Code of Behaviour & Discipline Policy
Introductory Statement
In devising the Code, consideration has been given to the particular 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.
This involves a code of behaviour, which is built around praise & rewards, and the development of a trusting relationship between teachers, parents and pupils.
This policy was formulated by the Principal and teachers of Scoil Lorcáin, in conjunction with the Board of Management.
Rationale
Under the Education Welfare Act 2000, Section 23 (1) schools are obliged to prepare a code of behaviour in respect of the students registered at the school. It details in Section 23 (2), that the code of behaviour shall specify:
• The standards of behaviour that shall be observed by each student attending the school
• The measures that shall be taken when a student fails or refuses to observe those standards
• The procedures to be followed before a student may be suspended or expelled from the school concerned
• The grounds for removing a suspension imposed in relation to a student
• The procedures to be followed in relation to a child’s absence from school.
Aims of Code of Behaviour
The Code of Behaviour aims to achieve the following:
• To allow the school to function in an orderly and harmonious way.
• To enhance the learning environment where children can make progress in all aspects of their development.
• To ensure the safety and well-being of all members of the school community by encouraging an atmosphere of respect, tolerance and consideration for others.
• To promote positive behaviour and self-discipline recognising the differences between children and the need to accommodate these differences.
• To assist parents and pupils in understanding the systems and procedures that form part of the Code of Behaviour and to seek their co-operation in the application of these procedures.
• To ensure that the system of rules, rewards, and sanctions are implemented in a fair and consistent manner.
In order for these aims to be achieved the school believes that:
• Every effort will be made by all members of staff to adopt a positive approach to the question of behaviour in the school. The code offers a framework within which positive techniques of motivation and encouragement are utilised by teachers.
• The school recognises the variety of differences that exist between the pupils and the need to accommodate these differences.
• It is agreed that a high standard of behaviour requires a strong sense of community within the school and a high level of co-operation between staff, pupils and parents.
General Guidelines for Behaviour:
All pupils are expected to behave in a reasonable manner both to themselves and to others, showing consideration, courtesy & respect for other pupils and adults at all times.
The Code of Behaviour covers the following areas:
• School rules/Expectations
• Classroom Rules
• Rules for Yard and Playing field
School Rules / Expectation
• All pupils are expected to treat staff, their fellow pupils, visitors and themselves with respect and courtesy at all times.
• All pupils are expected to have respect for their own property, school property and the property of others.
• The use of bad language is unacceptable.
• Any form of bullying is unacceptable.
• Truthfulness and honesty are expected at all times.
• All pupils are expected to be in school on time.
• Full school uniform to be worn everyday, except on P.E. days, when the school tracksuit / polo shirt may be worn.
• All pupils are expected to work to the best of their ability and participate fully in all school activities.
• Mobile phones and Smartwatches are not permitted in school
• No items of jewellery are allowed.
Classroom Rules
Classroom rules are devised in each classroom in September in consultation with the pupils. These will be displayed in each classroom and may be recorded by the pupils for discussion with their parents at home. Rules are referred to regularly and discussed and explained to children. If incidents happen within the classroom, children are again reminded of the rules and how to abide by them.
Rules for Yard and pitch
• No chain running.
• Play safely, no wrestling or rough play.
• Stay in designated yard at all times.
• Permission has to be sought from staff member to re-enter school.
Yard rules are displayed in the classroom and children are reminded of them regularly as well as following an incident.
Pupils are expected to obey these rules at all times
Communication of the Code of Behaviour to parents
Section 23 (4) of the Education Act states that, prior to registering a pupil, the principal teacher shall provide the parents of the child with a copy of the school’s Code of Behaviour.
Parents must confirm in writing that the Code of Behaviour of the school is acceptable to them and that they will make all reasonable efforts to ensure compliance with such code by the student.
Parents will be reminded of the Code of Behaviour in the following ways:
• HSCL teacher
• Homework journal
• Infant induction meeting
• Yearly class meetings with parents where possible
• School website
• Parent / Teacher meetings
Whole school approach to promoting positive behaviour and supporting the Code of Behaviour:
Parents can support the school in the promotion of positive behaviour and maintenance of high standards by:
• Ensuring that boys are in on time for school every day and that they are not taken early from class. The school begins at 8.50am when children assemble in the yard. School finishes at 1.30pm for infants and 2.30pm for all other classes.
No responsibility is accepted for pupils before 8.50am and after 2.30pm
• Ensure that boys attend school regularly.
