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In St. Michael’s House SNS, we are very fortunate to have a very actve Parents' Association. As a parent of a child in Raheny School, you are automatically deemed a member of the Parents' Association. Parents are encouraged to come to meetings, join in achieves and to bring in lots of new ideas. The PA runs many events throughout the year, which help to raise valuable funds for our school. As our catchment area is so vast, the PA can be an meeting parents who can advise and support each other. The focus is on FUN, so if you can help in any way, please don’t hesitate to join in.
|Secretary||Anne Marie Sherlock|
|Committee Members||Orla O'Loughlin|
|Anita & Ken Dolan|
|Marie Ni Chinneide|
The PA meets every 8 weeks and the Annual General Meeting is held in September /October each year. All are welcome to these meetings.
If you wish to be added to the mailing list for Minutes of the PA Meetings, updates about events, or have any other queries, the Parents' Association can be contacted via email at email@example.com
The Raheny school’s Parents' Association is affiliated to the National Parents' Council
The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, practices and activities. Accordingly, in accordance with the requirements of the Department of Education and Skills’ (DES) Child Protection Procedures for Primary and Post Primary Schools and Child First Guidance, 2011, the Board of Management of St. Michael’s House Special National School (SMH SNS), Raheny, has agreed the following child protection policy:
The school will:
This policy was adopted by the Board of Management on 24th April, 2014
Chairperson of Board of Management
While every precaution will be taken to ensure the safety of children, we realise that accidents will happen. Accidents will be noted in our Incident book and will be addressed as part of Health and Safety Guidelines and Parent School Communicaion Policy. Parents will be informed of all accidents pertaining to their child. Where a significent injury is sustained and a child has to be taked to the doctor or hospital, the SMH online accident form will also be completed.
Our school attendance will be monitored as per our attendance policy. With regards to child protection we will pay particular attention to trends in non-attendance. We will also monitor nonattendance in correlation with signs of neglect/physical/emotional abuse.
Bullying behaviour will be addressed under our Anti-Bullying policy. If the behaviour involved is of a sexualised nature or regarded as being particularly abusive then the matter will be referred to the DLP who will record it and respond to it appropriately.
Bullying behaviour will be addressed under our Anti-Bullying policy. If the behaviour involved is of a sexualised nature or regarded as being particularly abusive then the matter will be referred to the DLP who will record it and respond to it appropriately.
Members of the school staff will not carry children alone in their cars at any time.
Every effort will be made to enhance pupil-teacher communication. If pupils have concerns they will be attended to sympathetically. The SPHE / Oral Language curriculum allow for open pupil-teacher communication, which is hoped will aid the pupil-teacher relationship. If staff have to communicate with pupils on a one-to-one basis they will inform another member of staff that they are doing so.
Pupils who participate in horse riding are brought to their lesson on the school bus accompanied by a teacher and/or Special Needs Assistants (if two buses are required). Staff and Riding for the Disabled (RDA) volunteers assist with the preparation of the group ensuring the pupils are wearing the correct clothing and safety equipment and helmets. All volunteers are Garda vetted by RDA. Only pupils who furnish the school with completed RDA consent forms signed by both parents and their G.P. can participate in this activity.
The DLP will be responsible for informing all new teachers and ancillary staff of the DES Child Protection Procedures for Primary and Post Primary Schools 2011, Department of Health and Children - Children First, National Guidelines for the Protection and Welfare of Children 2011 and St. Michael’s House: Policy and Procedures for the Protection of Children and Adults from Abuse and Neglect. All new teachers will follow the Social Personal Health Education curriculum as outlined by the DES. New teachers will be informed of record keeping procedures within the school.
All parents and children will be made aware of attendance rules and their implications as laid down in the Education Welfare Act (2000). All parents will be informed of the programmes in place in the school that deal with personal development e.g. RSE, Walk Tall, Stay Safe and SPHE. Parents are encouraged to make an appointment with the class teacher/principal if they wish to discuss their child’s progress. All new parents are given a copy of the school’s Code of Behaviour, Child Protection Policy, Intimate Care Policy and Anti-Bullying Policy.
Teachers will keep each child’s file updated with pupils work records, reports, dates and details of meetings, notes from parents and any meetings with clinicians. Sensitive information regarding children will be shared on a need-to-know basis. All educational files of pupils who no longer attend this school are kept securely in the office store. All records of pupils currently attending SMH SNS, Raheny are kept securely in the filing cabinet in the secretary’s office and the Principal’s office.
