September Newsletter
2017
We would like to welcome all our
new pupils starting this year.
General Reminders:
- Road Safety: As the traffic and the potential for
accidents outside the school has increased we would urge all parents to exercise caution
on the road in regards to both your own vehicle, those of others and any
children who may be in the vicinity.
Also: We would ask you NOT TO PARK in the entrance to the
staff car park. .
- Healthy
Lunches: Please make sure your child/children
have healthy lunches (no crisps, fizzy drinks etc. allowed).
- Uniform: Parents we are drawing your attention
once again to our school uniform. Please ensure that your child/children
wear the official uniform to school, in particular a plain navy tracksuit bottom.
Please label all jumpers.
- POD Forms: Could you please return the POD forms for Junior
Infants if you haven’t already done so.
- Permission
Slips: We would be grateful if you could
return the Junior infant permission slips to school as soon as
possible.
- Attendance: Parents are reminded to notify the
school outlining the reasons for all pupil absences.
Initiatives Currently Running
in the School:
- French
Lessons: French classes will start after the
Mid-term break for 5th and 6th class with Mrs.
Murphy. More details to follow.
- Trad Group: Our Traditional Music group resumes on
Wednesday 19th September for pupils from 4th to 6th
class. Any 4th class
pupil wishing to join please speak to Mrs. Gleeson.
- Literacy
Initiative: All pupils are involved in
the Reading Buddies programme every Monday.
- Building
Bridges of Comprehension: This programme recommences starting with 1st
and 5th classes.
- Gaelic
Football Training: Takes place every Monday in
Boher pitch from 3pm. to 4pm, for 1st class to 6th
class, weather permitting.
- Fun Friends: Will take place with Senior Infants.
- Friends for
Life: Will
take place with 3rd class.
September Home School Links:
- School
Access: We are currently in the
process of installing a school security access system which will help us
to maintain safe environment for pupils and staff while discouraging
access by unauthorised members of the public. Please use the main entrance near the
office which will have an intercom buzzer in place.
- Morning
Supervision: There will be two
teachers in the yard from 8.50am. Pupils are requested to line up when the
bell rings. The supervising
teachers will direct the lines to their classrooms. Any messages which your child’s class
teacher needs to know can be given to these teachers who will in turn pass
them on to the class teachers. As
always, if you need to speak to your child’s class teacher please phone
the office to make an appointment.
- This September we are targeting our school
motto of “Respect” there is a
“September Home School Link” sheet gone home to every family. We encourage you to reinforce our school
work at home. We’ve included a
“Bain triail as sa bhaile” section with a few common Irish phrases also.
Financial Matters:
- Voluntary
Contribution: There are 16 weeks in
this term. Voluntary contribution
consists of €1.00 per week per family.
- Monies
Outstanding; Please ensure that all
monies for Arts & Crafts etc. are sent in to school. Juniors and Seniors
€34.00, 1st to 4th Class €40.00, 5th & 6th
class €44.00
- Sammy
Stamps: We encourage our pupils to start saving
by supplying Sammy Stamps every
Thursday. These can be bought in
the office for €1.00 each.
The following are the proposed
School Closures for the year 2017/2018.
Mid Term
Break: Monday 30th October to Friday 3rd
November school closed. Re-opens Monday 6th November.
Church
Holiday: Thursday 8th December school
closed.
Christmas
Holidays; School closes
on Friday 22nd December and re-opens on Monday 8th January
2018.
February Mid
Term Break: School closed on Thursday 15th &
Friday 16th February 2018.
Public
Holiday: School closed Monday 18th March
2018.
Easter
Holidays; School
closes on Friday 23rd March and re-opens on Monday 9th April 2018.
School
Closed: School is closed on Friday 4th
May 2018.
Public
Holiday: School closed on Monday 7th May
2018.
Public
Holiday: School closed Monday 4th June 2018.
September Newsletter
2017
We would like to welcome all our
new pupils starting this year.
General Reminders:
- Road Safety: As the traffic and the potential for
accidents outside the school has increased we would urge all parents to exercise caution
on the road in regards to both your own vehicle, those of others and any
children who may be in the vicinity.
Also: We would ask you NOT TO PARK in the entrance to the
staff car park. .
- Healthy
Lunches: Please make sure your child/children
have healthy lunches (no crisps, fizzy drinks etc. allowed).
- Uniform: Parents we are drawing your attention
once again to our school uniform. Please ensure that your child/children
wear the official uniform to school, in particular a plain navy tracksuit bottom.
Please label all jumpers.
- POD Forms: Could you please return the POD forms for Junior
Infants if you haven’t already done so.
- Permission
Slips: We would be grateful if you could
return the Junior infant permission slips to school as soon as
possible.
- Attendance: Parents are reminded to notify the
school outlining the reasons for all pupil absences.
