Scoil Mochua
An tAbhallort
Code of Behaviour
Introductory Statement
This Code of Behaviour is being reviewed in accordance with the guidelines "Developing a Code of Behaviour: Guidelines for Schools" published by the National Educational Welfare Board (NEWB, 2008). The Code of Behaviour also complies with legislation as required by Section 23 of the Education Welfare Act (2000).Following consultations with the staff, parents, student council this code was updated in September 2023.
This Code of Behaviour is now available on the school website, on the parent’s notice board and a copy can be obtained from the school office. This code applies in school and when pupils are engaged in all out of school activities.
Where a pupil is alleged to have engaged in serious misbehaviour outside of school, when not under the care or responsibility of the school, a judgement would have to be made that there is a clear connection with the school and a demonstrable impact on its work, before the code of behaviour applies.
Rationale
It is necessary to review the Code of Behaviour at this particular time as:
In today’s fast changing society we appreciate the importance of regular review and revision of the Code of Behaviour. This review, September 2023, is undertaken
To ensure an orderly climate for learning in the school
To promote the school ethos, relationships, policies and practices that encourage good behaviour and reduce the likelihood of unacceptable behaviour.
To help staff, pupils and parents to work in a happy, safe and effective school and when on trips outside of the school grounds.
To ensure existing policy is in compliance with legal requirements and good practice as set out in Developing a Code of Behaviour: Guidelines for Schools, NEWB, 2008 as required under section 23 of the Education Welfare Act 2000.
We are incorporating elements of a number of different programmes such as Restorative Practice, Mindfulness, Discipline for Learning, SESS Behaviour Resource Bank and the NEPS Continuum of Support
To ensure there is clarity for all in relation to the Code of Behaviour.
Relationship to characteristic spirit of the school
Our School Environment is guided by our Mission Statement:
Scoil Mochua recognises the dignity, rights and responsibilities of all members of the school community and strives to promote the intellectual, physical, cultural, moral and spiritual development of its pupils so that all may achieve their full potential.
Vision: Respect for all is imbued in our school Motto: Cothrom na Féinne (Fair Play)
Aims
To ensure an educational environment that is guided by our vision statement is provided
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 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.
To create an ordered and orderly environment in which pupils can learn through self-discipline.
The expectations for staff, pupils and parents and how they will treat each other:
We all expect to be treated fairly and with respect. This we can do by listening calmly to each other’s points of view, giving everyone the right to reply and working together to resolve issues.
Pupils and Staff:
Pupils and staff should treat each other with respect at all times.
If there is an issue that needs to be discussed the teacher should try to do so privately, i.e.: out of ear shot of the rest of the class. All issues should be followed through as soon as possible.
Pupils are frequently reminded that if they have an issue they should tell teacher in class or the teacher on yard, regarding issues that arise there.
Contact between parents/guardians and staff:
Teachers will remain in regular contact with parents throughout the school year, both formally and informally. Aladdin Connect can be used to write a note home commenting on good and poor behaviour. Phone calls can be made. This can be followed up with a meeting if necessary to resolve a problem. Emails can be sent.
There is a yearly formal parent – teacher meeting which is usually held in November. This is another forum for parents to discuss issues with class teachers.
A written report is sent at the end of the year.
Urgent issues will be dealt with by relevant teacher.
Appointments can be made with relevant teacher through note or phone call to school. Or they can call to the school office. Parents are asked to ensure that contact numbers and addresses are kept up to date.
All have a right to be treated with respect.
Parents guardians may be asked to leave the premises/stay off school grounds if the principal /BOM have concerns in relation to health and safety of children/ staff
How pupils, teachers, parents can help promote a happy school:
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 staff and between staff, parents/guardians and pupils.
Teachers & staff have a range of strategies for promoting good behaviour at class & school level.
There is consistency across the team as how best to promote good behaviour.
Pupils are given responsibility in the school and are involved in reviewing the code of behaviour.
Pupils see that the code works in a fair way.
There are standards that set high expectations for pupil’s behaviour.
The standards are clear, consistent & widely understood.
Parents /guardians support the school by encouraging good learning behaviour.
There are good relationships between teachers, parents and children and a happy school atmosphere.
Adults model the behaviour that is expected from pupils.
Everyday interactions between teachers, other staff & pupils are positive.