The school’s supervision rota will be followed by all staff to ensure that there is comprehensive supervision of children at all breaks and immediately before and after school. The Principal/ Deputy Principal will be involved with supervision at arrival time and dismissal time. A further rota will be displayed to cover morning and lunchtime breaks.
Children will be brought by bus to the swimming pool. Staff will assist with supervision and changing in the changing rooms in order to ensure the safety of all. All adults will act in ‘loco parentis’ and as such will act as prudent parents in helping children to return to school fully dressed and as dry as possible. Normally there will be 3 school staff for each class. Volunteers will assist in the pool, under the direction of the swimming teacher.
Training for school staff is delivered by the DES through information seminars for D.L.P. and D.D.L.P. arranged from time to time through the Education Centres. In-school training is delivered by C.A.P.P. – Child Abuse Protection Programme. This training covers both the content and procedures in relation to the DES Guidelines and the delivery of the Stay Safe Programme for schools. SMH SNS, Raheny has availed of both and will periodically request in-school training as needed or as recommended by the DES.
Teachers will ensure that children are visible in the school play ground at all times. Children will not be allowed to spend time in classrooms, school or toilets where they would not be under adult supervision. Pupils are not to leave the school play ground or to engage with adults who are outside of the school play ground unless they are accompanied by a staff member.
Visitors/ clinicians must be let into the school by the secretary using a buzzer system. General queries will be dealt with at the hatch in the secretary’s office. Entry into the school building will be on a needs basis.
Every effort will be made to make sure that all volunteers are suitable to work with children. In keeping with DES guidelines, all volunteers, including parents, who aid and assist with school activities will undergo Garda vetting and be required to complete letters of undertaking and statutory declaration. The Principal or Chairperson of the Board of Management will contact the previous employer or college, and all references will be followed up. No person will be employed if, at the recruitment stage, there is any doubt or suspicion that the person is unsuitable to work with children.
All new staff will be Garda Vetted as per DES guidelines and be required to complete letters of undertaking and statutory declaration. The Principal or Chairperson of the Board of Management will contact the previous employer or college, and all references will be followed up.
The Board of Management of St. Michael’s House Special National School, Raheny hereby sets out its Enrolment Policy in accordance with the provisions of the Education Act 1998. The Board of Management trusts that by doing so parent/guardians will be assisted in relation to enrolment matters. The Chairperson of the Board of Management and the Principal will be happy to clarify any matters arising from the policy. Decisions in relation to applications for enrolment are made by the Board of Management of the school.
This policy aims to ensure that the appropriate procedures are in place to enable the school
|St. Michael’s House|
|Special National School|
|Roll No. 19373u|
|01 851 1600|
The school operates within the regulations as outlined in the Rules for National Schools and the relevant circulars issued by the Department of Education and Skills (D.E.S.). It is funded by grants from the D.E.S. and supplemented by St. Michael’s House, the Patron Body. Teachers, Special Needs Assistants, Ancillary Services, and Escorts are resourced by the D.E.S. Additional staffing allocations, i.e. special needs assistants and teachers are determined by the National Council for Special Education.
School starts at 9.30 and finishes at 3.10 for all pupils to facilitate transport to and from school.
Ethos of the school and the patron – St. Michael’s House Special National School, Raheny is a special school under the Patronage of St. Michael’s House. St. Michael’s House is a non denominational voluntary organisation affiliated to the Federation of Voluntary Bodies. Within the context and parameters of D.E.S. regulations and programmes, the rights of the patron as set out in the Education Act 1998 and the funding and education resources available, the school supports the principles of:
Designation - The school provides education for pupils whose primary assessed disability is a Moderate General Learning Disability. The school depends on grants, teacher resources and other staffing resources provided by the D.E.S. The school operates within the regulations laid down from time to time, by the Department. The school falls under the administration of the Primary / Special Education Sections of the Department of Education and Skills. All school policy must have regard to the resources and funding available to it.
Catchment Area - This school caters for children living in the north east city and north east area of north county Dublin. A pupil will be considered for placement in this school if the pupil lives within the designated catchment area and meets the criteria.
Staffing -The school currently has 1 Principal, 10 class Teachers and 20 Special Needs Assistants. The school also employs 8 Bus Escorts and a School Secretary.
Gender Balance and Age Profile -The school is a coeducational school catering for pupils aged 4 to 18 years. The Board of Management is bound by the D.E.S. Rules for National Schools which provides that pupils may only be enrolled from the age of 4 years and upwards, though compulsory attendance does not apply until the age of 6 years and students should not exceed 18 years by September 1 of the final school year. To facilitate this age band, the range of classes taught are both junior and senior classes and are based on relevant and appropriate peer groupings. There are currently 4 junior classes and 5 senior classes.