• Familiarising themselves with and cooperate with the school Code of Behaviour and regularly remind children of same.
• Supervise and sign homework.
• Attend meetings at the school if requested.
• Ensure your child has all the necessary books and materials for school.
• Comply with school healthy eating and uniform policy.
• Communicate any influencing factors which may affect their childs behaviour.
• The school will not take responsibility for lost property.
The role of the staff in implementing and supporting the Code of Behaviour:
• Refer to the Code of Behaviour in class on a regular basis.
• Clarifying students understanding of expected behaviours.
• Discuss appropriate and inappropriate behaviour with the pupils.
• Learn and teach the rules.
• Use SPHE programmes such as Friends For Life / Fun Friends and extracurricular opportunities as a method of teaching skills for responsible behaviour and relationships and to deal with topics/situations that arise.
• Support one another through advice and back-up.
• Staff are made aware of children’s circumstances and difficulties which affect their behaviour.
• Keep parents informed of their child’s behaviour, both positive and negative when necessary.
• Model good behaviour and create an atmosphere of mutual respect within the school.
• Be consistent in the implementation of the Code of Behaviour while being mindful that a teacher’s discretion is necessary in some circumstances.
• Use of Drama in the classroom.
The role of the Board of Management in implementing and supporting the Code of Behaviour:
• The Board of Management has overall responsibility for the Code of Behaviour.
• Review, discuss, draft, amend and ratify the final document.
• Delegate responsibility for implementing the code to the Principal and staff, except in the case of when suspension and expulsion are being considered.
• Support the staff by providing funding for training, where necessary for staff who are dealing with exceptional problem behaviour.
The role of the pupils in implementing the Code of Behaviour:
• Become involved in drafting the rules for the classroom, suggesting sanctions and rewards.
• Be involved in reviewing the class rules.
• Take responsibility for their own behaviour.
• Model good behaviour.
• Adhere to the school rules.
• Evaluate own behaviour, that of others and examine consequences of behaviour.
Incentives:
The school places greater emphasis on incentives than on sanctions in the belief that this will, in the long run, give the best results. Incentives are used for positive or improved behaviour and awarded at classroom level.
The following are examples of rewards in use:
• Pupil of the week
• No Homework Passes
• Star system
• Lucky dip
• Class treats e.g. DVDs etc.
• Stickers
• Work displayed
• Positive note or phonecall home
• Comment in homework journal
• Individual rewards systems
• Positive comment from the principal
Examples of Minor Misbehaviour
• Disrupting class work by:
– Talking when teacher or another pupil is talking, interrupting the teacher, shouting out answers, talking over another pupil, talking out of turn
– Pupil not listening to instructions, fiddling with stationary etc.
– Laughing/sniggering/sneering at other children, “giddiness” and giggling
– Throwing objects, making noise, swinging on chairs
– Getting out of seat or moving around the room without permission
– Disobeying teacher’s instructions
• Carelessness with books and stationery, scribbling/drawing on school books • Drawing on tables, being careless with another pupil’s property
• Commenting negatively on another pupil’s work
• Excluding others
• Leaving litter in and around the school.
• Lack of compliance with school policy on mobile phones, jewellery and uniform.
• Being discourteous or unmannerly.
• Name calling
• Gestures of defiance and using bad language
• Unruliness in the classroom, on the stairs or in the hall.
Examples of Serious Misbehaviour
• Negative physical contact e.g. pushing, hitting, biting, spitting, kicking, tripping up, punching etc.
• Being disrespectful to the teacher / ignoring the teacher
• Stealing from classmates/
• Screaming / shouting at another child/teacher
• Deliberate exclusion of peers
• Spreading rumours / lies about another pupil / member of staff
• Threatening/ intimidating peers
• Throwing objects at peers
• Telling lies
• Bullying – physical, verbal, cyber (Ref: Anti-Bullying Policy)
• Consistently interrupting/distracting others in the class
• Consistently not doing homework
• Refusal to do work assigned
• Refusal to co-operate with the teacher
• Damaging school property
• Using mobile phone or Smartwatch in school
• Leaving school grounds without permission during school day
Examples of Gross Misbehaviour
• Deliberate spitting on another child or staff member.