Initiatives Currently Running
in the School:
- French
Lessons: French classes will start after the
Mid-term break for 5th and 6th class with Mrs.
Murphy. More details to follow.
- Trad Group: Our Traditional Music group resumes on
Wednesday 19th September for pupils from 4th to 6th
class. Any 4th class
pupil wishing to join please speak to Mrs. Gleeson.
- Literacy
Initiative: All pupils are involved in
the Reading Buddies programme every Monday.
- Building
Bridges of Comprehension: This programme recommences starting with 1st
and 5th classes.
- Gaelic
Football Training: Takes place every Monday in
Boher pitch from 3pm. to 4pm, for 1st class to 6th
class, weather permitting.
- Fun Friends: Will take place with Senior Infants.
- Friends for
Life: Will
take place with 3rd class.
September Home School Links:
- School
Access: We are currently in the
process of installing a school security access system which will help us
to maintain safe environment for pupils and staff while discouraging
access by unauthorised members of the public. Please use the main entrance near the
office which will have an intercom buzzer in place.
- Morning
Supervision: There will be two
teachers in the yard from 8.50am. Pupils are requested to line up when the
bell rings. The supervising
teachers will direct the lines to their classrooms. Any messages which your child’s class
teacher needs to know can be given to these teachers who will in turn pass
them on to the class teachers. As
always, if you need to speak to your child’s class teacher please phone
the office to make an appointment.
- This September we are targeting our school
motto of “Respect” there is a
“September Home School Link” sheet gone home to every family. We encourage you to reinforce our school
work at home. We’ve included a
“Bain triail as sa bhaile” section with a few common Irish phrases also.
Financial Matters:
- Voluntary
Contribution: There are 16 weeks in
this term. Voluntary contribution
consists of €1.00 per week per family.
- Monies
Outstanding; Please ensure that all
monies for Arts & Crafts etc. are sent in to school. Juniors and Seniors
€34.00, 1st to 4th Class €40.00, 5th & 6th
class €44.00
- Sammy
Stamps: We encourage our pupils to start saving
by supplying Sammy Stamps every
Thursday. These can be bought in
the office for €1.00 each.
The following are the proposed
School Closures for the year 2017/2018.
Mid Term
Break: Monday 30th October to Friday 3rd
November school closed. Re-opens Monday 6th November.
Church
Holiday: Thursday 8th December school
closed.
Christmas
Holidays; School closes
on Friday 22nd December and re-opens on Monday 8th January
2018.
February Mid
Term Break: School closed on Thursday 15th &
Friday 16th February 2018.
Public
Holiday: School closed Monday 18th March
2018.
Easter
Holidays; School
closes on Friday 23rd March and re-opens on Monday 9th April 2018.
School
Closed: School is closed on Friday 4th
May 2018.
Public
Holiday: School closed on Monday 7th May
2018.
Public
Holiday: School closed Monday 4th June 2018.
Summer
Holidays: School will close on Wednesday 27th
June 2018.
Code
of Behaviour and
Discipline
for Killinure N. S.
needs and circumstances of this
school. The aim is to ensure that
the individuality of each child is
accommodated while
acknowledging the right of each child to
education in a relatively
disruption free environment. The rules are being kept to a minimum
and are positively stated in terms of what
pupils should do.
On enrolling their children in our school parents will be asked to
confirm their acceptance of this code of
behaviour by signing the
attached form.
Each September all pupils from Seniors to
Sixth Class will be asked
to renew their endorsement of the School
Rules.
Punctuality.
important to adhere to the following:
• Every
child is expected to be in time for school.
• School
commences at 9.00am
• Children
should not be in the schoolyard before 8.50 am.
• Both
Junior and Senior Infant Classes conclude at 1.40pm, and
the remaining
classes conclude at 2.40pm.
• Parents
should make necessary arrangements to ensure children
are collected
when school is finished. (Exceptional circumstances to be discussed with the
teacher).
• In
the event of an absence for children it is important to notify
the school (061)
351377, and to provide a written explanation
on returning to
school.
School
Rules.
Safety: For my own safety and that of others:
• I
should be careful coming to and going from school.
• I
should never leave the school grounds without the permission
of a staff
member.
• I
should always walk while in the school building.
• I
should remain seated at all times in class.
• I
should remain seated while eating lunch and during indoor
lunchtimes.
• I
should always show respect for my fellow pupils.
• I
should bring a note of explanation following absences.
Caring for myself:
I should always have respect for myself in
the following ways:
• I
should show respect for my school and be proud to wear the
complete uniform
every day.
• I
should always do my best in school by listening carefully,
working as hard
as I can.
• I
should always do my homework and get my diary signed at
home when my homework
has been completed.
• I
should always be aware of my personal cleanliness.