School Curriculum -The school follows the curricular programmes prescribed by the D.E.S. for pupils with a Moderate General Learning Disability, amended from time to time, in accordance with Section 9 and 30 of the Education Act (1998), in order to provide an appropriate education for each child. As of 2012/13 academic year, pupils in the senior school also follow the ASDAN programme, a recognised certified programme from Scotland. The curricular programmes provided by the school are adapted to meet the particular special educational needs of each child, and an eclectic approach to learning using a variety of methodologies and strategies are adoptd to maximise the pupils’ learning potential. All pupils have an Individual Education Plan designed specifically for them.
School Calendar -The school operates a school calendar for primary schools which is effective from the week in which the 1st September falls with traditional openings and closings at Summer, Christmas, Easter and Mid Terms as laid down and directed from time to time in Circulars issued by the D.E.S. regarding Standardisation of The School Year.
School Multi-Disciplinary Team (M.D.T.) –In addition to fulfilling the formal role of School Patron, as required by the D.E.S., St. Michael’s House provides clincal supports to the school in the form of a multidisiplinary team which combines the expertise from the fields of Psychology, Psychiatry, Social Work, Speech and Language Therapy, Physiotherapy and Occupational Therapy, Paediatrician and Dietician. Access to the MDT is on a referral basis. Referrals are then prioritised. All new referrals will be discussed with the Team in the spring and summer terms for enrolment for the following September.
While recognising the rights of parents/guardians to enrol their child in the school of their choice, the Board of Management of St. Michael’s House Special National School has also a responsibility to respect the rights of the existing school community and in particular the children already enrolled. This requires balanced judgements, which are guided by the principles of natural justice and acting in the best interests of the children. Assisting the school in such circumstances, the Board of Management, with due regard for the Patron’s wishes, reserves the right to determine the maximum number of children in each separate classroom bearing in mind:
The following criteria will be used when considerind and prioritising a referral to any given class:
The Board of Management will provide for the transfer of pupils to the school at any time during the school year subject to this school policy, available space, and with the approval of the D.E.S. The school will adhere to the provisions of the Education Welfare Act (2000) in relation to the transfer of pupils to this school including the requirement that information concerning attendance be communicated between the schools. Similar guidelines will be followed for the transfer of pupils from St. Michael’s House Special National School to another school.
The Board of Management of Raheny Special National School reserves the right to refuse to enrol a pupil in rare and exceptional circumstances. The grounds for refusal on exceptional circumstances include:
Section 29 of the Education Act 1998, gives parent/guardians the right to appeal decisions made by a B.O.M (or a person acting on behalf of the Board). Parent/guardians who are dissatisfied with an enrolment decision, may appeal to the B.O.M.
The school has appended the Code of Behaviour and Anti Bullying Policy to this Enrolment policy. All parent/guardians will be required to sign an undertaking to uphold the Code of Behaviour and Anti Bullying Policy and to make all reasonable efforts to assist their child to comply with the contents of both. Parents/ guardians will also be given a copy of the Child Protection Policy and Intimate Care Policy.
The school is subject to the Education Act (1998), The Education Welfare Act (2000), The Education for Persons with Special Educational Needs Act (2004) and all relevant Equality Legislation. The Board of Management will review its Enrolment Policy on an annual basis to ensure compliance with statutory requirements.
This policy has been approved by the Patron Body and was ratified by the Board of Management on 13/01/15. The policy will be made available to all parents/ guardians of children in the school on request. Arrangements are made to communicate the policy to all parents/ guardians on application for a placement in the school.
Catherine Whelan, Chairperson, Board of Managemnet
The Board of Management has a commitment to ensure that the school is as safe as is reasonably practicable. The safety statement outlines the health and safety management system that the school has in place.
The Board of Management brings to the attention of its staff the following arrangements for safeguarding the safety, health and welfare of those employed, working and/or visiting the school.
This policy requires the co-operation of all employees. It shall be reviewed annually or more frequently if necessary, in the light of experience, changes in legal requirements and operational changes. St. Michael’s House health and safety department shall carry out a safety audit annually and a report made to the Board of Management nominee (the Principal) for health and safety. All records of accidents and ill-health will be monitored in order to ensure that any safety measures required can be put in place to minimise the recurrence of such accidents and ill-health.
The Board of Management is committed to:
This safety statement has been prepared following consultation with employees, both staff and management.