• Serious assault on another pupil/staff member e.g. physical, verbal
• Serious damage to school property
• Serious theft of school/staff property
• Consistent bullying of another pupil e.g. emotional, physical, cyber
Strategies for dealing with and responding to unacceptable behaviour:
The Education Welfare Act 2000, Section 23, states that a school must outline ‘the measures that may be taken if a student fails to observe the standards of behaviour that the school has outlined’
Teachers will use their professional judgement and their knowledge of the child and the particular circumstances of the behaviour or incident in responding to unacceptable behaviour and in selecting the appropriate sanction. The sanction will be proportionate to the behaviour or incident in question. It may include:
• Reasoning with the pupil
• Reprimand (including advice on how to improve)
• Temporary separation from peers (in classroom or to another classroom)
• Informal communication with parents
• Loss of privileges
• Supervised detention during a break
• Prescribing additional work – including work at weekend
• Referral to Principal Teacher
• Formal communication with parents
• Exclusion (Suspension or Expulsion) from school (in accordance with Rule 130 of the Rules for National Schools as amended by circular 22/02 and Education Welfare Act 2000)
How sanctions change behaviour:
Children are aware there are consequences for their behaviour, which in turn deters misbehaviour and promotes good behaviour.
Behaviour is discussed with the child and the impact of their behaviour on others. This encourages children to take responsibility for their behaviour and reflect on what they have done.
Bullying
Children First National Guidance 2017 outlines that bullying can be defined as repeated aggression – whether it be verbal, psychological or physical – that is conducted by an individual or group against others. Children First National Guidance 2017 describes bullying as behaviour that is intentionally aggravating, intimidating and occurs mainly among children in social environments such as schools. It includes behaviours such as physical aggression, cyber bullying, damage to property, intimidation, isolation/exclusion, name calling, malicious gossip and extortion. Bullying can also take the form of identity abuse based on gender, sexual preference, race, ethnicity and religious factors. With developments in modern technology, children can also be the victims of non-contact bullying, via mobile phones, the internet and other personal devices. Children First National Guidance 2017 and the Anti-Bullying Procedures for Primary and Post-Primary Schools 2013 provide that in cases of serious instances of bullying where the behaviour is regarded as possibly abusive, a referral may need to be made to TUSLA or An Garda Síochána as appropriate. Where school personnel have concerns about a child arising from alleged bullying behaviour but are not sure whether to report the matter to TUSLA, the designated liaison person shall seek advice from TUSLA in accordance with the procedures set out in Chapter 5 of Child Protection Procedures for Primary and Post Primary Schools 2017.
Suspension
Suspension is defined as “requiring the pupil to absent himself from the school for a specified, limited period of school days”. The Board of Management of Scoil Lorcain has delegated the authority to suspend a pupil, to the principal for suspensions of up to three days.
Suspension will only be used where all other sanctions have failed, or in instances of very Serious Misbehaviour.
The decision to suspend a pupil requires serious grounds such as that:
• The pupils behaviour has had as seriously detrimental effect on the education of other pupils.
• The pupils continued presence in the school at this time constitutes a threat to safety.
• The pupil is responsible for serious damage to property.
A single incident of serious misconduct may be grounds for suspension.
Teachers shall keep a written record of all instances of Serious Misbehaviour. Before resorting to Suspension, the normal channels of communication between school and parents will be utilised. Parents will be involved at an early stage, rather than a last resort.
The factors to be considered before suspending a pupil as per the National Education Welfare Board guidelines for schools pg. 72 will be used when considering a suspension.
See Appendix 1 attached.
Forms of suspension
Immediate Suspension
In exceptional circumstances, the Principal may consider an immediate suspension to be necessary where the continued presence of the pupil in the school at the time would represent a serious threat to the safety of pupils or staff of the school, or any other person. Fair procedures must still be applied. Where an immediate suspension is considered by the Principal to be warranted for reasons of the safety of the pupil, other pupils, staff or others, a preliminary investigation will be conducted to establish the case for the imposition of the suspension. The formal investigation will immediately follow the imposition of the suspension. All of the conditions for suspension apply to immediate suspension. Parents will be notified, and arrangements made with them for the pupil to be collected.
Procedures in respect of suspension
Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant suspension, the school should observe the following procedures:
• Inform the pupil and their parents about the complaint
The school will let the pupil and their parents know about the complaint, how it will be investigated, and that it could result in suspension. Parents may be informed by phone or in writing, depending on the seriousness of the matter.