• I
should always bring a sensible, nutritional lunch to school.
Crisps,
minerals, sweets or chewing gum are not permitted.
• I
should respect myself, and my property, always keeping my
school bag,
books and copies in good order.
I should always have respect for myself and fellow pupils in
the following ways:
• I
should be kind and respectful to teachers, all staff members and
fellow pupils by
being mannerly and polite, by taking turns and
remaining
orderly.
• I
should abide by all rules of my classroom and all school rules.
• I
should behave well in class so that my fellow pupils and I can
learn.
• I
should always keep my school clean by putting my rubbish in
the appropriate
bin.
• I
should show respect for the property of my fellow pupils, the
school building
and grounds.
• I
should be truthful and honest at all times.
• I
should never use bad language.
Bullying:
• I
should never bully others.
• I
should never allow others to bully me.
• If
it happens, I should tell my parents and my teacher.
• Bullying
is unacceptable and should always be reported.
Strategies:
The following strategies may be used by teachers to show
approval for good behaviour.
Praise may be given by means of any one of
the following:
• A
quiet word or gesture to show approval.
• A
comment in a pupil’s exercise book.
• A
visit to another member of staff or to the Principal for
commendation.
• A
word of praise in front of a group or class.
• Delegating
some special responsibility or privilege.
• A
mention to parent, written or verbal communication.
The following strategies may be used by
teachers in response to
unacceptable behaviour:
• Reasoning
with pupil.
• Reprimand
(including advice on how to improve).
• Detention
during breaks.
• Loss
of privileges.
• Temporary
separation from peers, friends or others.
• Prescribing
additional work.
• Referral
to Principal/Deputy Principal.
• Communication
with parents(See Note A in Appendix).
• Suspension
(Temporary). (See Appendix B).
Appendices:
Appendix A
Communication with parents will be verbal or by letter, depending
on circumstances. The parents concerned will be invited to come
to
the school to discuss their child’s
case. For gross misbehaviour or
repeated instances of serious misbehaviour
suspension will be
considered.
Aggressive, threatening or violent behaviour towards a
teacher will be regarded as serious or
gross misbehaviour,
depending on circumstances.
Appendix B.
Where there are repeated instances of
serious misbehaviour, the
Chairperson of the Board of Management will
be informed and the
parents will be requested in writing to
attend at the school to meet
the Chairperson and the Principal. If the parents do not give an
undertaking that the pupil will behave in
an acceptable manner in
the future the pupil may be suspended for a
period. Prior to
suspension, where possible, the Principal
may review the case in
consultation with teachers and other
members of the school
community involved, with due regard to
records of previous
misbehaviours, their pattern and context,
sanctions and other
interventions used and their outcomes and
any relevant medical
information. Suspension will be in accordance with the
Rules for
National Schools and the Education Welfare
Act 2000. In the case
of gross misbehaviour, where it is
necessary to ensure that order
and discipline are maintained and to secure
the safety of the pupils,
the Board may authorise the Chairperson or
Principal to sanction an
immediate suspension for a period not
exceeding three school days,
pending a discussion of the matter with the
parents.
Expulsion may be considered in an extreme
case, in accordance
with the Rules for National Schools and the
Education Welfare Act
2000.
Before suspending or expelling a pupil, the Board shall
notify the Local Welfare Education Officer
in writing in accordance
with Sanction 24 of the Education Welfare
Act.
All members of the teaching staff have been
involved in planning the
code.
The Board of Management will review the Code at agreed
intervals.
A copy of this code has been made available to all parents.
School
Rules.
• I
should be careful coming to and going from school.
• I
should never leave the school grounds without the permission
of a staff
member.
• I
should always walk while in the school building.
• I
should remain seated at all times in class while eating lunch and
during indoor
lunchtimes.
• I
should always show respect for my fellow pupils.
• I
should bring a note of explanation following absences.
Caring for myself:
I should always have respect for myself in
the following ways:
• I
should show respect for my school and be proud to wear the
complete uniform
every day.
• I
should always do my best in school by listening carefully,
working as hard
as I can.
• I
should always do my homework and get my diary signed at
home when my
homework has been completed.
• I
should always be aware of my personal cleanliness.
• I
should always bring a sensible, nutritional lunch to school.
Crisps,
minerals, sweets or chewing gum are not permitted.
• I
should respect my property, and myself always keeping my
school bag,
books and copies in good order.
Caring for others:
I should always have respect for myself and
fellow pupils in
the following ways:
• I
should be kind and respectful to teachers, all staff members and
fellow pupils by
being mannerly and polite, by taking turns and
remaining
orderly.
• I
should abide by all rules of my classroom and all school rules.
• I
should behave well in class so that my fellow pupils and I can
learn.
• I
should always keep my school clean by putting my rubbish in
the appropriate
bin.
