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 standards of behaviour that shall be observed by each pupil attending St. Aengus N.S.;
- the measures that shall be taken when a child fails to observe these standards;
- the procedures to be followed before a student may be suspended or expelled from school;
- the grounds for removing a suspension;
- 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
- Do your work and do it well.
- Know when and how to leave you place.
- Speak to teacher at the right time.
- Do as you are told (by all staff). Follow instructions straight away.
- Keep unhelpful hands, feet, objects and comments to yourself.
- Be prepared, be tidy, be on time.
Rules for the Yard
- Play preferred games.
- Keep unhelpful hands, feet, objects and comments to yourself.
- Be in the right place at the right time.
- Be prepared for yard.
- 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
- Do your work and do it well.
- Know when and how to leave you place.
- Speak to teacher at the right time.
- Do as you are told (by all staff). Follow instructions straight away.
- Keep unhelpful hands, feet, objects and comments to yourself.
- 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
- Play preferred games.
- Keep unhelpful hands, feet, objects and comments to yourself.
- Be in the right place at the right time.
- Be prepared for yard.
- 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.
Bí Cineálta Policy to Prevent and Address Bullying Behaviour
The Board of Management of St. Aengus N.S. has adopted the following policy to prevent and address bullying behaviour.
This policy fully complies with the requirements of Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 2024.
The board of management acknowledges that bullying behaviour interferes with the rights of the child as set out in the United Nations Convention on the Rights of the Child. We all, as a school community, have a responsibility to work together to prevent and address bullying behaviour and to deal with the negative impact of bullying behaviour.
We are committed to ensuring that all students who attend our school are kept safe from harm and that the wellbeing of our students is at the forefront of everything that we do. We recognise the negative impact that bullying behaviour can have on the lives of our students and we are fully committed to preventing and addressing bullying behaviour.
We confirm that we will, in accordance with our obligations under equality legislation, take all such steps that are reasonably practicable to prevent the harassment of students or staff on any of the nine grounds specified: gender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
A school is not expected to deal with bullying behaviour that occurs when students are not under the care or responsibility of the school. However, where this bullying behaviour has an impact in school, schools are required to support the students involved. Where the bullying behaviour continues in school, then school can deal with it in accordance with the Bí Cineálta policy.
Definition of bullying
Bullying is defined in Cineáltas: Action Plan on Bullying and Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools as targeted behaviour, online or offline that causes harm. The harm caused can be physical, social and/or emotional in nature. Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society. The detailed definition is provided in Chapter 2 of the Bí Cineálta procedures.
Each school is required to develop and implement a Bí Cineálta policy that sets out how the school community prevents and addresses bullying behaviour. Strategies to deal with inappropriate behaviour that is not bullying behaviour are provided for within the school’s Code of Behaviour.
Section A: Development/review of our Bí Cineálta policy to prevent and address bullying behaviour
All members of our school community were provided with the opportunity to input into the development/review of this policy.
| Date consulted | Method of consultation | |
| School Staff | 21/05/2025 | Survey |
| Students | 21/05/2025 | Survey |
| Parents |
21/05/2025 05/06/2025 |
Survey Policy review |
| Board of Management | 05/06/2025
11/06/25 |
Policy review
Discussion and policy ratification |
| Wider school community as appropriate, for example, bus drivers | 05/06/25 | Policy review |
|
Date policy was approved: |
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Date policy was last reviewed: |
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Section B: Preventing Bullying Behaviour
| This section sets out the prevention strategies that will be used by the school. These include strategies specifically aimed at preventing online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment as appropriate (see Chapter 5 of the Bí Cineálta procedures): |
| 1. Whole-School Culture of Kindness and Respect
· Kindness Campaigns: Run regular initiatives like Kindness Week or Acts of Kindness charts to promote and reward positive behaviour. · Assemblies and Displays: Use assemblies, posters, and artwork around the school to promote messages of kindness, inclusion, and empathy. . Track: Walk and talk each morning with our friends, weather permitting · School Charter of Respect: Co-create a visible school agreement on respectful behaviour, signed by students, staff, and parents. . High Staff Presence on Yard: There are over 15 staff members on yard duty during each lunch break. Morning supervision begins at 9:05 a.m., with over 15 staff members present to ensure effective supervision of all children. Hi-vis vest will be worn from September 2025 so children can easily locate help if needed. . Regular assemblies to share school and life achievements. . Care Team: The care team consists of the principal, vice principal and 2 teachers and an SNA. They address any concerns, brought forward by a teacher, concerning a child or family in the school. A programme of support is put in place and regularly monitored. . Support staff: Designated support staff for children who have additional needs
. Uniform and Behaviour Week: At the beginning of the school year, the principal leads a dedicated Uniform and Behaviour Week. During this time, each child is reminded of the importance of school rules and how they help keep everyone “safe and happy.” At the start of each term, children and teachers revisit the rules displayed in every classroom along with the corresponding consequences. Children are encouraged to take pride in their uniform and present themselves neatly for school. . Student Council: The Student Council plays an active role in our school. New student councils are elected at the start of the first school term. This platform allows the child’s voice to be heard and valued.