• Give parents and pupil an opportunity to respond
Parents and pupil will be given an opportunity to respond before a decision is made and before any sanction is imposed. A meeting with the pupil and their parents provides an opportunity for them to give their side of the story and to ask questions about the evidence of serious misbehaviour, especially where there is a dispute about the facts. If the pupil and their parents fail to attend a meeting, the Principal will write advising of the gravity of the matter, the importance of attending a re-scheduled meeting and, failing that, the duty of the school authorities to make a decision to respond to the negative behaviour. The school will record the invitations made to parents and their response.
The period of Suspension
A pupil will not be suspended for more than three days, except in exceptional circumstances where the Principal considers that a period of suspension longer than three days is needed in order to achieve a particular objective. If a suspension longer than three days is being proposed by the Principal, the matter will be referred to the Board of Management for consideration and approval. The Board of Management will normally place a ceiling of ten days on any one period of suspension imposed by it. The Board will formally review any proposal to suspend a pupil, where the suspension would bring the number of days for which the pupil has been suspended in the current school year to twenty days or more. Any such suspension is subject to appeal under section 29 of the Education Act 1998.
Appeals
The Board of Management will offer an opportunity to appeal a Principal’s decision to suspend a pupil. In the case of decisions to suspend made by the Board of Management, an appeals process may be provided by the Patron.
Section 29 Appeal
Where the total number of days for which the pupil has been suspended in the current school year reaches twenty days, the parents, may appeal the suspension under section 29 of the Education Act 1998, as amended by the Education (Miscellaneous Provisions) Act 2007.
Implementing the Suspension
Written Notification
The Principal will notify the parents and the pupils in writing of the decision to suspend. The letter will confirm:
• The period of the suspension and the dates on which the suspension will begin and end
• The reasons for the suspension
• Any study programme to be followed
• The arrangements for returning to school, including any commitments to be entered into by the pupil and the parents (for example, parents might be asked to reaffirm their commitment to the Code of Behaviour and to commit to an individual behaviour plan)
• The provision for an appeal to the Board of Management
• The right to appeal to the Secretary General of the Department of Education and Skills (Education Act 1998, section 29)
Grounds for removing a Suspension
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 Skills directs that it be removed following an appeal under section 29 of the Education Act 1998.
Re-integrating the pupil
The school will plan to help the pupil to take responsibility for catching up on work missed.
When suspension, is completed, a pupil will be given the opportunity and support for a fresh start. Although a record is kept of the behaviour and any sanction imposed, once the sanction has been completed the school should expect the same behaviour of this pupil as of all other pupils.
Records and Reports
Records of investigation and decision making
Formal written records will be kept of:
• The investigation (including notes of all interviews held)
• The decision making process
• The decision and the rationale for the decision
• The duration of the suspension and any conditions attached to the suspension
Report to the Board of Management
The Principal will report all suspensions to the Board of Management, with the reasons for and the duration of each suspension.
Report to NEWB
The Principal is required to report suspensions in accordance with the NEWB reporting guidelines (Education Welfare Act 2000, section 21(4)(a)).
Review of use of suspension
The Board of Management will review the use of suspension following the imposition of a suspension.
Expulsion
A pupil is expelled from the school when the Board of Management makes a decision to permanently exclude him from the school having complied with the provisions of Section 24 of the Education (Welfare) Act 2000. Expulsion may be considered in an extreme case, in accordance with the Rules for National Schools, the Education Welfare Act 2000 and Developing a Code of Behaviour: Guidelines for Schools (Education Welfare Service TUSLA).
The Board of Management of Scoil Lorcain has the authority to expel a pupil. The school will have taken significant steps to address the misbehaviour and to avoid expulsion of a pupil including, as appropriate:
• Meeting with parents and the pupil to try to find ways of helping the pupil to change his behaviour
• Making sure that the pupil understands the possible consequences of his behaviour, if it should persist
• Ensuring that all other possible options have been tried
• Seeking the assistance of support agencies (e.g. National Educational Psychological Service, Health Service Executive Community Services, the National Behavioural Support Service, Child and Adolescent Mental Health Services, National Council for Special Education)
A proposal to expel a pupil requires serious grounds such as that:
• The pupil’s behaviour is a persistent cause of significant disruption to the learning of others or to the teaching process
• The pupil’s continued presence in the school constitutes a real and significant threat to safety
• The pupil is responsible for serious damage to property
The grounds for expulsion are similar to the grounds for suspension. In addition to factors such as the degree of seriousness and the persistence of the behaviour, a key difference is that, where expulsion is considered, school authorities have tried a series of other interventions, and believe they have exhausted all possibilities for changing the pupil’s behaviour.