This safety statement outlines the health and safety policy of St. Michael’s House Special National School, Raheny and in doing so aims to fulfill the requirements of all relevant legislation, in particular the:
The Board of Management under the patronage of St. Michael’s House runs Raheny school. As such Raheny SNS will adopt and follow SMH policies and procedures as appropriate and where requirements are not set out by the Department of Education and Skills.
Raheny SNS is a school that provides a service to pupils with Moderate and Multiple General Learning Disabilities. Both ambulant and non-ambulant pupils would require some form of assistance when leaving the building.
The school is located on Raheny Road and is a two storey building. The junior classrooms, canteen, hall and staffrom are located on the ground floor and the senior classrooms, multisensory room, soft play room, library, home economics room, assisted bathroom, medical room, meeting rooms are located on the first floor.
The school staff consists of:
Clinicians visit the school at varying times during the week.
St. Michael’s House health and safety department provide advice and support to the school in relation to health and safety matters. Additional health and safety resources that are required are requested through the Board of management.
In accordance with Section 25 of the Safety, Health and Welfare at Work Act 2005, Raheny School recognises the right of all employees to elect a Safety Representative and also recognises the duties and rights attached with such a position.
The role and statutory rights of the Safety Representative are summarised as follows:
Other school users, e.g. pupils and visitors should comply with school regulations and instructions relating to safety and health.
The St. Michael’s House technical services department organises and manages any building related works.
Contractors must comply with statutory obligations as designated under the Safety, Health and Welfare at Work Act 2005, the Safety, Health and Welfare at Work (General Application) Regulations 2007 and any other relevant legislation such as the Safety, Health and Welfare at Work (Construction) Regulations 2006.
Raheny School is committed to identify hazards and to make suitable provisions for the elimination or reductions of those found to be present. To this end, it shall secure the assistance of competent external safety advice in conjunction with its internal resources to fulfill this role on an annual basis or as required as deemed necessary. These hazards shall be identified in a systematic manner through the use of a safe system audit. This will involve inspection of the school, examinations of the work place, equipment, procedures and records to date.
Our staff and visitors who may detect a hazard or hazardous operation are requested / obligated to report such without delay to the Principal. The hazards listed below are the main risks to staff while working in Raheny SNS. These include:
Raheny School provides suitable welfare facilities in accordance with applicable statutory provisions. We recognise that this provision is an essential element in securing safety, health and welfare for all.
To include water flush toilets with washing facility which is subject to daily cleaning.
There is a staffroom available for staff, which includes facilities to make tea/coffee and heat/prepare their own lunches. Staff must co-operate in maintaining a high standard of hygiene in this area. All hot drinks are required to have a lid if taken from the staffroom.
Of suitable drinking quality as provided by council services.
Employees must not come to work whilst under the influece of intoxicants or whie taking medication that may affect their ability to carry out duties safely.
Comfortable, respectable clothes and footware must be worn. Jewellery must be kept to a minimum, e.g. no dangly earrings, necklaces, bracelets, etc.
On discovery of Fire
State clearly that it is a St.Michael’s House School providing a service to people with learning disabilities, and wait for the fire brigade to repeat the address correctly before ringing off.
Do not replace the receiver until the address has been repeated by the fire brigade.
If Mary Downes is absent, Grace Winston will ensure the pupils are out of the classroom and will then take on the duties of the Principal. If Deirdre Bradshaw is absent, Susan Mooney will take over her duties.
Fire Safety Equipment
The school is also aware of its duties under the Fire Services Act of 1981, in the provision and maintenance of the following: -
Fire fighting equipment is located around the school and the locations can be seen on the emergency evacuation maps.
Notification to the HSA must be given. This is completed on line through the HSA website by the SMH Admin Manager in the North East region.
Raheny School will endeavour to provide instruction, information and training for each employee in relation to their safety, health and welfare. It is our wish to have a workforce and pupils that are proactive and aware of health and safety. We will provide adequate finances to obtain this objective.
There are a number of training requirements that have been identified for staff that are working in Raheny SNS. They are as follows:
Mandatory Health and safety training and training that is run by SMH is provided and organized through the SMH Staff Training and Development department.
The principal or nominated person monitors the training needs for the staff in the school. The SMH Staff Training and Development department can be contacted to obtain this information when requested. This person contacts the Staff Training and Development department to organize any training/refresher that is required. Any other training deemed necessary is organized and provided by Raheny SNS.