🏫 St. Aengus NS – Our Respect Agreement 💙 Be Kind – Be Respectful – Be Safe At St. Aengus National School, we believe everyone has the right to feel safe, respected, and included. 💬 We Agree To: ✅ Speak kindly and listen to others 🧑🤝🧑 We understand that… 🌟 Everyone is different – and that’s a good thing! 2. Pupil Voice and Empowerment · Student-Led Initiatives: Support student council or wellbeing team to lead anti-bullying initiatives (e.g. peer education, campaigns). · Circle Time and Class Discussions: Regular class discussions where students share feelings and experiences in a safe, structured way (e.g. Friends for Life and Fun Friends) · Restorative Practices: Use restorative circles and meetings to resolve conflict, promote accountability, and repair harm. 3. Inclusive Curriculum and Learning · SPHE & Wellbeing Education: Integrate lessons on empathy, digital safety, respectful relationships, and diversity through the SPHE curriculum. · Integration Across Subjects: Use stories, history, drama, and SPHE to highlight diversity, equality, and the importance of standing up to bullying. · Awareness Days: Participate in events such as Safer Internet Day, World Kindness Day, Grandparents’ Day, Mindfulness practices, Neurodiversity Week, Lenten/Advent activities, Seachtain na Gaeilge, Mass in school, Open Days, World Book Week, Cultural Diversity Week. Safeguarding and Advocacy for Non-Verbal Children: Strategies are in place to safeguard non-verbal children, with a clear understanding and expectation that adults have a duty to act as their voice should any incidents of bullying arise. 4. Family and Community Engagement · Parent Workshops: Offer talks or resources on online safety, recognising signs of bullying, and how to support children at home. · Community Role Models: Invite local leaders, Gardaí, or sports coaches to speak on respectful behaviour and inclusion. · Family Kindness Challenges: Send home challenges promoting family acts of kindness or inclusive behaviour during anti bullying week, Catholic Schools Week, Lent/Advent. 5. Reporting and Responding Effectively · Anonymous Reporting Channels: Provide safe, confidential ways for children to report bullying, e.g. Suggestion boxes. · Clear Procedures: Follow the school’s anti-bullying policy (aligned with Anti-Bullying Procedures for Primary and Post-Primary Schools) for investigating and responding to incidents. · Support for All Involved: Offer pastoral care, counselling, or peer support groups for both the target and the perpetrator of bullying. 6. Monitoring and Review · School Self-Evaluation (SSE): Regularly review bullying prevention and response practices as part of SSE, involving all stakeholders. · Student and Parent Surveys: Gather anonymous feedback to identify bullying trends and areas for improvement. · Action Planning Teams: Utilise a core team (comprising staff, parents, and pupils) to review progress and ensure the continuous development of kindness and anti-bullying practices. 🌐 Preventing Online (Cyber) Bullying Behaviour · Digital Citizenship Lessons: Use the Webwise Primary programme to teach pupils how to stay safe and be kind online. · Acceptable Use Policy (AUP): Review and share the school’s AUP with pupils and parents annually. · Roleplay & Scenario Discussions: Use real-life age-appropriate digital scenarios for class discussion (e.g. group chat exclusions, misuse of emojis). · Poster Campaigns: Display student-made posters about respectful online behaviour in the hall and front entrance. . Parent Talks: Courses for parents about online safety 🏳️🌈 Preventing Homophobic and Transphobic Bullying · Inclusive Language Lessons: Teach children about the importance of language that respects all identities (as appropriate to age and context). 🧕🏾 Preventing Racist Bullying · Intercultural Celebrations: Celebrate the diverse backgrounds of pupils through language weeks, food days or international flag displays. · Anti-Racism SPHE Lessons: Use resources such as Show Racism the Red Card to explore bias and respect. · Assemblies & Guest Speakers: Invite role models from diverse ethnic backgrounds to speak about respect and belonging. ♀️♂️ Preventing Sexist Bullying and Gender-Based Stereotyping · Gender Equality Lessons: Challenge stereotypes in classroom discussions (e.g. “Can girls be engineers?” “Can boys cry?”). · Inclusive Role Models: Use texts and videos that highlight both male and female figures in varied roles. · Equal Participation in Activities: Ensure that sports, STEM and leadership opportunities are offered equally and encouraged for all genders. · “Hidden Curriculum” Checks: Review class materials and visuals to ensure they reflect equality and avoid reinforcing stereotypes. 