• I
should show respect for the property of my fellow pupils, the
school building
and grounds.
• I
should be truthful and honest at all times.
• I
should never use bad language.
Bullying:
• I
should never bully others.
• I
should never allow others to bully me.
• Bullying
is unacceptable and should always be reported.
Ratification
This policy was ratified by the Board of Management in 2009
Enrolment Policy
SN
Ailbhe, Killinure
June 2013
General Introduction
This enrolment policy is being set out in
accordance with the provision of the Education Act (1998). The Board of Management trusts that by so
doing parents will be assisted in relation to enrolment matters. The chairperson of the Board of management
and the Principal teacher will be happy to clarify any further matters arising
from the policy.
School Name: Scoil Nasúinta Ailbhe.
School Address: Brittas, Boher, Co. Limerick.
Telephone No.: (061) 351377.
Denominational Character: Roman Catholic.
Total number of teachers in the School: 10
(Principal, 5 Class Teachers, 3 Resource (1
Full time, 1 Shared and 1 Part time), 1 Learning Support)
Range of Classes Taught:
(Junior Infants to Sixth, mixed)
The school depends on the grants and
teacher resources provided by the Department of Education and Science and it
operates within the regulations laid down, from time to time, by the
Department. School policy has regard to
the resources and funding available.
The school follows the curricular
programmes prescribed by the Department of Education and Science, which may be
amended from time to time, in accordance with Sections 9 and 30 of the
Education Act (1998).
Within the context and parameters of
Department regulations and programmes, the rights of the patron as set out in
the Education Act (1998), and the funding and resources available, the school
supports the principals of:
·
Inclusiveness, particularly
with reference to the enrolment of children with a disability or other special
educational need;
·
Equality of access and
participation in the school;
·
Parental choice in relation to
enrolment; and
·
Respect for diversity of
values. Beliefs, traditions, languages and ways of life in society.
Provision of Key Information by Parents.
Certain information will be required when
children are being enrolled. A specific
enrolment application form is provided by the Board for this purpose. Such information may include:
·
Pupil’s name, age and address.
·
Names and addresses of pupil’s
parents/guardians.
·
Contact telephone numbers.
·
Contact telephone numbers in
case of emergency.
·
Details of any medical
conditions which the school should be aware of.
·
Religion.
·
Previous schools attended, if
any, and reasons for transfer, if applicable, and
·
Any other relevant information
(including any such further information as may be prescribed under the
Education Welfare Act (2000 or Education for Persons with Special Educational
Needs Act (2004).
Decision Making.
Enrolment Policy.
·
Parents seeking to enrol their
child/children in Scoil Nasúinta Ailbhe are requested to return a completed
Enrolment Application Form (available in the office) to the school. The Board of Management will set a final
enrolment date, normally 10 school days before September 30th.
The names of children, for whom Enrolment
Application forms have been returned, will be placed on a class waiting list.
·
Equality of access is key value
that determines the enrolment of children to our school. No child will be refused admission for
reasons of ethnicity, special educational needs, disability, language/accent,
gender, traveller/status, asylum-seeker/refugee status, religious/political
beliefs and values, family or social circumstances.
·
While recognising the right of
parents to enrol their child in the school of their choice, the Board of
Management of Scoil Nasúinta Ailbhe will, at all times, respect the rights of
the existing school community and in particular, the children enrolled.
Assisting the school in such circumstances,
the BOM reserves the right to determine the maximum number of children in each
separate classroom bearing in mind e.g.
1.
Size of / available space in
classroom.
2.
Educational needs of children
of a particular age.
3.
Multi-grade classes.
4.
Presence of children with
special educational/behavioural needs.
5.
DES maximum class average
directives (currently a maximum average of 28 children).
·
In the event that applications
for enrolment exceed the number of places available the following decision
making process will apply. The Board
will exercise its discretion in the application of the following criteria.
1.
Whether there are siblings of
the proposed new entrant already in the school.
2
Parish boundaries/Diocesan
policies.
3
Children of staff members.
4
Children of past pupils.
5
First come first served.
·
All children who wish to attend
Scoil Nasúinta Ailbhe should be at least 4 years old.
·
There will be a meeting for
parents during the third term.
·
New Junior Infants will attend
school for an informal visit at the end of June to familiarise themselves with
their new environment.
·
Children with special needs
will be resourced in accordance with the level of resources provided by the
Department of Education and Science to the Board of Management. (See note
below)
·
Children enrolled in our school
are required to co-operate with and support the School/Board of Management’s
Code of Behaviour as well as all other policies on curriculum, organisation and
management. The BOM places
Parents/Guardians responsible for ensuring that their child/children co-operate
with said policies in an age-appropriate way.
In accordance with the Department of Education’s rules for National
Schools, a child may be suspended. These
policies may be added to and revised from time to time.
