***THIS IS A DRAFT***

Code of Behaviour for St. Aengus N.S.

Every child has the right to learn and develop to his/ her full potential in a safe, caring environment where he/she can feel happy.

With this in mind, this policy is created to lay down agreed guidelines which promote positive behaviour and allow the school to function in an orderly and harmonious way.

Why is it necessary to devise a Code of Behaviour and what will it contain?

  1. the standards of behaviour that shall be observed by each pupil attending St. Aengus N.S.;
  2. the measures that shall be taken when a child fails to observe these standards;
  3. the procedures to be followed before a student may be suspended or expelled from school;
  4. the grounds for removing a suspension;
  5. procedures to be followed in relation to a child’s absence from school.

Those involved in drawing up the policy

Parents, teachers, Board of Management and pupils, as appropriate, are involved in compiling the document. Views are gathered by questionnaire from parents. Teachers discuss views and ideas at a special staff meeting and a draft copy is presented to the Board of Management.

If approved by the Board a draft copy, including any amendments made by the board, is left on view in the school website for a period of 3 weeks where parents are welcomed to examine and comment through telephone, visit or email. Any further amendments are made and a copy is circulated to parents via the website. You will be notified of this on the school newsletter. The policy will be sent to all families and later posted on the school website. In future years only new entrants to the school will receive a copy. Parents will be required to sign a letter saying that they have read and wish to comply with the code.

 

 

 

 

 

 

 

 

 

 

 

 

Discipline Policy: Key for Discipline (KFD)

Introduction

Key for Discipline is a planned strategy for managing behaviour; it is a school wide approach that rewards effort, work and social behaviour. It is consistent and predictable. Limits are known and enforced fairly. It promotes the quality of relation within the school community. It promotes a positive atmosphere in the classroom and is a means of managing low-level unwanted behaviour.

The Charter

KFD involves the design of a charter visible in each classroom.

The charter contains rules, which communicates clearly, the expectations we have for our pupils. They circumvent second-guessing.

The rules are, realistic, few in number, positively phrased, relevant, and all encompassing. They are based on themes; talk, time, movement, interaction, schoolwork activities and class routines. The charter also contains rewards, which positively reinforce, through feedback, wanted or desired behaviour. Rewards are the key to success. They are tangible, graded, earned on merit, easily administered and desirable. The desired behaviour is promoted, and the unwanted behaviour marginalised with the assistance of rewards, the school has a structured system of tangible rewards. From Senior Infants to 6th Class this consists of a Dojo Grid on the IWB with every child’s name. When children follow the rules they are given a Dojo point. Points are collected over a period of time and lead to the awarding of an agreed reward (e.g. after 20 points the child gets a lucky dip prize and after 40 points a Homework Pass). Points awarded cannot be taken away. Behaviour Checks are the final part of the Charter. These are also part of the planned strategy and the aim is to ensure that they are applied consistently. Children will know what happens when they don’t follow the rules. Behaviour checks are negative consequences; they are graded and allow the child opportunities to choose appropriate behaviours.

 

 

 

 

 

 

 

 

 

 

Rules to be taught to the Children

These rules need to be explicitly taught to the children.

Rules for the Classroom

  1. Do your work and do it well.
  2. Know when and how to leave you place.
  3. Speak to teacher at the right time.
  4. Do as you are told (by all staff). Follow instructions straight away.
  5. Keep unhelpful hands, feet, objects and comments to yourself.
  6. Be prepared, be tidy, be on time.

 

Rules for the Yard

  1. Play preferred games.
  2. Keep unhelpful hands, feet, objects and comments to yourself.
  3. Be in the right place at the right time.
  4. Be prepared for yard.
  5. Walk to and from the yard.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reward System

Non-tangible rewards. The most important rewards are non-tangible, for example verbal recognition of good behaviour, (well done, thank you) and non-verbal actions (shake hands, applause, a smile).

Tangible rewards. This consists of a Class Dojo. Points are collected over a period of time by the child and lead to the awarding of stickers, lucky dip e.g. homework pass, treat pass etc.

Consistency between class groupings is essential.

Class rewards

This rewards group behaviour, typically for yard behaviour but also for appropriate classroom behaviour. A grid is displayed in the classroom, and the teacher decides the allocation of stamps.

If the grid is completed within the agreed timeframe the class can select from an agreed list of rewards. 2 stamps are gives per day.