🚫 Preventing Sexual Harassment · Body Boundaries Education: Use Stay Safe Programme lessons to teach about body autonomy, consent and respectful touch. · Reporting Culture: Teach pupils how to speak up when something makes them uncomfortable (using “I messages,” trusted adults, suggestion boxes, etc.). · Staff Training: Ensure all staff can recognise, report and appropriately address any incidents of harassment or inappropriate behaviour. · Clear Policies & Communication: Reinforce the school’s zero-tolerance stance in student-friendly language and assemblies. 📦 Whole-School Approaches (Cross-Cutting Prevention Strategies) · Annual Anti-Bullying Week Events · Active Week · Lunch times: There are two twenty-minute breaks in the school to facilitate extra school team training to encourage friendships through teams. Another reason for this was that the majority of incidents were occurring towards the end of the 30-minute break when children were becoming tired. · A welcoming atmosphere. Children are always met on the yard as they come into and leave school by all the school staff · Wellbeing Wall and Mindfulness activities · Pupil-Led Kindness acts – Lent/ Advent activities · Assemblies Featuring Inclusion Themes · Whole-School SPHE Focus Weeks · Visual Reminders: Respect, kindness and diversity messages visible throughout the school . Student council . Green schools . Walk tall and stay safe . Catholic Schools Week activities . Neurodiversity week |
| The school has the following supervision and monitoring practices in place to prevent and address bullying behaviour (see Chapter 5 of the Bí Cineálta procedures): |
|
1. Describe Specific Supervision Strategies You could list where and how supervision happens: · Playground Supervision: Staff are assigned to specific areas of the yard during breaks to ensure visibility and active supervision. There are up to 15 adults on the yard at any one time. Morning yard: Staff are visible around the yard in the morning to supervise pupils. Pupils are encouraged to ‘walk and talk’ around the track. Others may be involved in extra training for team sports. Staff wear hi vis jackets. · Toilet Checks: Regular checks of toilet areas are done discreetly to ensure they are safe spaces. 2. Detail Monitoring Practices Explain how you monitor behaviour proactively: · Incident Logs: Use of a central log to track bullying allegations or patterns of behaviour. (See appendix) · Behaviour Spot Checks: Random monitoring of interactions during lunch or yard time. · Regular assemblies: Rules are reinforced at the start of each term by the principal and regular reminders at assemblies. 3. Link with Digital Tools Leverage technology in your policies: · Chromebook/Laptop Use Monitoring: If applicable, monitoring digital usage to prevent cyberbullying. · Digital Reporting Forms: Pupils or parents can report issues confidentially via email, seesaw etc. 4. Outline Staff Responsibilities Clarify roles and protocols: · Supervision Rota: A clear, posted rota for staff outlining who supervises and where. · Care Meetings: Teachers and SNAs discuss vulnerable pupils or ongoing concerns. · Enforce school rules appropriately 5. Pupil Involvement in Monitoring Culture Show how students are part of the solution: · Yard Buddies or Peer Monitors: Older pupils support younger ones and report issues. · Friendship Bench: Visible benches where pupils can go if they need help. 6. Training and Awareness Highlight staff development: · Anti-Bullying CPD: All staff trained in the Bí Cineálta procedures and intervention strategies. · Induction for New Staff: Include supervision and anti-bullying policies. . Refreshing Anti-bullying policy, procedures and protocols with staff at the start of every new school year· 7. Communication and Review Show it’s a living policy: · Parent Communication: Policies available through the website. · Review Mechanism: Policy reviewed annually with staff and BOM based on incidents recorded. |
Section C: Addressing Bullying Behaviour
The teacher(s) with responsibility for addressing bullying behaviour is (are) as follows:
| . Principal
. Deputy Principal – Teachers |
|
| The steps that will be taken by the school to determine if bullying behaviour has occurred, the approaches taken to address the bullying behaviour and to review progress are as follows (see Chapter 6 of the Bí Cineálta procedures): |