·
Pupils wishing to transfer from
other schools are enrolled subject to the Rules governing National Schools, as
well as our own school’s enrolment policy and local agreements with other
schools. It is the preference of the BOM
that that all who wish to change schools do so at the end of a school term,
as this avoids disruption. Other pupils
enrolled during the school year (e.g. if newly resident in the area) must
furnish class reports and a letter of transfer from the principal of the
previous school. It is a requirement of
the Board of Management that information concerning attendance and the child’s
educational progress be communicated between schools.
Enrolment of Children with Special
Needs.
In relation to applications for the enrolment of children with special
needs the Board of Management will request a copy of the child’s medical and/or
psychological report or where such a report is not available, will request that
the child be assessed immediately. The
purpose of the assessment report is to assist the school in establishing the
educational and training needs of the child relevant to his/her disability or
special needs and to profile the support services required.
Following receipt of the report, the Board
will assess how the school can meet the needs specified in the report. Where the Board deems that further resources
are required, it will, prior to enrolment, request the Special Education Needs
Organiser (National Council for Special Education, see Circular 01/05) to
provide the resources required to meet the needs of the child as outlined in
the psychological and/or medical report.
These resources may include for example, access to or provision of any
or a combination of the following; visiting teacher service, resource teacher
for special needs, special needs assistant, specialised equipment or furniture,
transport services or other.
In circumstances where necessary support
and resources are not available consultation will take place with all
interested parties to determine how best the child’s needs may be met.
The school will meet with the parents of
the child and with the SENO to discuss the child’s needs and the school’s
suitability or capability in meeting those needs. Where necessary, a full case conference
involving all parties will be held, which may include parents, principal, class
teacher, learning support teacher, special class teacher, resource teacher for
special needs, Special Educational Needs Officer or psychologist, as
appropriate.
Ratification
This policy was ratified by the Board of
Management in June 2013.
Grievance
Procedure
If
the teacher can’t help you or you are not satisfied with their response, you
can talk to the principal of the school. Please arrange a meeting or a
telephone conversation through the school office.
If,
having spoken with the school principal you are still not happy that your
complaint has been resolved you may contact the Chairperson of the Board of
Management.
If
the complaint is still unresolved and you wish to pursue the matter further you
should lodge the complaint in writing with the Chairperson of the Board of
Management.
Your
complaint will be processed in accordance with INTO/CPSMA Complaints Procedure
Guidelines for Primary Schools (See Appendix 1)
APPENDIX 1
INTO/CPMSA COMPLAINTS PROCEDURE GUIDELINES FOR PRIMARY SCHOOLS.
INTO / CPSMA COMPLAINTS PROCEDURE
The Irish National Teachers’ Organisation and the Catholic Primary School Managers’ Association reached agreement in 1993 on a procedure for dealing with complaints by parents against teachers. The purpose of the procedure is to facilitate the resolution of difficulties where they may arise in an agreed and fair manner. The agreement lays out in five stages the process to be followed in progressing a complaint and the specific timescale to be followed at each stage.
Introduction
Only those complaints about teachers which are written and signed by parents/guardians of pupils may be investigated formally by the Board of Management, except where those complaints are deemed by the Board to be:
(i) on matters of professional competence and which are to be referred to the Department of Education;
(ii) frivolous or vexations complaints and complaints which do not impinge on the work of a teacher in a school; or
(iii) complaints in which either party has recourse to law or to another existing procedure.
Stage 1
1.1 A parent/guardian who wishes to make a complaint should, unless there are local arrangements to the contrary, approach the class teacher with a view to resolving the complaint.
1.2 Where the parent/guardian is unable to resolve the complaint with the class teacher she/he should approach the Principal with a view to resolving it.
1.3 If the complaint is still unresolved the parent/guardian should raise the matter with the Chairperson of the Board of Management with a view to resolving it.
Stage 2
2.1 If the complaint is still unresolved and the parent/guardian wishes to pursue the matter further she/he should lodge the complaint in writing with the Chairperson of the Board of Management.
Stage 3
3.1 If the complaint is not resolved informally, the Chairperson should, subject to the general authorisation of the Board and except in those cases where the Chairperson deems the particular authorisation of the Board to be required:
(a) supply the teacher with a copy of the written complaint; and
(b) arrange a meeting with the teacher and, where applicable, the Principal Teacher with a view to resolving the complaint. Such a meeting should take place within 10 days of receipt of the written complaint.
Stage 4
4.1 If the complaint is still not resolved the Chairperson should make a formal report to the Board within 10 days of the meeting referred to in 3.1(b).
4.2 If the Board considers that the complaint is not substantiated the teacher and the complaint should be so informed within three days of the Board meeting.