The safety statement will be brought to the attention of all staff upon commencement of employment as per Section 20(3) of the Safety, Health and Welfare at Work Act 2005. All staff are required to read and sign off as having read the safety statement. The safety statement will be reviewed on an annual basis. Changes will be made as and when necessary to reflect changes within legislation, work processes or introduction of work equipment that affects the contents of the safety statement. Any changes will be communicated to the staff team as required.
Raheny School recognises that employee involvement in health and safety is an integral part of the operations of the school, and sees health and safety as being of value within these operations. Thus the Board of management encourages employees to elect from their ranks a Safety Representative.
The Safety Representative will consult with the Principal and the Board of management through procedures on any relevant health and safety issue. The Board will at all times consider and act, if appropriate, on any issue brought to their attention by the Safety Representative. The Board of Management will provide any necessary training and information to the Safety Representative in accordance to Section 25 Part 4 of the Safety, Health and Welfare at Work Act 2005, to enable the Safety Representative to fulfill his/her duty.
The Board of Management will measure, monitor and evaluate its safety and health management system to make sure it is robust. This will be measured against agreed standards such as:
An annual health and safety audit will take place of the building and its activities. This will be completed by the health and safety department of SMH. The Board of Management is provided with a comprehensive report on its findings and recommendations for any corrective actions that are required.
Every two months the Deputy Principal and Staff Representative will complete a health and safety checklist of the building. This is to highlight any environmental or system issue that will need to be addressed. Reports are then submitted to the Principal. On a quarterly basis these checklists are discussed with the Chairperson of the Board to review on-going health and safety issues for the school. Every classroom team will complete a health and safety checklist of their classroom every two months. This is to highlight any environmental issue that will need to be addressed.
Results from audits will be combined with information from on going measuring of performance to improve the school’s overall approach to safety and health management.
If employees disagree with the Safety Statement, every effort will be made to ensure that they fully understand the relevance and importance of the Safety Statement. If an employee continues to not comply with the Safety Statement, this will be discussed with the School Principal and if noncompliance persists, the Principal will refer to the DES Grievance Procedures.
This statement shoud be read in conjunction with the schools Code of Behaviour, Anti Bullying Policy and the school's Enrolment Policy.
This statement was ratified by the Board of Management on 18th February 2015 and will be reviewed annually. This policy will be made available to parents/ guardians of children in the school.
This policy was drawn up by the teaching and S.N.A. staff and discussed by the wider school community including Parents, Pupils, Escorts, Clinicians, Board of Management and the Patron.
It was necessary to review the existing code of behaviour (2003) to ensure the school policy is in compliance with legal requirements and good practice as set out in the” Developing Code of Behaviour Guidelines for Schools “ (NEWB 2008. )
This policy has been drawn up in keeping with the school’s mission statement, goals and values which are to create a happy, stimulating and welcoming atmosphere for all our pupils where we aim to:
Communication with parents / guardians / respite is an important element in maintaining a positive approach in dealing with our pupils. Co-operation and Communication with parents / guardians / respite is seen as an important factor in encouraging positive behaviour. The following methods of communication are used at all levels within the school:
All children are required to comply with the Code of Behaviour. The school recognises that specialised behaviour plans may have to be put in place in consultation with parents and the class teacher, to assist pupils with behaviour. If necessary members of the clinic support team, and or the Principal may need to assist pupils where necessary. All will work closely to ensure that optimal support is given. Professional advice from the psychologist in the form of written management guidelines and the intervention of psychiatrist may be invaluable to certain pupils. Parents and teachers should develop a joint strategy to address specific difficulties, in addition to sharing a broader philosophy which can be implemented at home and in school.
This code of behaviour will address:
In reviewing and devising this code of behaviour, consideration has been given to the particular needs and circumstances of this school. We are a school designated by the D.E.S. as catering for pupils with Moderate General Learning Disability.
Our aims are:
The most effective methodology in attempting to manage behaviour that might challenge is to try to prevent it happening in the first place. All members of the school community are expected to behave in ways that show respect for others. Behaviour will reflect values such as respect, kindness, courtesy, fairness, forgiveness, respectful ways of resolving difficulties and conflict. Standards are also a way of signalling the kinds of behaviours that are not acceptable in school e.g. behaviour that is hurtful, demeaning, behaviour that interferes with teaching and learning, Behaviour that is threatening or causes physical hurt to another person (pupil / staff), Behaviour causing damage to property or theft.