| A school is not expected to deal with bullying behaviour that occurs when students are not under the care or responsibility of the school. However, where this bullying behaviour has an impact in school, schools are required to support the students involved. Where the bullying behaviour continues in school, then school can deal with it in accordance with the Bí Cineálta policy.
🔍 1. Determining If Bullying Has Occurred Investigative Steps: · Initial Information Gathering: The teacher speaks to all parties involved (alleged victim, alleged perpetrator, and bystanders) using an impartial and supportive approach. · Use of an Incident Report Form: Standardised forms are completed to document accounts and timelines. (See attached) · Observation: The teacher or SNA observes the pupils during yard time, classroom activities, or transitions to look for signs of ongoing behaviour. · Parental Input: Contacting parents/guardians to get additional context if appropriate. 🛠️ 2. Approaches to Address the Bullying Behaviour Intervention Strategies: · Restorative Conversations: A structured meeting between parties involved, facilitated by a teacher, focusing on accountability, understanding harm caused, and repairing relationships. · Behaviour Contracts: Agreed behaviour plans for the student engaging in bullying behaviour, with clear expectations and consequences. Examples are in the appendix below. · Support for the Target: Regular check-ins with a trusted adult, seating adjustments, yard buddy systems, or involvement in friendship-building activities. · Use of SPHE Curriculum: Lessons or circle time focused on empathy, respect, and inclusion for the class/group involved. 📈 3. Reviewing Progress Follow-Up Measures: · Regular Check-Ins: Weekly or fortnightly check-ins with the pupils involved to assess progress and well-being. · Documentation: Ongoing recording of any new incidents or improvements. · Parental Updates: Periodic updates to parents on how their child is doing, ensuring open communication. · Team Review: Progress is reviewed in staff meetings or pastoral care meetings, and additional supports are offered if needed. 🧩 Other Good Practices You Could Include · Referral to NEPS or External Support: In more serious or persistent cases, referral to a psychologist, social worker, or school completion officer. · Involving the Board of Management: If the case is serious, the BOM is informed and may support the implementation of more formal disciplinary measures. · Anonymous Feedback Tools: Use Google Forms/surveys/suggestion boxes to check in with students on the climate in class or yard. |
| The school will use the following approaches to support those who experience, witness and display bullying behaviour (see Chapter 6 of the Bí Cineálta procedures): |
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🧍♀️🧍♂️ 1. Supporting Pupils Who Experience Bullying Behaviour Emotional & Practical Support: · Assign a Trusted Adult: Ensure the pupil has a go-to teacher or SNA to check in with regularly. · Daily/Weekly Well-being Check-ins: Scheduled informal chats to monitor how the pupil is feeling. · Friendship Support: Introduce peer support through a buddy system or small group activities that build friendships. · Restorative Conversations (if appropriate): Help the pupil express their feelings and be heard in a safe, structured environment. · SPHE or Circle Time Follow-up: Incorporate empathy, inclusion and resilience activities that indirectly reinforce a sense of belonging. · Referral to Pastoral/Support Team: Engage the school’s SEN team, EAL support or external counselling if needed. 👀 2. Supporting Pupils Who Witness Bullying Behaviour Empowerment & Awareness: · Empower the Bystander Lessons: Teach and reinforce that reporting is not “telling tales,” but standing up for others. · Anonymous Reporting Tools: Suggestion box where pupils can safely report concerns. · Recognition for Positive Action: Publicly or privately acknowledge students who intervene appropriately. · Class Discussions: Use fictional or real-life scenarios to explore what witnesses can do in safe, age-appropriate ways. 