If a pupil has been made to stay with the teacher during break, their name goes on a grid – if twice the child is excluded from class reward.

The class reward should ideally be renewed every two weeks. *Junior Infants have a different reward system involving a variety of charts, stickers etc.

Examples of Appropriate Tangible Rewards • Home Work Pass • Subject Pass • Treat Pass • Whiteboard Pass • Seat Pass • Toy Pass • Lucky Dip • Stickers • Golden Time • Extra yard time • Game Pass • Disco Pass

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Behaviour Checks:

Classrooms

Stage 1. Oral Warning

Child is reminded of the appropriate expectation and asked to stay on-task.

Stage 2. Written Warning

If the behaviour continues the child’s name is recorded on a recording sheet.

Stage 3. Thinking Chair

Child is sent to work in a separate area in the classroom for a short period of time (no more than 10 minutes eg 5 minutes for five year old, six minutes for six year old etc.) and continue with classwork.

Stage 4. Teacher Partner

Child is sent to work in another teacher’s classroom for a short period of time (Until the next break in the day). Parents are informed by standard note. At the class teacher’s discretion, the Principal may be informed.

Stage 5. Office

Child is sent to the office for repeated or serious inappropriate behaviour.

This is recorded in “The Office Book” by the Principal and parents are informed.

Stage 6. Parents

Two recordings within a month and the parents are sent for. A range of outcomes will be discussed and agreed with the parents, in consultation with the Board of Management.

 

 

 

Behaviour Checks: Yard

Stage 1. Oral Warning

Child is reminded of the appropriate expectation and asked to behave appropriately.

Stage 2. Stay with teacher for 5 Minutes

Serious misbehaviour results in having to stay with the teacher and bypassing the oral warning.

Stage 3. Stay with teacher for the remainder of Break.

If the child continues to act inappropriately their name is recorded in the “Yard Book” by the supervising teacher. The child will remain with the teacher for the remainder of the break. If the incident is of a serious nature the child will be sent straight to the office and parents informed.

Stage 4. Office.

If the child’s name is in the yard book twice in one month the child will be sent to the office. Their names will be recorded in the office book.

Stage 5. Parents.

A range of outcomes will be discussed and agreed with the parents, in consultation with the Board of Management. In very rare circumstances a child may be suspended from yard for a period of time.

 

 

Class Rewards for Yard: This rewards group behaviour, typically for yard behaviour but also for appropriate classroom behaviour. A grid is displayed in the classroom, and the teacher decides the allocation of stamps. If the grid is completed within the agreed timeframe the class can select from an agreed list of rewards.

 

 

Games/Behaviour Not acceptable on Yard.

Rough Play, e.g. “mess” fighting, kicking, punching, wrestling, head locks. Piggy backs, lifting other children.

Hat throwing, pulling hoods, scarves around waists and necks.

Throwing stones, pulling hair, biting, spitting

Excluding children from games.

Use of bad language and name calling.

 

 

Policies Relevant to Yard

Sick Children. The only children permitted to sit outside the office due to illness are those with a letter from their parents. Anew letter must be provided for each day the child is allowed to stay in. This is to be discouraged as children must be supervised during this time.

Accidents and injuries on Yard. Children who get injured on yard are assessed by the teacher on yard.

Children with bleeding, knocks to the head, suspected sprains or fractures are sent to the office in the company of a Yard Buddy or class mate for First Aid or further medical assistance.

The accident should be recorded (if serious) and parents informed, even of minor injuries, particularly in the Junior Classes.

The Yard Teacher should inform the Class Teacher of accidents/injuries.

Being Prepared: Children should use the toilet before going out on yard. This requires a few minutes’ preparation by Class Teachers before the bell rings.

In the case of an emergency, a child can use a toilet closest to the yard.

The Teacher needs to ensure coats are on in cold weather etc.

No food is permitted on the yard.

Assigned Yards • Junior, Senior Infants, 1st class and second class yards are on the top yard of the school. – 3rd,4th, 5th & 6th Class – are on the car park

Role of Personnel Teachers – One teachers per yard. Their role is to consistently apply the yard rules and follow the agreed Behaviour Checks.

SNA’s – The role of the SNA on yard is the child they’ve been assigned to. They also act as a support to the teacher on yard. Their role shouldn’t require them to get involved in matters of yard discipline. However, a common sense approach needs to be taken if they are the nearest adult to an incident that needs immediate action.