4.3 If the Board considers that the complaint is substantiated or that it warrants further investigation it proceeds as follows:
(a) the teacher should be informed that the investigation is proceeding to the next stage;
(b) the teacher should be supplied with a copy of any written evidence in support of the complaint;
(c) the teacher should be requested to supply a written statement to the Board in response to the complaint;
(d) the teacher should be afforded an opportunity to make a presentation of case to the Board. The teacher would be entitled to be accompanied and assisted by a friend at any such meeting;
(e) the board may arrange
a meeting with the complainant if it considers such to be required. The complainant would be entitled to be accompanied and assisted by a friend at any such meeting; and
(f) the meeting of the Board of Management referred to in (d) and (e) will take place within 10 days of the meeting referred to in 3.1(b).
Stage 5
5.1 When the Board has completed its investigation, the Chairperson should convey the decision of the Board in writing to the teacher and the complainant within five days of the meeting of the Board.
5.2 The decision of the Board shall be final.
5.3 This Complaints Procedure shall be reviewed after three years.
5.4 CPSMA or INTO may withdraw from this agreement having given the other party three months’ notice of intention to do so.
Anti-bullying policy:
1. In accordance with the requirements of the
Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the
NEWB, the Board of Management of Killinure
N.S. school has adopted the following anti-bullying policy within the
framework of the school’s overall code of behaviour. This policy fully complies
with the requirements of the Anti-Bullying
Procedures for Primary and Post-Primary Schools which were published in
September 2013.
2. The Board of Management recognises the very
serious nature of bullying and the negative impact that it can have on the
lives of pupils and is therefore fully committed to the following key
principles of best practice in preventing and tackling bullying. A positive school culture and climate which;
- is welcoming of difference and diversity and is based on inclusivity
- encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment
- promotes respectful relationships across the school community
- effective leadership
- school-wide approach
- a shared understanding of what bullying is and its impact
- implementation of education and prevention strategies (including awareness raising measures) that-
- build empathy, respect and resilience in pupils; and
- explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.
- effective supervision and monitoring of pupils
- supports for staff
- consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
- on-going evaluation of the effectiveness of the anti-bullying policy.
- In accordance
with the Anti-Bullying Procedures
for Primary and Post-Primary Schools bullying is defined as follows:
Bullying is unwanted negative behaviour, verbal,
psychological or physical conducted, by an individual or group against another
person (or persons) and which is repeated over time.
The following types of bullying behaviour are included
in the definition of bullying:
·
deliberate
exclusion, malicious gossip and other forms of relational bullying,
·
cyber-bullying
and
· identity-based
bullying such as homophobic bullying, racist bullying, bullying based on a
person’s membership of the Traveller community and bullying of those with
disabilities or special educational needs.
Isolated or once-off incidents of intentional negative
behaviour, including a once-off offensive or hurtful text message or other private
messaging, do not fall within the definition of bullying and should be dealt
with, as appropriate, in accordance with the school’s code of behaviour.
However, in the context of this policy, placing a
once-off offensive or hurtful public message, image or statement on a social
network site or other public forum where that message, image or statement can
be viewed and/or repeated by other people will be regarded as bullying
behaviour.
Negative behaviour that does not meet this definition
of bullying will be dealt with in accordance with the school’s code of
behaviour.
Additional information on different types of bullying
is set out in Section 2 of the Anti-Bullying
Procedures for Primary and Post-Primary Schools.
- The
relevant teacher(s) for investigating and dealing with bullying is (are)
as follows: (see Section 6.8 of the
Anti-Bullying Procedures for Primary
and Post-Primary Schools):
All Teachers.
5. The education and prevention
strategies (including strategies specifically aimed at cyber- bullying and
identity-based bullying including in particular, homophobic and transphobic
bullying) that will be used by the school are as follows (see Section 6.5 of
the Anti-Bullying Procedures for Primary
and Post-Primary Schools):
·
A school-wide
approach to the fostering of respect for all members of the school community.
· The promotion of
the value of diversity to address issues of prejudice and stereotyping. And highlight the unacceptability of bullying behaviour.
·
The fostering and
enhancing of the self-esteem of ll our pupils through both curricular and
extracurricular activities. Pupils will
be provided with opportunities to develop a positive sense of self-worth
through formal and informal interactions.
·
Professional
development on bullying to ensure that staff develops an awareness of what bullying
is, how it impacts on pupils’ lives and
the need to respond to it-prevention and intervention will be facilitated where
possible.
· Professional
development needs with a view to assessing staff requirements through internal
staff knowledge/expertise and external sources.
·
Supervision and
monitoring of classrooms, corridors, school grounds, school tours and
extracurricular activities. Non-teaching
and ancillary staff will be encouraged to be vigilant and report issues to
relevant teachers. Supervision will also
apply to monitoring student use of communication technology within the school.