There are good school and class routines.
There are clear boundaries and rules for pupils.
Pupils are encouraged to recognise and affirm good learning behaviour for themselves.
Good behaviour is recognised and positive feedback is given.
Teachers explore with students how people should treat each other.
Staff meetings allow time to discuss concerns /reviews of code of behaviour.
Parents/guardians are aware of the need for boundaries and co-operate with the code of behaviour.
Reward systems are used to promote good behaviour and encourage pupils to manage their own behaviour.
Teachers contact parents regarding behavioural concerns as early as possible.
Parents keep staff informed regarding changes in circumstances and update contact numbers.
Parents attend meetings as required and make appointments if concerns arise
Purpose and content of the school rules:
The school rules are part of the school’s plan for helping students in the school behave well and learn well.
They promote the school ethos, relationships, policies procedures and practices that encourage good behaviour and prevent unacceptable behaviour.
These practical arrangements help teachers, other staff members, pupils and parents to work in a happy, effective and safe school.
Expectations of pupils
Each pupil is expected to be well behaved and to show consideration for other children and
adults.
Each pupil is expected to show respect for the property of the school, other children’s and their
own belongings.
Each pupil is expected to attend school on a regular basis and to be punctual
Each pupil is expected to do his/her best both in school and for homework.
Scoil Mochua recognises that factors influencing children’s behaviour may sometimes need to be considered and accommodated
Prior to registering a pupil, the principal teacher shall, by means of the admissions and participation policy, inform the parents of the school’s code of behaviour and that the principal, may, as a condition of so registering such child, require his or her parents to confirm in writing that the code of behaviour so provided is acceptable to them and that they shall make all reasonable efforts to ensure compliance with such code by the pupil.
We expect that pupils come to school every day and arrive on time. This means:
That pupils attend school every day unless it is absolutely unavoidable;
That if pupils miss school the parents contact the school and child brings in a note or a doctor’s certificate;
That if pupils must leave school during the school day, they are collected by parents or guardians and signed out. If another person is collecting them -school must be informed by parent guardian.
That if a pupil is unavoidably late, they bring a note;
That the pupils arrive on time and do not delay and respond promptly to the bell ending break times.
That the pupils in Junior or Senior Infants are collected at 1:40p.m. and senior classes are collected at end of day
Pupils should only be on designated areas of school grounds/building from 8:50am onwards until 2:40pm .Supervision is provided from 8:50- 9am inside school building before school starts at 9am.
We expect that pupils do their best to work both in class and at their homework. This means:
That pupils listen to their teachers.
That they don’t disturb their own learning or the learning of others.
That pupils do their homework each night, written or oral.
That pupils from 1st – 6th always use Aladdin Connect to check for homework.
We expect that pupils come in properly prepared. This means:
That pupils have the pens, books and copies.
That pupils carry them in a school bag.
That pupils bring in any special equipment/clothing/healthy lunches
Nuts, chewing gum, lollipops and glass bottles are strictly forbidden
We expect that pupils come to school in complete uniform, clean and tidy
Scoil Mochua half-zip (red and navy)
Plain navy trousers / tracksuit bottoms (not leggings) /skirt / pinafore
white polo top/blouse
navy socks/tights
appropriate footwear.
Also:
Children don’t drag in mud and dirt.
Coats, bags, jumpers etc are clearly labelled.
The wearing of jewellery and body piercings of any kind is prohibited. Only small studs are acceptable for ears.
Teachers check the wearing of school uniforms at roll call time.
If for some reason a full uniform cannot be worn a note should be provided to the class teacher. Class teachers communicate with parents if there isn’t a note re non wearing of uniform.
If the situation is ongoing deputy and then principal will engage with parents re same.
Children may be given a loan of school spare school crested half-zip etc.
We expect that pupils have respect and consideration for other pupils.
This means that all pupils, at all times, keep their hands, feet, mouth, gestures and unkind thoughts to themselves.
We expect that pupils respect the instructions of their teachers. This means:
That pupils are courteous and respectful to them
That it applies especially when accompanied by teachers outside the school.
That pupils remain seated unless they have teacher’s permission to leave it. Remain seated if inside on wet day break times.
That pupils do their best at work and play.