Yard Buddies – The Yard Buddies are 6th Class children who volunteer for the role4 They give guidance to their younger peers, help play or guide play with smaller pupils and assist the Yard Teacher by accompanying children to the

Lining Up – When the bell rings all children walk to and line up at their designated spot. They wait there till the Class Teacher collects them. Teachers on yard wait till all classes have been collected. Teachers assign places to children in the line. Leaders can be rotated.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rules for the Classroom

  1. Do your work and do it well.
  2. Know when and how to leave you place.
  3. Speak to teacher at the right time.
  4. Do as you are told (by all staff). Follow instructions straight away.
  5. Keep unhelpful hands, feet, objects and comments to yourself.
  6. Be prepared, be tidy, be on time.

 

 

Behaviour Checks: Classrooms

 

Stage 1. Oral Warning

 

Stage 2. Written Warning

 

Stage 3. Thinking Chair

 

Stage 4. Teacher Partner

 

Stage 5. Office

 

Stage 6. Parents

 

Rules for the Yard

 

  1. Play preferred games.

 

  1. Keep unhelpful hands, feet, objects and comments to yourself.

 

  1. Be in the right place at the right time.

 

  1. Be prepared for yard.

 

  1. Walk to and from the yard.

 

Behaviour Checks: Yard

 

Stage 1. Oral Warning

 

Stage 2. Stay with teacher for 5 Minutes

 

Stage 3. Stay with teacher for the remainder of Break.

 

Stage 4. Office.

 

Stage 5. Parents.

 

 

 

 

Code of Behaviour for St. Aengus N.S.

Every child has the right to learn and develop to his/ her full potential in a safe, caring environment where he/she can feel happy .

With this in mind ,this policy is created to lay down agreed guidelines which promote positive behaviour and allow the school to function in an orderly and harmonious way.

Why is it necessary to devise a Code of Behaviour and what will it contain?

The existing policy is in need of renewal and it is required by law since 2007.This document must be in place by 2010.

It should specify the following :

a. the standards of behaviour that shall be observed by each pupil attending St. Aengus N.S.;

b. the measures that shall be taken when a child fails to observe these standards;

c. the procedures to be followed before a student may be suspended or expelled from school ;

d. the grounds for removing a suspension;

e. procedures to be followed in relation to a child’s absence from school.

Those involved in drawing up the policy

Parents , teachers , Board of Management and pupils ,as appropriate, are involved in compiling the document. Views are gathered by questionnaire from parents. Teachers discuss views and ideas at a special staff meeting and a draft copy is presented to the Board of Management.

If approved by the Board a draft copy , including any amendments made by the board, is left on view in the school foyer for a period of 3 weeks where parents are welcomed to examine and comment . Any further amendments are made and a copy is circulated to each family . The policy will be sent to all families and later posted on the upcoming school website. In future years only new entrants to the school will receive a copy. Parents will be required to sign a letter saying that they have read and wish to comply with the code .

Promotion of a positive ethos in the school

In our school we treat all children with respect and dignity. There is a strong sense of community and cooperation among staff, pupils and parents and all are agreed that emphasis is placed on a system which rewards the positive rather than sanctioning the negative.

Parents have a pivotal role in the formation of their child’s attitude and relationships with others¦.This relates to life inside and outside school.

Parents are made aware of what is expected of their child in school , the reward system in place and sanctions which are used when necessary. They are assured that this system is used with complete fairness and regard to the dignity of every child.

Pupils are consulted in drafting of rewards and sanctions within the classroom and are taught expected behaviour with care.

The Code

Four important rules to remember always :

1. Follow directions of teacher.

2. Keep hands ,feet and objects to yourself.

3. Name calling, teasing and bad language are not allowed.

4. Bullying is not tolerated.

Examples of the above rules are discussed in class and everyone is reminded of them on an ongoing basis. Teachers will ensure that every child understands behaviour expected and will encourage kindness and consideration of others.

Consideration will be given to children with special needs and any specific behaviour targets will be mentioned in their individual education plan.

Rewards for expected behaviour

The most common reward is oral i.e. teachers frequently draw attention to good behaviour and praise the child.

In class system :

Stickers , First in line,

pupil of the week, Positive note to parent,

night off homework.

Points system ( children can gather points during the week for which certain benefits can be awarded to the whole class e.g. golden time on Friday or extra sports time.)