👎 3. Supporting Pupils Who Display Bullying Behaviour Restorative & Corrective Measures: · Restorative Practice Sessions: Help the pupil understand the impact of their behaviour and take steps to make amends. · Behaviour Contracts: Develop a short-term, positive-focused agreement between the pupil, teacher and parent. See appendix for examples. · Mentoring or Check-in Check-out: Daily support from a staff member to review goals and behaviour. · Social Skills Groups: Focused sessions on empathy, impulse control, managing frustration, etc. · SPHE-based Reflection Activities: Encourage the pupil to journal, role-play or reflect on respectful behaviour. 📋 Optional Add-ons: · Parent Involvement: Meetings or calls home to keep communication open and consistent. · Use of School Support Plans: For students with ongoing difficulties, consider a Student Support File under the Continuum of Support. · Inclusion of Outside Agencies: Referral to NEPS, CAMHS or other relevant services where appropriate.
When bullying behaviour occurs, the school will: . Ensure that the student experiencing bullying behaviour is heard and reassured . Seek to ensure the privacy of those involved . Conduct all conversations with sensitivity . Consider the age, ability and understanding of those involved . Listen to the views of the student who is experiencing the bullying behaviour as to how best to address the situation . Take action in a timely manner . Inform parents of those involved |
Procedures to Prevent and Address Bullying Behaviour for Primary and PostPrimary Schools
All bullying behaviour will be recorded. This will include the type of behaviour, where and when it took place, and the date of the engagement with students and parents. The actions and supports agreed to address bullying behaviour will be documented. If the bullying behaviour is a child protection concern the matter will be addressed without delay in accordance with Child Protection Procedures for Primary and Post-Primary Schools.
Section D: Oversight
The principal will present an update on bullying behaviour at each board of management meeting. This update will include the number of incidents of bullying behaviour that have been reported since the last meeting, the number of ongoing incidents and the total number of incidents since the beginning of the school year. Where incidents of bullying behaviour have occurred, the principal will also provide a verbal update which will include where relevant, information relating to trends and patterns identified, strategies used to address the bullying behaviour and any wider strategies to prevent and address bullying behaviour where relevant. This update does not contain personal or identifying information. See Chapter 7 of the Bí Cineálta procedures.
This policy is available to our school community on the school’s website and in hard copy on request. A student friendly version of this policy is displayed in the school and is also available on our website and in hard copy on request.
This policy and its implementation will be reviewed, following input from our school community, each calendar year or as soon as practicable after there has been a material change in any matter to which this policy refers.
Signed: Date: (Chairperson of board of management)
Signed: Date: (Principal)
Appendix A
St. Aengus NS – Yard Incident Record Sheet
To be filled by staff on duty. Return completed sheet to the Principal/Deputy Principal weekly.
| Date | Time: | Class | Initials of Students Involved |
Type of Incident (Tick all that apply):
☐ Rough play ☐ Name calling ☐ Exclusion ☐ Pushing/shoving ☐ Answering back/disrespect
☐ Verbal argument ☐ Physical altercation ☐ Suspected bullying ☐ Damage to property
☐ Unsafe behaviour ☐ Other: _____________________________
Staff Action Taken:
☐ Verbal warning ☐ Restorative conversation ☐ Time-out (stayed with teacher)
☐ Sent to office ☐ Reported to class teacher ☐ Logged for follow-up
☐ Other: _____________________________
Notes / Outcome (optional):
Appendix B
St. Aengus N.S. – Bullying Incident Record Form
Aligned with Bí Cineáltas Guidelines
(Confidential Document – For Internal Use Only)
Section 1: Basic Details
- Date of Report: ______________________
- Date(s) of Incident(s): ______________________
- Time(s): ______________________
- Location(s): ______________________
- Reported By:
☐ Pupil
☐ Parent/Guardian
☐ Staff
☐ Other: ______________________ - Name of Pupil Allegedly Targeted: _____________________________________
- Class: ___________________
- Teacher: ___________________
Section 2: Description of the Incident
Provide a factual account of what was reported or observed:
(Use objective language; include quotes if relevant)
Section 3: Nature of the Alleged Bullying Behaviour
(Tick all that apply)
☐ Verbal (name-calling, insults, tone of voice etc.)