Promoting high standards of behaviour is the central aim of this code of behaviour. Teachers, staff and the wider school community need a range of strategies for promoting good behaviour at class and school level. Pupils are more likely to behave well when they understand why the code is important and their part in making it work. They need to see that the code works in a fair way. The standards of behaviour set high expectations for pupils and the standards are clear, consistent and widely understood. A code of behaviour works well when there are good relationships between teachers, S.N.A.s, pupils, parents, and the wider school community.
A whole school approach will help to create, maintain and foster a positive school climate that will support and promote good behaviour. We hope to do that by:
Positive everyday interactions between teachers , SNAs and pupils, good school and class routines, parents informing the school where situations arise at home that might influence behaviour in school, clear boundaries and rules for pupils, helping pupils themselves to recognise and affirm good behaviour, recognising and giving positive feedback about behaviour, involving pupils in the preparation of the school and classroom rules, foster a respect for themselves, for their peers, adults and for school property, to encourage pupils to participate to the best of their ability.
All of these strategies will be implemented, in the school, in the classroom , on the school bus, in the playground, on school related activities e.g. school tours, swimming, football, horse riding, travel training, class outings etc.
The school rules are being kept to a minimum and are positively stated in terms of what the pupils should do:
Each class teacher will develop and maintain class rules appropriate to the age and needs of the pupils. The teacher and SNA will aid and assist the implementation of the class rules. Class rules should be kept to a minimum. Rules will be applied in a fair and consistent manner and reflect school rules.
We recognise that pupils in our school may need to be taught how to relate cause and effects of behaviour in more tangible ways e.g. through pictures, charts, film or role play. We also recognise that our pupils use a variety of approaches to internalise and learn new skills. Pupils will be encouraged, praised and listened to at all times by adults in the school. Praise is earned by the maintenance of good standards as well as by particularly noteworthy personal achievements. Rates of praise for behaviour should be as high as for work. A high level of co-operation and open communication is seen as an important factor encouraging positive behaviour in the school. Structures and channels designed to maintain a high level of communication among staff and between staff, pupils and parents have been established and are being reviewed regularly. Parents should be encouraged to talk in confidence to teachers about any significant developments in a child’s life, in the past or present, which may affect the child’s behaviour.
The following are some samples of how incentives / praise might be given to pupils;
Interventions that will assist the pupil will be used at the earliest opportunity if behaviour is becoming an issue. These interventions will be recorded and monitored by the class teacher. The result of interventions will be noted. Parents will be advised and be involved in finding a solution to the behaviour that is challenging. The intervention of psychologist or counselling may be sought, where appropriate. Any other interventions such as family support, involvement of Social Worker or any support service that may help in solving the particular behaviour may be called upon.
Intervention in the form of suspension may allow additional or alternative interventions to be made e.g. modification to a classroom, adjustment to a school bus, adjustment in medication etc. Intervention in the form of suspension may help teachers and other staff or pupils affected by the behaviour to recover from severity of the impact of the undesirable behaviour.
Three levels of misbehaviour are recognised: Minor, Serious and Gross.
Minor - Examples of minor misbehavior might include, breaking class rules, ignoring teacher instructions,leaving the classroom without permission, interfering with another pupil’s work, lunch or property, dropping to the ground when asked to move, giving cheek, rude gestures/language, slamming the door etc. Everyday instances of a minor nature will be dealt with by the class teacher, member of the teaching staff, or S.N.A.s under the general direction of a teacher.
Serious - Examples of serious misbehaviour include: Behaviour that is hurtful, offensive, (including bullying, harassment, discrimination and victimisation), name calling, disrespectful remarks about a pupil or his /her family, spitting. Behaviour that seriously interferes with teaching and learning e.g. disrupting class lessons, continuous dropping to cause delay, encouraging others to break the rules, shouting out in class. Threats of or physical hurt to oneself e.g. head bang, scratch, bite or another person e.g. threatening to hit, scratch, pull hair, falsely accusing others of verbal/physical hurt. Damage to property or theft of property
Gross - Examples of gross misbehaviour include: Assault on a staff member or pupil or member of the wider school community, e.g. hitting, throwing objects at a person with intent to harm, serious damage to school property e.g. deliberately breaking school equipment or school furniture. Cases of repeated serious misbehaviour or single instances of gross misbehaviour will be relayed to the Principal. Parents will be involved at an early stage and invited to meet the teacher and/or the Principal to discuss their child’s behaviour. Aggressive, threatening or violent behaviour towards a staff member or pupil will be regarded as gross misbehaviour.
The following steps will be taken by member of teaching staff when a pupil behaves inappropriately. The school will use /apply sanctions in accordance with the level of understanding of the pupils.