We expect that pupils act in a proper manner around the school. This means pupils will:
Only leave the school grounds when signed out by or with written permission from parents or guardians
Walk in an orderly way between rooms along the routes specified
Wait quietly in line before entering classrooms
Play in the area allocated and play fairly.
Mobile phones and electronic gadgets are prohibited during the school day.
If a pupil is found to be in possession of a mobile phone/electronic gadget then it will be confiscated and parents of said pupil will be contacted to come and collect it. If a pupil has to have a phone to contact parents after school it must be handed into the office in the morning before class. Personal pupil phones cannot be used to take photographs.
Helmets with visors must be worn during hurling training/games.
Ask permission to go into the bathroom, go in the entrance, alone and report back to the teacher on the yard on return.2 infants go together.
We expect that pupils are tidy and careful with school property. This means they will:
Take care of school property.
Return books / equipment tidily after using them.
Take they pride in the appearance of the school and put litter in the correct bins.
Play on the assigned tarmacadam areas and in designated grassy areas (weather permitting) only. Playing only on the flat at shrubs etc. No climbing allowed.
Roles and responsibilities of staff in relation to supporting positive behaviour
Classroom:
The positive strategies staff will use throughout the school to promote good behaviour and to prevent misbehaviour are:
“Ground rules”/ behavioural expectations in each class that are consistent with the ethos as expressed in the code of behaviour and which set a positive atmosphere for learning.
Pupil input in devising the class rules.
Teachers ensure that pupils understand and are frequently reminded of how they are expected to behave.
A clear system of acknowledging and rewarding good behaviour and sanctions for misbehaviour.
Classroom management techniques are used that ensure a variety of activities and methodologies to sustain pupil interest and motivation
Greater emphasis placed on rewards and incentives than on sanctions
Records:
Teachers should keep a record of behaviour in their class on Aladdin.
Pupils should be told the record is being kept.
The eight rules of data protection apply to personal records kept in school:
· Obtain and process information fairly.
· Keep it only for one or more specified explicit and lawful purposes.
· Use and disclose it only in ways compatible with these purposes.
· Keep it safe and secure.
· Keep it up to date, accurate and complete.
· Ensure that it is adequate, relevant and not excessive.
· Retain it no longer than is necessary for the purpose or purposes.
· Give a copy of their personal data to an individual on request.
Playground:
The following are positive strategies which staff implement to promote good behaviour, to prevent behavioural difficulties and to deal with incidences of unacceptable behaviour:
A concise set of playground rules which emphasise positive behaviour and make it clear what activities are permitted. These are communicated to staff at meetings and pupils at monthly assemblies. The pupils are involved in the creation of these rules at Student Council level. The rules are:
1. Play in assigned areas
2. Include all classmates.
3. Play fairly.
4. Keep your hands, feet, mouth, gestures and unkind comments to yourself.
5. Walk to your line when the bell rings.
6. Wait quietly in your line.
The arrangements for supervision in the playground are clearly laid out in our Supervision Policy.
There is a need to supervise more closely the behaviour of certain age groups, certain areas of the playground and certain individual pupils. Our SNAs assist teachers on yard duty while prioritising the support of children who have access to an SNA. All teachers remind pupils they need to be visible at all times.
Playground games are taught to younger pupils if necessary to minimise misbehaviour.
Zones are created within the playground, providing sections for specific class groups with balls where required.
For arrangements for wet days cf Supervision Policy.
Staff supervise pupils going to and returning from the playground.
Teachers observe closely and use strategies to keep pupils calm when lined up.
Positive comments on improvements in behaviour.
Pupils may ask permission to use the toilets, go alone, and report to teacher on duty on return. Those who remain inside due to illness/reflection do so in the resource room where supervision is provided. Note should be provided by the parent if the child is required to stay in due to injury or illness.
Teacher in charge on yard duty adheres to procedures/sanctions in place to manage incidents of misbehaviour some of which include: verbal warning,use of restorative justice practice techniques, time-out from play, withdrawal of privileges, reporting to classroom teacher and note in yard book. Class teacher is informed and may take further action.
Incidents are recorded on Aladdin system by class teacher.
Staff on duty note and take responsibility to deal with any matters in relation to health and safety and note in the yard book.
Minor First aid issues will be carried out in the yard, if possible .
2 children will be sent in if 1 is injured and needs further assessment in relation to first aid treatment
One at a time, walk in a straight line in the corridor.