·
The school’s
anti-bullying policy is discussed with pupils and all parents/guardians are
given a copy as part of the Code of Behaviour of the school (every year).
·
Anti-Bullying
awareness will be a regular item for school assembly.
· Encourage a
culture of telling, with particular emphasis on the importance of
bystanders. In that way pupils will gain
confidence in ‘telling’. This confidence
factor is of vital importance. It should
be made clear to all pupils that when they report incidents of bullying they
are not considered to be telling tales but are behaving responsibly.
·
Ensuring that
pupils know who to tell and how to tell, e.g.
o
Direct approach to teacher at an appropriate time, for
example after class.
o
Hand note up with homework.
o
Hero in the Hallway (Anti Bully Box)
o
Get a parent(s)/guardian(s) or friend to tell on your
behalf.
o Record their concerns in confidential questionnaires
when administered.
o Ensure bystanders understand the importance of telling
if they witness.
· Parents/Guardians
are encouraged to approach the school if they suspect that their child is being
bullied.
·
Acceptable Use
Policy in the school to include the necessary steps to ensure that the access to
technology within the school is strictly monitored, as is the pupils’ use of
mobile phones.
·
Implementation of curricula
· The full
implementation of the SPHE curricula and the RSE and Stay Safe programmes.
· Professional
Development for staff in delivering these programmes as deemed appropriate.
· School wide
delivery of lessons on bullying from evidence based programmes, e.g. Stay Safe
Programme, The Walk Tall Programme, Web wise Primary teachers’ resources,
Yellow Flag Programme. The school should
list every resource related to the SPHE curriculum, and make a list of
supports.
· Delivery of the
Garda SPHE Programmes at Gardaí Respectful online communications primary and
post primary level. These lessons,
delivered by Community Gardaí, cover issues around personal safety and
cyber-bullying.
· The school will
specifically consider the additional needs of SEN pupils with regard to
programme implementation and the development of skills and strategies to enable
all pupils to respond appropriately.
·
The school will
implement the advice in “Sexual Orientation advice for schools” (RSE Primary,
see booklet)
- The
school’s procedures for investigation, follow-up and recording of bullying
behaviour and the established intervention strategies used by the school for
dealing with cases of bullying behaviour are as follows (see Section 6.8
of the Anti-Bullying Procedures for
Primary and Post-Primary Schools) :
(i) The primary aim for the
relevant teacher in investigating and dealing with bullying is to resolve any
issues and to restore, as far as is practicable, the relationships of the
parties involved (rather than to apportion blame);
(ii) In investigating and
dealing with bullying, the teacher will exercise his/her professional judgement
to determine whether bullying has occurred and how best the situation might be
resolved;
(iii) All reports, including
anonymous reports of bullying must be investigated and dealt with by the
relevant teacher. In that way pupils will gain confidence in ‘telling’. This
confidence factor is of vital importance. It should be made clear to all pupils
that when they report incidents of bullying they are not considered to be
telling tales but are behaving responsibly;
(iv) Non-teaching staff such as
secretaries, special needs assistants (SNAs),caretakers, cleaners must be
encouraged to report any incidents of bullying behaviour witnessed by them, or
mentioned to them, to the relevant teacher;
(v) Parents and pupils are
required to co-operate with any investigation and assist the school in resolving
any issues and restoring, as far as is practicable, the relationships of the
parties involved as quickly as possible;
(vi) It is very important that
all involved (including each set of pupils and parents) understand the above
approach from the outset;
(vii) Teachers should take a
calm, unemotional problem-solving approach when dealing with incidents of
alleged bullying behaviour reported by pupils, staff or parents;
(viii) Incidents are generally
best investigated outside the classroom situation to ensure the privacy of all
involved;
(ix) All interviews should be conducted with
sensitivity and with due regard to the rights of all pupils concerned. Pupils
who are not directly involved can also provide very useful information in this
way;
(x) When analysing incidents of
bullying behaviour, the relevant teacher should seek answers to questions of
what, where, when, who and why. This should be done in a calm manner, setting
an example in dealing effectively with a conflict in a non-aggressive manner;
(xi) If a group is involved,
each member should be interviewed individually at first. Thereafter, all those
involved should be met as a group. At the group meeting, each member should be
asked for his/her account of what happened to ensure that everyone in the group
is clear about each other’s statements;
(xii) Each member of a group
should be supported through the possible pressures that may face them from the other members of the
group after interview by the teacher;
(xiii) It may also be appropriate
or helpful to ask those involved to write down their account of the
incident(s);
(xiv) In cases where it has
been determined by the relevant teacher that bullying behaviour has occurred,
the parents of the parties involved should be contacted at an early stage to
inform them of the matter and explain the actions being taken (by reference to
the school policy). The school should give parents an opportunity of discussing
ways in which they can reinforce or support the actions being taken by the
school and the supports for their pupils;
(xv) Where the relevant teacher