They are listed below in order of severity
Sanctions should relate as closely as possible to the behaviour. Pupils will not be deprived of engagement in a Curricular Area as a sanction, except on the grounds of health & safety. Detention at break time (with supervision) will be invoked (without prior notice to parents) if used as an effective and immediate consequence to misbehavior. . For gross misbehaviour or repeated instances of serious misbehaviour suspension may be considered and in these instances the ladder of referral will commence at 7 above
Strategies may be developed and implemented to assist the pupil and may include individual timetables, individual behavior management programmes with specific incentive schemes, and development of appropriate management techniques. These measures will be reviewed, monitored and evaluated on an ongoing basis for individual pupils.
The Board of Management has the authority to suspend a pupil. This authority has been delegated to the Principal, formally and in writing. The authority delegated to the Principal in respect of suspension has limits and the Principal is accountable to the B. O. M. for his or her use of that authority.
Suspension is defined as: requiring the student to absent himself/herself from the school for a specified, limited period of school days. During the period of a suspension, the pupil retains their place in the school
Immediate suspension: The Principal may consider an immediate suspension to be necessary where the continued presence of the student in the school at the time would represent a serious threat to the safety of students or staff of the school, or any other person.
Informal/ unacknowledged suspension/ voluntary withdrawal: The Principal may consider the exclusion of a student for part of the school day, or ask parents to keep a child from school, or arrange to have the pupil taken home early from school to deal with inappropriate behaviour. Parents may wish to co-operate in a voluntary way with this form of suspension because of the special needs of their child, none the less, any of these requests are in effect a suspension and will be recorded as such.
Open-ended suspension: This refers to a suspension for an indefinite period. This would be considered a” defacto” expulsion. It would be most unusual to invoke this form of suspension
Rolling suspension:A pupil will not be suspended again shortly after they return to school unless they engage in serious/gross misbehaviour that warrants suspension. Fair procedures will be observed and judgement will be the same and applied as for any other student
Before serious sanctions such as suspension or expulsion are used, communication between school and parents will take place. Suspension will be in accordance with the Rules for National Schools and the Education Welfare Act 2000.
The Principal will inform the parent in writing of the decision to suspend. The letter will confirm:
Expulsion may be considered in an extreme case. A pupil is expelled from school when a Board of Management makes a decision to permanently exclude him or her from the school. The B.O.M. has the authority to expel a student. Expulsion of a pupil will only be undertaken in extreme cases of serious willful behaviour. This measure will only be undertaken after every effort has been made to support, help and address the behaviour so as to avoid the expulsion. Before suspending or expelling a pupil, the Board will notify the Local Welfare Education Officer in writing in accordance with Section 24 of the Education Welfare Act. 2000.
The procedural steps will include:
These procedures assume that the Board of Management is the decision-making body in relation to expulsions (NEWB Guidelines p79-87)
The Board of Management will ensure that:
Section 29 of the Education Act 1998, gives parents (and pupils over 18) the right to appeal decisions made by a B.O.M (or a person acting on behalf of the Board) to the Secretary General of the Department of Education and Science
The following decisions may be appealed
The Appeals procedure is detailed in Circular 22/02. Appeals must be lodged within 42 calendar days from the date the decision has been notified to parents.
There are basically three layers to these procedures:
An internal appeal can be facilitated if a parent writes to the Secretary of the BOM. In response, the Secretary will inform the parent/guardian of the date of the B.O.M meeting and the process that will follow.
Following or during a period of suspension, the parent/s/ guardians may apply to have the pupil reinstated to the school. The Principal must be satisfied that the pupil’s reinstatement will not constitute a risk to the pupil’s own safety or that of the other pupils or staff. The Principal will facilitate the preparation of a behaviour management plan for the pupil if required and will re-admit the pupil formally to his/her class. The parents must commit to full co-operation with the school. A letter of reinstatement will be issued to facilitate the return of the pupil to school.
A suspension may be removed if the Board of Management decides to remove the suspension for any reason or if the Secretary General of the Department of Education and Science directs that it be removed following an appeal under section 29 of the Education Act 1998.
When any sanction, including suspension, is completed a student should be given the opportunity and support for a fresh start. A record of the behaviour and any sanction imposed will be kept but once the sanction has been completed the school will expect the same behaviour of this student as of all other students. .The school will arrange for a member of staff to provide support to the student during the re-integration process.