Rules/expectations are communicated to pupils
Pupils are regularly reminded of school rules, uniform requirements particularly at the start of the year and at the start of terms.
Catch pupils doing things right and affirm such behaviour and improvements in behaviour.
Notes home, positive comments to other staff, star charts, group prizes, individual prizes, compliments on whiteboards.
Role of SNAs:
Be familiar with the Code of Behaviour.
The supervision of pupils to whom they are assigned.
Work under direction of teachers on duty and report observations / concerns to teachers of any behavioural issues immediately.
Keep factual notes as required.
Work with class and SEN teachers on behavioural, school support, school support plus plans and personal pupil plans as required and carry out action plans, review and update with teachers accordingly.
Role of Principal:
Ensure the staff, pupils, parents and BOM are kept informed
Allow time for discussions relating to the Code of Behaviour at staff meetings.
Promote attention for positive behaviours.
Report on the Code of Behaviour, anti-bullying policies at every BOM meeting
Implement code of behaviour and sanctions in accordance with procedures.
Role of BOM;
Ensure regular review and ratification of Code of Behaviour
Ensure physical environment is conductive to good behaviour
Support and make joint decisions, when situations require it, in relation to disciplinary action
Confidentiality
Staff will focus on rewards and acknowledgement of good behaviour. Some Examples include:
Good behaviour is publicly recognised and acknowledged in the school by all staff.
A quiet word or gesture to show approval
A comment in a child’s exercise book or homework journal.
A visit to another member of staff or to the principal for commendation.
A word of praise in front of a group or class
A system of merit marks, small prizes or stars – Teddy/trophies/certs at the end of the week
Delegating some special responsibility or privilege.
A mention to parent, written or verbal communication
There are special occasions when pupils' achievements are acknowledged such as monthly assemblies and end of year presentations.
There are specific rewards at certain class levels. Student of the Week Awards and most improved pupils in each classroom are acknowledged/ Notes on board in classrooms
‘Good news’ is communicated at assembly, to parents and other classes when the principal visits the classes.
Reasoning with the pupil- including use of restorative practice techniques
Verbal Reprimand (including advice on how to improve)
Written reprimand
Temporary separation from peers
time out in class
time out in another class (2nd time needing time out within an agreed timeframe)
time out in Deputy Principal’s classroom , next time Principal’s classroom
Note home or message sent on Aladdin, to be acknowledged by parent
Loss of privileges: e.g. “time out” from curricular activities, removing permission to go on school outings/matches, representing the school.
If homework is not done without a valid reason from parent the teachers may keep pupils in to do same during break time
A record is kept on the Aladdin system by the class teacher of regular misdemeanours.
Pupils can be kept in for a certain length of time - up to all break times in reflection from breaks.
If there are further incidents within a timeframe- in school suspension may be instigated. Depending on the professional judgements of relevant staff stages may be skipped.
Pranks leading to class disruption.
Refusal to do work.
Coming to school unprepared for the work of the day ( recurrence)
Messing and reoccurrence of corrected misdemeanor
Consuming alcohol in school
Verbal abuse between children.
Constant physical interference with other children (lifting, pushing, tripping etc.)
Riding of bicycles, skateboards, rollerblades in the school grounds
Bringing containers made from glass to school.
Being in school building without teacher supervision
Writing and passing of notes in class.
Biting.
Racist remarks
Bad / inappropriate language directed at someone
Throwing items at other children or staff
Cheek / Defiance/Refusal to follow instructions of teacher.
Damaging school property
Being in prohibited areas of school without permission
Unauthorised possession and or use of a camera/mobile phone in school
Spitting.
Theft
Behaviour likely to cause serious injury to self or others
Physical or verbal assault or threat of assault on any member of staff
Damaging other pupil’s property
Constantly disruptive in class
Telling lies
Bringing inappropriate music/literature to school
Unprovoked assault on a pupil – not the result of a clash during sport etc
Throwing stones or other objects (other than a ball at games) in either the play yard or classroom likely to cause injury
Possession of or use of weapons that might constitute a threat to the health and safety of pupils, parents, staff and any other personnel attached to the school
Bullying – as diagnosed by teacher
Drug abuse or dealing in prohibited substances
Smoking in school.