In the case of older classes, points may be lost if a member of the class or a team misbehaves.

In other areas of school

In the playground and other areas of the school children are “caught being good “ and rewarded by a smiley face. This involves children being polite and helpful to adults and other children .

Assembly

The principal , who is responsible for discipline in the school as a whole, leads assembly on Friday mornings in the hall. Children are reminded of acceptable behaviour in St. Aengus’ National School. Any areas of weakness are focused upon and improvements recognised.

Pupils of the week certificates , bookmarks for smiley faces and extra play time for best line are given.

Any child who has gained 3 smiley faces and has worked well at class and homework will be eligible for a prize. If ,however, he/she has broken any of the 4 rules the prize will be postponed for another week for that child.

Also any efforts e.g. sporting achievements, school or dancing competitions or class project winners are acknowledged.

One class will recite a favourite poem , song or give an account of work they have done lately to give a few minutes of entertainment and a prayer is offered. Assembly songs are sung.

Sanctions

The necessity for corrective action is explained to children as their understanding is very important. The 4 rules of the code are given in detail in class and when a child fails to follow these the following will happen :

1. Child is given a reminder.

2. A second reminder is given.

3. Time out – the child is kept back for 1 -5 minutes at next break time (depending on age of the child). Older children may also get detention at lunch or break time.

4. Child may be sent to another class for short time.

5. The child is sent to the principal where she /he will explain his/her actions and a call may be made to the parent or a letter may be sent. Following this the parent may be asked to come to school so that all parties involved can set behavioural goals for the pupil.

This measure will be recorded.

In the event of severe misbehaviour at no.1 above , a child will be sent straight to the principal.

Procedures in respect of Suspension. (as per page 77 of the NEWB Guidelines)

While the BOM has the authority to suspend, they may delegate this authority to the principal, for periods of up to three days.

  • Investigation of the facts to confirm serious misbehaviour.
  • Parents will be informed by phone or in writing about the incident.
  • Parents will be given an opportunity to respond.

If suspension is still decided upon

  • Principal notifies parent in writing of the decision to suspend. The letter should 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.)
  • Where the cumulative total of days reached 6, the NEWB will be notified.

Records and reports.

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.

Expulsion.( As per page 82 of the NEWB Guidelines)

Procedures in respect of expulsion.

  • Detailed investigation carried out under the direction of the principal.
  • Inform parents in writing of alleged misbehaviour, how it will be investigated and that it could result in expulsion.
  • Give parents and students the opportunity to respond before a decision is made.
  • A recommendation to the BOM by the principal( see page 84 NEWB guidelines)
  • Consideration by the BOM of the principal’s recommendations and the holding of a hearing. (see page 84 NEWB Guidelines)
  • BOM deliberations and actions following the hearing. ( page 85 NEWB Guidelines)
  • If BOM is of the opinion that the student should 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 should be notified using a Notice of Intention to Expel form which is available on www.schoolreturn.ie or from our helpline (1890 36 3666). This form should be completed and sent to School Return Section, National Educational Welfare Board, 16-22 Green St, Dublin 7.
  • Consultations arranged by the EWO.
  • Confirmation of the decision to expel.

Appeals.

  • A parent may appeal a decision to expel to the Secretary General of the Department of Education and Science ( Education Act 1998 section 29)

Expulsion

The Board of Management has the authority to expel a pupil. Expulsion should be proportionate to a pupils behaviour and would only be invoked in extreme cases of unacceptable behaviour when all other possible remedial steps have been taken.

Steps taken in event of possible expulsion

1. A detailed investigation is carried out under the direction of the principal.

2. A recommendation is made to the Board of Management by the principal.

3. The Board considers the recommendations and the holding of a hearing.

4. The Board of Management ,if it concurs with the recommendation to expel, informs the National Education and Welfare Board in writing. (Expulsion can only take place after 20 days have passed since the receipt of that letter by the NEWB.)

5. Consultations are arranged by the Education Welfare Officer.

6. Confirmation of the decision to expel.

Decisions to expel are subject to appeal under S. 29 of the Education Act.

Attendance

The principal is required to inform the National Education and Welfare Board of the names of any child who has been absent from school for 20 days or more . He/she is also required to give reasons for the absences. Parents should therefore send a note on the reason for a child’s absence on his/her return to school.

St Aengus National School policy on Bullying

“Bullying is repeated aggression, verbal, psychological or physical, conducted by an individual or group against others.”