☐ Physical (hitting, pushing, etc.)
☐ Social (exclusion, spreading rumours, dirty looks)
☐ Cyber (online harassment, messaging)
☐ Homophobic
☐ Racist
☐ Gender-based/Sexist
☐ Based on disability/SEN
☐ Based on identity (e.g., traveller, migrant, EAL)
☐ Other: __________________________________
Section 4: Details of Alleged Person(s) Engaged in Bullying Behaviour
- Name(s): _____________________________________
- Class(es): _____________________________________
Section 5: Actions Taken
- Investigation conducted by: ____________________________
- Date Investigation Began: ____________________________
- Witnesses Interviewed:
☐ Yes ☐ No
If yes, names (if appropriate): ________________________________ - Findings of the Investigation:
☐ Bullying behaviour has occurred
☐ Bullying behaviour has not occurred
☐ Behaviour warrants monitoring - Summary of Conclusion:
Section 6: Actions Taken to Address the Issue
- Support for pupil(s) being bullied:
- Support/intervention for pupil(s) engaged in bullying:
- Parental communication:
☐ Parents/Guardians of all parties informed
☐ Meetings held with:
☐ Pupil(s) being bullied
☐ Pupil(s) engaging in bullying behaviour
☐ Whole class / group (if applicable) - Additional measures:
☐ Referral to outside agencies
☐ Behaviour contract
☐ Monitoring / follow-up plan initiated
Section 7: Follow-Up
- Date for review/follow-up: ______________________
- Follow-up actions taken:
Section 8: Sign-Off
Principal/Deputy Principal Signature: _________________________
Date: ___________________
Lead Investigator (if different): _________________________
Note:
This form must be stored securely in line with GDPR and school data protection policy. A summary of confirmed bullying incidents will be included in the Principal’s report to the Board of Management, without identifying individuals.
Appendix C: examples of Behavioural contracts
Example 1: Individual Behavioural Contract (Junior Classes)
Student Name: _____________
Date: _____________
Teacher: _____________
Bí Cineálta Goals:
- I will use kind words with my classmates.
- I will take turns and share.
- I will keep my hands and feet to myself.
- I will listen to the teacher and follow instructions.
When I do these things:
✅ I will earn a sticker on my kindness chart.
✅ I will get praise from my teacher and parents.
✅ I will be proud of myself for being kind.
If I forget:
❌ I will talk to the teacher about what happened.
❌ I will try again and show kindness next time.
Signed:
Student: _______________
Teacher: _______________
Parent/Guardian: _______________
Example 2: Behavioural Contract for Older Students (Senior Classes)
Student Name: _____________
Class: _____________
Date: _____________
Bí Cineálta Behaviour Targets:
- I will speak respectfully to others, even when I feel upset.
- I will include others in games and group work.
- I will take responsibility for my actions.
- I will ask for help if I feel frustrated or angry.
Rewards for meeting targets:
- Positive note home
- Extra break time
- Kindness award at assembly
- Student Council nomination
Steps if targets are not met:
- Reflection sheet completed
- Meeting with teacher or principal
- Behaviour review with parent/guardian
Review Date: _____________
Signed:
Student: _______________
Teacher: _______________
Parent/Guardian: _______________
Example 3: Class Kindness Contract
Class: _____________
Teacher: _____________
Date: _____________
As part of our Bí Cineálta approach, we agree to:
- Use kind words and actions every day.
- Welcome and support each other.
- Respect everyone’s differences.
- Speak up if we see unkind behaviour.
We understand that being kind helps our school feel safe, happy, and fair for everyone.
Signed by all class members
[Include a space for a group signature sheet or poster]