Vandalism
Mitching
Inappropriate behaviour
Leaving school premises during school day without appropriate permission
Climbing of trees, buildings etc.
Leaving school without permission, leaving staff members when on trips outside school
Reflection and teacher make contact with parents /meet with parents
Send to Deputy and /or Principal
Reflection and/or parents to meet with the principal and teacher and/or may have behavioural contract put in place
Parents to meet with the Principal and Chairperson BOM.
In-school suspension
or
Suspension
Stages may be skipped depending on severity of misdemeanour at the discretion of professional judgements of teachers/deputy or principal.
Definition of bullying:
“Bullying is repeated aggression, verbal, psychological or physical, verbal conducted by an individual or group against others. Isolated incidents of aggressive behaviour, which should not be condoned, can scarcely be described as bullying. However, when the behaviour is systematic and ongoing it is bullying.” (DES Feb 2010)
Types of bullying behaviour:
Student behaviour:
Physical aggression.
Damage to property.
Extortion.
Intimidation.
Abusive telephone calls / texts / e – mails / Facebook comments.
Isolation.
Name calling.
Slagging.
Procedures will be followed in accordance with anti-bullying policy. The code of behaviour may need to be implemented, at the discretion of the relevant teachers, on completion of investigation.
Parents are usually contacted initially by the relevant class teacher or principal.
Parents meet with the teachers in the classroom or in the principal’s office at an assigned time.
In the case of children in the senior classes, the child may be asked to be present at the
meeting at the discretion of the teacher, principal.
Parents are encouraged to contact the school if they have concerns by making an appointment,
through the secretary, with the teacher. These procedures are communicated through the
school newsletter and Parental Complaints Policy.
Parents are entitled to be informed of strategies/sanctions being used with their child only.
Parents may be required to attend meetings with psychologists and other relevant
professionals.
Parents guardians cannot approach/engage in any way with children of others on school
premises in relation to concerns.
Parents/ guardians' concerns will be listened to. However, the teachers/principal BOM are
entitled to impose sanctions , if following investigation ,they believe the code of behaviour
was broken, regardless of whether there is agreement from parents guardians.
Levels of intervention:
Support for all:
Most students behave appropriately with the help of consistent and clear rules and routines in class and in school. Occasional minor misbehaviour will be dealt with by the class teacher.
Additional support for some students:
Some students need more active intervention to help them manage their behaviour. Without this help they would be at risk of failing behaviourally, socially and educationally.
Additional inputs and interventions include:
Referral to another teacher or adult who can work with the student.
Setting targets for behaviour (Classroom or School Support Plan) and monitoring them with the student in a supportive way.
Behavioural contracts.
Specialised support for a small minority of students:
Student Support Plus which includes the referral to and input of outside agencies.
Modifications for children presenting with special educational needs
Children who are emotionally disturbed are referred as soon as possible for psychological assessment.
Through the Special Educational Needs Organiser, appropriate support is sought from services available e.g. Health Service Executive, NEPS, SESS.
Scoil Mochua has a Special Education Team (SET) which includes the Principal and SEN teachers, they facilitate teachers in sharing practice and support in the management of challenging behaviour.
The SET staff act as mentors for particular children or in assisting teachers in the creation of individual behaviour plans for specific children as required.
There is an informal mentoring system for newly qualified teachers to support them in this area.
Professional development is available to staff through NEPS, SESS, Colleges of Education, ICEP, Oide courses, Education Centres and staff development.
The Code of Behaviour may have to be adapted to support these children to achieve tiny, tickable, attainable targets via a Support Plan.
Participation in the school day
Prior to admission or at any other time during the pupil’s time in the school, there may be consultation with the parents/guardians to review the pupil’s participation in the school day, with a view to phasing in the participation of the child. This would be considered where a pupil’s behaviour is such as interferes with his/her right to education or that of other pupils or with his/her safety or that of other pupils and/or staff. The SENO would be consulted in relation to this.
This phased participation, which is not a sanction, would be reviewed on a regular basis, participation being increased, maintained, or decreased in line with targets being achieved.
Where notwithstanding the use of this intervention the behaviour persists, the behaviour may have to be dealt with under the in school full suspension/expulsion provisions of this code of behaviour.
In the event of seriously violent or threatening behaviour causing a risk to the safety of the pupil himself/herself or the safety of other pupils or staff, teachers may need to restrain pupils.