(Dept. Education Guidelines on Countering Bullying Behaviour, 1993)

Bullying in any form is unacceptable in St. Aengus’ N.S.

The Board of Management ,Principal and staff of St. Aengus` National School recognise that bullying can take many forms and that it cannot be tolerated within the school in any of it’s guises. They are aware of how damaging bullying can be in the life of a young person and are ever observant to identify and deal with even the least offence. However, some of its forms are difficult to identify by even the most observant, as the determined bully will choose the moment so as to avoid detection and can be extremely subtle in carrying out the offence. The Board and staff are totally committed to ensuring that any occurrence of bullying that is observed, reported, or brought to their attention in any way, will be rigorously investigated and corrective action will be implemented within the shortest possible timeframe.

The most likely forms of bullying to occur are isolation, intimidation, name-calling , shoving, taking small items from another, insults, teasing, dirty looks, spreading rumours, taking friends, tripping, making threats and physical aggression.

Any bullying behaviour is investigated by the principal and recorded. Parents may be involved in helping devise a plan to counter bullying behaviour in a particular case. Persistent bullying is regarded as serious misbehaviour.

How St. Aengus` N.S. will respond to bullying.

1. If a student is accused of, or seen, bullying another student their name is recorded and the incident detailed in the Bullying Log. They also receive a warning and a detention if the incident is proven to the satisfaction of the principal. To ascertain if an accusation of bullying is correct the bully, the alleged victim and any witness are interviewed in the principals office in groups or as individuals. The target of the bullying is offered support .

2. If there are three references to the same student in the Bullying Log their parents are notified and may be asked to attend a meeting. The student loses privileges . After ten days with no misdemeanours they begin again with a clean slate.

-Every class will be taught what constitutes bullying behaviour.

-The consequences of bullying behaviour will be made clear to those who bully, their targets and complicit bystanders.

-An understanding will be developed among staff of :

the reasons people bully.

-the reasons bullies regularly target some people.

-Data is collected about bullying incidents.

-Children are helped to understand the difference between aggression and assertion.

-Children are helped to develop problem solving skills.

-Children are helped to develop a sense of empathy and compassion so they will not tolerate the bullying of others.

For pupils who bully

These children are helped to develop the skills to manage their emotions in a positive way.

They are taught to realise that we all make choices and must take responsibility for our actions.

For the targets of bullying behaviour.

These students can expect to have their story taken seriously and the matter to be dealt with immediately.

They can be taught strategies for dealing with the bullying behaviour of another.

They can be helped to develop a positive perception of themselves .

Any bystander who reports an incident can do so in confidence.

A series of lessons will be taught throughout the school on bullying behaviour and how to counteract it and a positive prevention programme will be in place.

Reviewed on date___22/12/2011_________

Signed ________Liam Gallagher____________ _____________

Review of Discipline and Anti Bullying policy Sept 2012

In addition to the above Cyber Bullying must be added to the policy. Cyber Bullying is reported by 12-15% of children according to ISPCC. Another study (GUI) reports that 1 in 5 children stated they were bullied by electronic means, the majority of these by text message. Technology plays a positive, productive and creative part of young people’s activities, development and social participation. However, it can atkre place day or night and in the home where children should feel is a safe haven.

Cyberbullies can sometimes be anonymous, hiding behind screen names and emasil addresses. Not knowing the bully’s identity can add to the victim’s insecurity .

Cyberbullying can be a harsher form of bullying as youngsters can sometimes say things online that they would never say in person.

Cyberbullying can have far reaching consequences-its easy to send an email making fun of people with a few clicks to the whole school or post it on a website. This can make it very difficult for the child to cope.

A whole school approach will involve educating the children about the harm that can be caused

Children will learn that it is o.k. to tell

Children will be made aware that bullying will be tackled by all members of the community (pupils , staff and parents) together in a consistent and systematic way.

Sanctions will be applied to cyber bullying as any other bullying

Parents will be informed and asked to help.

While children are not permitted to use mobile phones in St Aengus’ N.S. and must send a phone to the office during the school day if they have one with them for exceptional agreed reasons , cyber bullying is taken seriously. Education on this issue will take place within the SPHE programme of the school.

Reviewed on 20/09/2012

Signed___________________________

Date_____________________________

St Aengus’ N.S.

Code of Discipline and

Anti Bullying Policy

9th December 2009