has determined that a pupil has been engaged in bullying behaviour, it should
be made clear to him/her how he/she is in breach of the school’s anti-bullying
policy and efforts should be made to try to get him/her to see the situation
from the perspective of the pupil being bullied;
(xvi) It must also be made
clear to all involved (each set of pupils and parents) that in any situation
where disciplinary sanctions are required, this is a private matter between the
pupil being disciplined, his or her parents and the school;
(xvii) Follow-up meetings with
the relevant parties involved should be arranged separately with a view to
possibly bringing them together at a later date if the pupil who has been
bullied is ready and agreeable. This can have a therapeutic effect
(xviii) In cases where the relevant teacher considers that the bullying behaviour has
not been adequately and appropriately addressed within 20 school days after he/she
has determined that bullying
behaviour has
occurred, it must be recorded by the relevant teacher in the recording template at
Appendix 3 (See
Section 6.8.10 (iii));
(xix) In determining whether a bullying case has been
adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement,
take the following factors into
account:
· Whether the bullying behaviour
has ceased;
· Whether any issues between the parties have been
resolved as far
as is practicable;
· Whether the relationships between the parties have been restored as
far as
is practicable;
and
· Any feedback received
from the parties involved, their parents or the school
Principal
or Deputy Principal;
(xx) Where a parent is not satisfied that the school has dealt with a bullying case in
accordance with these
procedures, the parents must be referred, as appropriate,
to the school’s complaints
procedures;
(xxi) In the event that a parent has exhausted the school's complaints procedures and is still
not satisfied, the school must advise
the parents of their right
to make a complaint to the Ombudsman
for Children.
Recording of
bullying behaviour
The school’s
procedures for noting and reporting bullying behaviour are as follows:
Formal
Stage 1-determination that bullying has occurred
·
If it is established by the relevant teacher that
bullying has occurred, the relevant teacher must keep appropriate written
records which will assist his/her efforts to resolve the issues and restore, as
far as is practicable, the relationships of the parties involved.
·
The school in consultation with the relevant teacher/s
should develop a protocol for the storage of all records retained by the
relevant teacher.
Formal
Stage 2-Appendix 3 (From DES Procedures)
The
relevant teacher must use the recording template at Appendix 3 to record
the bullying behaviour in the following circumstances:
a) in cases where he/she considers that the
bullying behaviour has not been adequately and appropriately addressed within
20 school days after he/she has determined that bullying behaviour occurred;
and
b) Where the
school has decided as part of its anti-bullying policy that in certain
circumstances bullying behaviour must be recorded and reported immediately to
the Principal or Deputy Principal as applicable.
The school should
list behaviours that must be recorded and reported immediately to the principal.
These should be in line with the school’s code of behaviour.
When the recording template is used, it must be retained by
the relevant teacher in question and a copy maintained by the principal. These
records will be stored centrally and retained as per Department guidelines.
Established
intervention strategies
·
Teacher interviews with all
pupils
·
Negotiating agreements between
pupils and following these up by monitoring progress.
·
Working with
parent(s)/guardian(s)s to support school interventions
·
Circle Time
·
Restorative meetings
- The
school’s programme of support for working with pupils affected by bullying
is as follows (see Section 6.8 of the Anti-Bullying
Procedures for Primary and Post-Primary Schools) :
- Supervision and Monitoring of Pupils
The Board
of Management confirms that appropriate supervision and monitoring policies and
practices are in place to both prevent and deal with bullying behaviour and to facilitate early
intervention where possible.
- Prevention of Harassment
The Board
of Management confirms that the school will, in accordance with its obligations
under equality legislation, take all such steps that are reasonably practicable
to prevent the sexual harassment of pupils or staff or the harassment of pupils
or staff on any of the nine grounds specified i.e. gender including transgender,
civil status, family status, sexual orientation, religion, age, disability,
race and membership of the Traveller community.
- This
policy was adopted by the Board of Management on ________________ [date].
- This
policy has been made available to school personnel, published on the
school website (or where none exists, is otherwise readily accessible to
parents and pupils on request) and provided to the Parents’ Association
(where one exists). A copy of this policy will be made available to the
Department and the patron if requested.
- This
policy and its implementation will be reviewed by the Board of Management
once in every school year. Written notification that the review has been
completed will be made available to school personnel, published on the
school website (or where none exists, be otherwise readily accessible to
parents and pupils on request) and provided to the Parents’ Association
(where one exists). A record of the
review and its outcome will be made available, if requested, to the patron
and the Department.
Signed: ____________________________________ Signed:
___________________________
(Chairperson of Board of Management) (Principal)
Date: ______________
Date: __________________