In-School Suspension
On occasion, a child, at the discretion of the principal, may be put on an ‘in-school suspension’ for up to 3 days. This involves the pupil being sent to another class for the duration of his /her suspension with work. This system may be used if the child needs to be removed from the class from a health and safety point of view, after a serious misdemeanor/offence or repeated minor misdemeanors that are disturbing the learning of the pupil and the class. It may also be used if it is felt that the child would not benefit from a full suspension the pupil has been recently suspended or the pupil wants to be suspended. Parents will be contacted and asked to come in to discuss the seriousness of the offence. If they can’t come in they will be informed by phone and an in school suspension note will be sent home.
All teachers should work out in advance which classes they will send children to. It is recommended that all teachers have 2 buddy teachers. If a child is put on an in-school suspension they should know, if possible, at the end of the day what class they are going to the next morning.
The child goes straight to the appropriate class when they arrive in school the next day. A folder of work that they can do with little/no help, along with pencils etc should be sent to the class by their class teacher.
The pupil should be sitting on a table on his/her own. He/she will be treated by the class teacher in the same manner as a child on a sanction i.e. given very little attention. Other children should also be discouraged from giving them attention. The pupil is not given jobs or allowed to engage in fun activities with the class.
The pupil can attend their resource class unless there is a specific reason why they should not, i.e. if the problem behaviour took place in resource class.
The pupil will not go to the yard. At yard time, the child will be supervised in a resource room .
It is very important that at the end of the length of his/her in school suspension the child apologises to relevant staff and pupils.
Suspension (see NEWB Developing a Code of Behaviour ; Guidelines for schools 2008)
While the Board of Management has the authority to suspend, the Board of Management of Scoil Mochua has delegated this authority to the principal, for periods of up to three days, if necessary .
Immediate Suspension: In the event of seriously violent or threatening behaviour causing a risk to the safety of the pupil himself/herself or the safety of other pupils or staff or, if the child’s behaviour has had a seriously detrimental effect on the education of other children, or the student has been responsible for serious damage to property full immediate suspension can be enforced by the principal for up to 3 days. A single incident of serious misconduct may be grounds for suspension.
The following procedure will be followed in Scoil Mochua.
An investigation of the facts to confirm serious misbehaviour.
Parents will be informed by phone or in writing about the incident as soon as possible.
Parents will be given an opportunity to respond and fair procedures will be applied.
If suspension is still decided upon by the principal;
The principal will notify the parent in writing of the decision to suspend. The letter will confirm.
The period of the suspension and the dates on which the suspension will begin and end.
The reasons for the suspension.
Any study programme to be followed.
The arrangements for returning to school, including any commitments to be entered into by the student and the parents.
The provision for appeal to the Board of Management
The provision for appeal to the Secretary General of the DES. (Only where the total number of days for which the student has been suspended in the current school year reaches 20 days.)
When the cumulative total number of days suspended reach 6 in a school year, the NEWB will be notified.
Formal written records will be kept of:
The investigation (including notes of all interviews held)
The decision-making process.
The decision and rationale for the decision.
The duration of the suspension and any conditions attached to the suspension.
The BOM may need to be consulted with in relation to the suspension of a pupil.
Expulsion: (see NEWB Developing a Code of Behaviour: Guidelines for schools 2008)
A detailed investigation will be carried out under the direction of the principal.
A recommendation will be made to the BOM by the principal
If BOM is of the opinion that the student will be expelled, the Board must notify the Educational Welfare Officer (EWO) in writing, of its opinion and the reasons for this opinion.
The intention to expel a student does not take effect until 20 school days have elapsed after NEWB have received written notification.
The NEWB will be notified using a Notice of Intention to Expel form which is available on www.schoolreturn.ie or from the helpline (1890 36 3666). This form will be completed and sent to School Return Section, National Educational Welfare Board, 16-22 Green St, Dublin 7.
Consultations will be arranged by the EWO.
Confirmation will be made of the decision to expel.
Appeals
A parent may appeal a decision to expel to the Secretary General of the Department of Education and Skills (Education Act 1998 section 29)
Keeping records
Class level
Serious misbehaviour should be reported to the principal at the second reflection stage or
earlier if deemed appropriate.