Expulsion for a first offence
There may be exceptional circumstances where the Board of Management forms the opinion that a pupil should be expelled for a first offence. The kinds of behaviour that might result in a proposal to expel on the basis of a single breach of the code could include:
• A serious threat of violence against another pupil or member of staff
• Actual violence or physical assault
• Supplying illegal drugs to other pupils in the school
The factors to be considered before expelling a pupil as per the NEWB guidelines for schools pg. 82 will be used when considering an expulsion.
See Appendix 2 attached.
Before expelling a pupil, the Board of Management shall notify the local Education Welfare Officer inwriting in accordance with Section 24 of the Education (Welfare) Act 2000.
Procedures in respect of expulsion
Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant expulsion, the procedural steps will include:
Step 1: A detailed investigation carried out under the direction of the Principal.
In investigating an allegation, in line with fair procedures, the Principal should:
• inform the pupil and his parents/guardians in writing about the details of the alleged misbehaviour, how it will be investigated and that it could result in expulsion.
• give parents and pupil every opportunity to respond to the complaint of serious misbehaviour before a decision is made and before a sanction is imposed.
Step 2: A recommendation to the Board of Management by the Principal.
Where the Principal forms a view, based on the investigation of the alleged misbehaviour, that expulsion may be warranted, the Principal makes a recommendation to the Board of Management to consider expulsion. The Principal should:
• inform the parents/guardians and the pupil that the Board of Management is being asked to consider expulsion
• ensure that parents/guardians have records of:
• the allegations against the student
• the investigation
• written notice of the grounds on which the Board of Management is being asked to consider expulsion
• provide the Board of Management with the same comprehensive records as given to the parents and/or guardians
• notify the parents of the date of the hearing by the Board of Management and invite them to that hearing
• advise the parents/guardians that they can make a written and oral submission to the Board of Management
• ensure that parents/guardians have enough notice to allow them to prepare for the hearing.
Step 3: Consideration by the Board of Management of the Principal’s recommendation; and the holding of a hearing.
The Board will:
• review the initial investigation and satisfy itself that the investigation was properly conducted in line with fair procedures.
• undertake its own review of all documentation and the circumstances of the case
• hold a hearing where the Board of Management decides to consider expelling a student
• allow the Principal and the parents/guardians to put their case in each other’s presence
• allow each party to question the evidence of other party directly
• ensure that the Principal and parents/guardians are not present for the Board’s deliberations
Step 4: Board of Management deliberations and actions following the hearing
Where the Board of Management, having considered all the facts of the case, is of the opinion that the pupil should be expelled, the Board will:
• notify the Educational Welfare Officer (TUSLA) in writing of its opinion and the reasons for this opinion.
• inform the parents/guardians in writing about its conclusions and the next steps in the process.
• inform parents/guardians that the Board of Management is writing to inform the Educational Welfare Officer.
• not expel the pupil before the passage of twenty school days from the date on which the EWO receives this written notification (Education (Welfare) Act 2000, s24(1)).
Step 5: Consultations arranged by the Educational Welfare Officer
Within twenty days of receipt of a notification from a Board of Management of its opinion that a student should be expelled, the Educational Welfare Officer must:
• make all reasonable efforts to hold individual consultations with the Principal, the parents and the student, and anyone else who may be of assistance
• convene a meeting of those parties who agree to attend (Education (Welfare) Act 2000, section 24).
Step 6: Confirmation of the decision to expel
Where the twenty-day period following notification to the Educational Welfare Officer has elapsed, and where the Board of Management remains of the view that the student should be expelled, the Board of Management should formally confirm the decision to expel.
Appeals
A parent may appeal a decision to expel to the Secretary General of the Department of Education and Skills (Education Act, 1998 Section 29). An appeal may also be brought by the National Educational Welfare Board on behalf of a student.
Review of use of expulsion
The Board of Management will review the use of expulsion in the school at regular intervals to ensure that its use is consistent with school policies, that patterns of use are examined to identify factors that may be influencing behaviour in the school, and to ensure that expulsion is used appropriately.
Pupils with Special Needs
All pupils are required to comply with the Code of Behaviour. However, the school recognises that pupils with special needs may require assistance in understanding certain rules. Planning to encourage positive behaviour will be included in the pupil’s Student Support Plan, which is drawn up in consultation with parents/guardians and the class teacher, special education teacher and/or the Principal. Staff will work closely with the home to ensure that optimal support is given. Cognitive development will be taken into account at all times. Professional advice from psychological assessments will be taken into consideration. The children in the class or school may be taught strategies to assist a pupil with special needs adhere to the rules and thus provide peer support. This will be done in a supportive and safe way, acknowledging and respecting the difference in all individuals.
