taken and any discussions with those
involved regarding same
(ii) If it
is established by the relevant teacher(s) that bullying
has occurred, the relevant teacher(s) must keep appropriate
written records which will assist his/her efforts to resolve
the issues and restore, as far as is practicable, the
relationships of the parties involved
relevant teacher(s) must use the recording template at
Appendix 3 to record the bullying behaviour which is available
on the server
7. The school’s programme of support for working
with pupils affected by bullying involves a whole school
approach. Given the complexity of bullying behaviour,
no one intervention/support programme works in all situations.
Therefore various approaches and intervention strategies
may be used including suggesting that parents seek referrals
so that appropriate outside agencies in order to receive
further support for the pupils and their families if needed.
and Monitoring of Pupils: The Board of Management confirms
that appropriate supervision and monitoring policies and
practices are in place to both prevent and deal with bullying
behaviour and to facilitate early intervention where possible.
9. This policy
was adopted by the Board of Management on ________________.
policy has been made available to school personnel, published
on the school website (or where none exists, is otherwise
readily accessible to parents and pupils on request) and
provided to the Parents’ Association (where one
exists). A copy of this policy will be made available
to the Department and the patron if requested.
policy and its implementation will be reviewed by the
Board of Management once in every school year. Written
notification that the review has been completed will be
made available to school personnel, published on the school
website (or where none exists, be otherwise readily accessible
to parents and pupils on request) and provided to the
Parents’ Association. A record of the review and
its outcome will be made available, if requested, to the
patron and the Department.
(Chairperson of Board of Management) (Principal)
Date: ______________ Date: __________________
Date of next review: _______________
Cheithearnaigh, Béal Átha na Slua
frithbhulaíochta - Anti-Bullying Policy
APPENDIX 1: Practical tips for building a positive school
culture and climate The following are some practical tips
for immediate actions that can be taken to help build
a positive school culture and climate and to help prevent
and tackle bullying behaviour.
- Model respectful
behaviour to all members of the school community at all
- Explicitly teach pupils what respectful language and
respectful behaviour looks like, acts like, sounds like
and feels like in class and around the school
- Display key respect messages in classrooms, in assembly
areas and around the school. Involve pupils in the development
of these messages
- Catch them being good - notice and acknowledge desired
respectful behaviour by providing positive attention
- Consistently tackle the use of discriminatory and derogatory
language in the school – this includes homophobic
and racist language and language that is belittling of
pupils with a disability or SEN
- Give constructive feedback to pupils when respectful
behaviour and respectful language are absent
- Have a system of encouragement and rewards to promote
desired behaviour and compliance with the school rules
- Explicitly teach pupils about the appropriate use of
- Positively encourage pupils to comply with the school
rules on mobile phone and internet use
- Follow-up and follow through with pupils who ignore
- Actively involve parents and/or the Parents’ Association
in awareness raising campaigns around social media
- Actively promote the right of every member of the school
community to be safe and secure in school
- Highlight and explicitly teach school rules in pupil
friendly language in the classroom and in common areas
- All staff can actively watch out for signs of bullying
- Ensure there is adequate playground/school yard/outdoor
- School staff can get pupils to help them to identify
bullying ‘hot spots’ and ‘hot times’
for bullying in the school
- Hot spots tend to be in the playground/school yard/outdoor
areas, changing rooms, corridors and other areas of unstructured
- Hot times again tend to be times where there is less
structured supervision such as when pupils are in the
playground/school yard or moving classrooms.
- Support the establishment and work of student councils
Cheithearnaigh, Béal Átha na Slua
frithbhulaíochta - Anti-Bullying Policy
APPENDIX 2: Types of bullying
are some of the types of bullying behaviour that can occur
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
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
and other relational bullying: This occurs where a certain
person is deliberately isolated, excluded or ignored by
some or all of the class group. This practice is usually
initiated by the person engaged in bullying behaviour
and can be difficult to detect.
- It may
be accompanied by writing insulting remarks about the
pupil in public places, by passing around notes about
or drawings of the pupil or by whispering insults about
them loud enough to be heard.
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
This type of bullying is increasingly common and is continuously
evolving. It is bullying carried out through the use of
information and communication technologies such as text,
social network sites, email, instant messaging (IM), apps,
gaming sites, chat rooms and other online technologies.
Being the target of inappropriate or hurtful messages
is the most common form of online bullying. As cyber-bullying
uses technology to perpetrate bullying behaviour and does
not require face-to face-contact, cyber-bullying can occur
at any time (day or night). Many forms of bullying can
be facilitated through cyber-bullying. For example, a
target may be sent homophobic text messages or pictures
may be posted with negative comments about a person’s
sexuality, appearance etc.
- Name calling:
Persistent name-calling directed at the same individual(s)
that 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
- Extortion: Demands for money may be made, often accompanied
by threats (sometimes carried out in the event of the
targeted pupil not delivering on the demand). A pupil
may also be forced into theft of property for delivery
to another who is engaged in bullying behaviour.
Scoil Uí Cheithearnaigh, Béal Átha
frithbhulaíochta - Anti-Bullying Policy
3: Template for recording bullying behaviour
1. Name of
pupil being bullied and class group
_________________________________ Class/Rang: _________
and class(es) of pupil(s) engaged in bullying behaviour
of bullying concern/report -tick relevant box(es)
4. Location of incidents - tick relevant box(es)
5. Name of person(s) who reported the bullying concern
6. Type of Bullying Behaviour - tick relevant box(es)
7. Brief Description of bullying behaviour and its impact
of actions taken
(Relevant Teacher 1)
(Relevant Teacher 1)
to Principal/Deputy Principal ___________________
have lots of school tracksuit tops and school jumpers
in storage - we are trying to empty our store room at
present!! These clothes have been handed in by families
who no longer need them.
have the following sizes:
36 - 3 items
34 - 7 items
32 - 14 items
30 - 10 items
28 - 2 items
26 - 14 items
24 - 7 items
22 - 4 items
20 - 2 items
ceist ar Ghearóidín san oifig - please contact
Geraldine in the office.