A standardized system of Record Keeping /Monitoring / Recording Behaviour will be implemented throughout the school. This will enable the school to balance subjective opinion with factual information about what is actually happening. It will use consistent terminology. Regular monitoring will:
A standardised record system will allow the school to track an individual pupil’s behaviour and to check whether efforts to change behaviour are working. All interventions aimed at helping the pupil to deal with unacceptable behaviour will be recorded, including contact with parents or referral to clinicians. Positive responses by a pupil, and evidence of changed behaviour, will also be recorded, as will any sanction used, together with the reason why the sanction was imposed. Parents and pupils should be told when a record is being made about their behaviour, and the reasons for keeping a record.
A written record of behaviour may be kept in relation to a pupil’s behaviour in class, in the playground, on the school bus or when engaging in any other school activity.
Behaviour will be recorded on individual record sheets. Current behaviour record sheets will be kept by the class teacher in a behaviour folder. At the end of each school term they will be stored securely in the pupil’s file in the Principals office. At all times records of behaviour will be treated as confidential. Formal written records will be made available to the N.E.W.B.
The Principal, will examine the information gathered from the monitoring of the code on a regular basis. This information will be relayed to the B O M.
Records will be kept in accordance with the Data Protection Act 1988 and the Data Protection (Amendment) Act 2003. (Appendix A).
A pupil’s attendance in school is part of the code of behaviour. The procedures to be followed by parents in relation to a child’s absence are:
The following school policies and documents have been referred to and have a bearing on the code of behaviour: NEWB Guidelines (2008)
The school will be happy to deal with any concerns a parent /guardian, or staff member may have about behaviour or about any aspect of this Code of Behaviour. Members of the school community can do this both formally and informally by contacting the Principal or Chairperson of B.O.M
The school will provide parents with a copy of the Code of Behaviour before registration of their child as a pupil of the school. Parents will be asked to confirm in writing that the code is acceptable to them and they will undertake to make all reasonable efforts to assist their child to comply with its contents. (Section 23 (4) of the Education (Welfare Act 2000). This Reviewed Code will be issued to all existing parents and a similar request will be made.
This policy was reviewed and formulated over a period between 01.05.2009 & 0.0.2010. The resulting Code of Behaviour was ratified by the B.O.M. on 24 March, 2010
Reviewed and ratified without change by the B.O.M. on 29 March, 2011
The eight rules of data protection apply to personal records kept in school:
This was evaluated through teacher questionnaires, audits of resources and assessments and through discussion at staff meetings. There was broad agreement on the issues below.
Areas of Strength: Numeracy
Areas for Development
|Understands that money pays for goods||Grad.-1||J.1-2
|Sorts & matches coins||Rec.-4
|Recognises coins & notes||Rec.-6
|Uses correct vocabulary||Rec.-6
|Calculates simple bills||Rec.-6
|Uses a savings account||J.1-6
Student Voice Survey Interview 4th June 2015
6 students present (Senior 1 to Senior 4 classes)
Do you like money?
All replied yes for the following
What is money for?
Do you save any money?
Time frame for actions
|All Pupils will have an Numeracy IEP target based on money.||Agee a smart money target for each child||Raising of competency with money based /money related skills.||Teacher + Parents||Sept - June|
|Teachers will use CAT for assessment & planning.||CAT template to be accessed from shared folder.||Completion of assessments||D.P.||Sept. 2015 onwards for money skills; Sept 2016 for all of Numeracy curriculum|
|Pupils will get regular money based home work.||Teachers will devise and agree on a homework policy.||Raising of competency with money based /money related skills.||Teachers & parents||November onwards|
|School tuck shop to be held once a week.||Agree & purchase stock & pricing, reflecting levels of ability. Rotate duty around classes.||Conduction of monetary transactions by all pupils.||Teachers||Seniors- Jan 2015, Juniors- Sept 2015.|
|Teachers to get Numicon training||Teachers to access CPD summer course in Numicon.||July 2015 onwards|
Literacy: Oral Language
|2013-14||Pupils will improve their Oral Language performance|
|2014-15||Pupil profile folders to be set up which will include informal assessment targets in Oral language & communication. Reading programme Edmark to begin in Senior school||Permanent teaching staff to complete Numicon training. Basic numeracy resources to be purchased over next number of years. CAT to be used as a planning & assessment tool. Tuck shop to be held on weekly basis. Credit Union banking to run on a weekly basis. IEPs to contain a numeracy target. Money homework to be given weekly. To review School Numeracy Policy.|
|2016-17||Standardised assessment to be administered.||Computing money?|
|2016-17||Debit cards for senior pupils? Class piggybanks?|