The end of year report includes a reference to behaviour. There is a reasonably consistent
understanding of what constitutes excellent – poor behaviour among the staff. Parents are kept
up to date during the year regarding behaviour issues. Formal Parent-Teacher meetings take
place in November.
Playground
Supervising staff keep a record of misbehaviour in the incident book. Class teachers and the
principal are kept informed by the teachers on the yard.
School records
Incidents will be recorded on the Aladdin system.
Accidents on yard are also recorded in the incident book or on Aladdin.(See First Aid Policy)
Strategies to promote attendance;
Active stimulating learning environment
Provision of a wide array of extra-curricular activities
Rewards for full 90% and improvements in attendance
Inform/meet with parents at an early stage of concerns re: unexplained absences.
Refer concerns to Educational Welfare officers
Set targets to improve attendance
Procedures for notification of pupil absences from school
Parents are expected to send message via alladin connect or phone Scoil Mochua notifying the Secretary of the reason for a pupil’s absence, the morning of the pupil’s absence.
On returning to school the pupil must have a note notifying the teacher of the reason for a child’s absence. The teacher will record the reason for the absence on the Aladdin system.
The Roll is called in all classes between 9;50-10:00am daily.
Parents/guardians must also provide a note if a child departs early during the school day. Late arrivals are recorded on Aladdin and early departures are also recorded in a school book.
Pupils whose non-attendance/regular lateness is a concern are invited to meet with the teacher then Deputy then Principal and are informed of the school’s concerns.They may be asked to submit a medical appointment notes/certs..
National Educational Welfare Board is informed of any pupil who has missed 20 days or more.
Reference to other Policies
Other school policies that have a bearing on the code of behaviour include:
SPHE plan
Anti-bullying – The anti-bullying policy forms part of the overall school Code of Behaviour and the standards of behaviour that are outlined in the Code of Behaviour apply to the Anti-Bullying Policy of Scoil Mochua.
Harassment and Adult Bullying
Admissions and Participation Policy.
Record keeping
Attendance Strategy
Health & Safety
Equality
Special Educational Needs
Homework.
Child Safeguarding Statement
Substance Use
Litter
Communication
Healthy Eating
Record Keeping
School Tours
Success Criteria
Some practical indicators of the success of the policy include the following:
Atmosphere of discipline within the school
Pupils are aware of school rules
Staff apply school rules consistently
Growth in self discipline
Co-operation between parents, teachers and pupils in maintaining the code.
Comments or compliments on behaviour.
Pupils working to the best of their ability
Class working to the best of their ability
Improvements in behaviour
Reference Section
Developing a Code of Behaviour: Guidelines for Schools, NEWB, 2008
Education (Miscellaneous Provisions) Act, 2007 - provides for certain changes in the hearing of Appeals under S29 of the Education Act, 1998
Education (Welfare) Act, 2000
Education Act, 1998
Circular 22/02 Appeals Procedures under Section 29 of the Education Act, 1998. (DES website). Deals with appeals under the following headings:
(1) Permanent exclusion from a school
Suspension
Refusal to enrol
Department of Education and Science Guidelines on Countering Bullying Behaviour in Primary and Post Primary Schools (1993) available on DES website
Report to the Minister of Education Niamh Breathnach, T.D. on Discipline in Schools. Maeve Martin, 1997. Ch. 4 p.56-61 Recommendations for Schools
Stay Safe and Walk Tall Programmes
Management Board Members’ Handbook. Revised 2007. CPSMA: A suggested Code of Behaviour & Discipline for National Schools
INTO (2004) Managing Challenging Behaviour: Guidelines for Teachers
INTO (2006) Towards Positive Behaviour in Primary Schools
INTO (1995) Enhancing Self Esteem
The Education Act 1998. The Education Welfare Act 2000. Questions and Answers, INTO
The Principal’s Legal Handbook Oliver Mahon B.L. IVEA 2002 Ch. 2 School Discipline
Responding to Bullying. First Steps for Teachers. The Cool School Programme. NE Health Board
Investigating and Resolving Bullying in Schools. The Cool School Programme. NE Health Board
Stop it! Steps to Address Bullying. Wexford Education Network. Wexford Area Partnership.
Working Together – to promote positive behaviour in classrooms, CEDR, Mary Immaculate College of Education
Achieving Positive Behaviour. A Practical Guide. Patricia Dwyer. Marino