Keeping Records
The school BoM is a data controller of personal data relating to its past, present and future staff, students, parents/guardians and other members of the school community. All such data is treated in accordance with the Data Protection legislation and the terms of our Data Protection Policy. Data relating to individuals will only be processed in a manner consistent with the purposes for which it was gathered. Information will only be disclosed on a ‘need to know’ basis, and access to it will be strictly controlled.
Class Level
A misbehaviour record is kept by each class teacher using standard school report form. The record notes the following:
• Incidents of misbehaviour
• Interventions used
• Record of improvement
• Record of discussion with parents
School / Playground Level
• Date and time
• Incident of misbehaviour
• Pupils involved
• Signature of supervising teacher
These report forms will be available from the office. Records are stored in the school office and kept on file until a pupil has reached 21 years of age.
Procedure for notification of a pupil’s absence from school
In co-operation with parents and guardians, we strive to help each pupil achieve his full potential and so we will promote a positive attitude towards good attendance and punctuality.
The Education Welfare Act, 2000, Section 23 (2)(e) states that the Code of Behaviour must specify, “the procedures to be followed in relation to a child’s absence from school.” Section 18 stipulates that parents must notify the school of a student’s absence and the reason for this absence.
Parents may phone the school or submit a reason for absence on Aladdin Connect when their child is absent.
The school use standard forms to report pupil absences to the National Education Welfare Board after 20 days absence.
Parents are asked to notify the school immediately in the case of any infectious illness.
Success Criteria:
Identify some practical indicators of the success of the policy
• Positive feedback from teachers, parents, pupils
• Observation of behaviour in class rooms, corridors, yard
• Improvement of children’s behaviour as a result of merit sanctions
Roles and responsibilities:
• Each class teacher has responsibility for implementation of policy in his/her own class.
• Whole staff responsibility in all other areas around the school.
• Principal has responsibility for informing new staff members, parents and Board of Management of the policy and ensuring consistent implementation of same.
• Support and co-operation of pupils and parents.
Implementation
• This policy was updated in November 2020.
Timetable for Review
The policy will be reviewed and amended as the need arises.
Ratification and Communication
This policy was ratified by the Board of Management and communicated to all staff.
The policy is on the school website and is available to parents/guardians on request.
Appendix 1
Suspension
Factors to consider before suspending a student
The nature and seriousness of the behaviour
• What is the precise description of the behaviour?
• How persistent has the unacceptable behaviour been?
• Has the problem behaviour escalated, in spite of the interventions tried?
The context of the behaviour
• What are the circumstances of the incidents of serious misbehaviour (e.g. in class, in a particular teacher’s class, in the yard, in a group)?
• What factors may have triggered incidents of serious misbehaviour (e.g. bullying, cultural or family factors)?
• What is the age, stage of development and cognitive ability of the student?
• Are there any factors that may be associated with the behaviour (e.g. particular home circumstances, special educational needs)?
The impact of the behaviour
• How are other students and staff affected by the student’s behaviour?
• What is the impact of the behaviour on the teaching and learning of the class?
• Does the behaviour have a particular or greater impact on some students or teachers?
• Does the student understand the impact of their behaviour on others?
The interventions tried to date
• What interventions have been tried? Over what period?
• How have the interventions been recorded and monitored?
• What has been the result of those interventions?
• Have the parents been involved in finding a solution to the problem behaviour?
• Has the intervention of NEPS or other psychological assessment or counselling been sought, where appropriate?
• Are any other interventions such as peer mediation, restorative justice approaches or family conferencing available?
• Is the student or parent involved with any support service and has this agency or support service been asked for help in solving this problem?
• Has any other agency been asked for assistance (e.g. Child Guidance Clinic, Child and Adolescent services)?
Whether suspension is a proportionate response
• Does the student’s behaviour warrant suspension?
• Is the standard being applied to judging the behaviour the same as the standard applied to the behaviour of any other student?
The possible impact of suspension
• Will suspension allow additional or alternative interventions to be made?
• Will suspension help the student to change the inappropriate behaviour?
• How will suspension help teachers or other students affected by the behaviour?
• Will suspension exacerbate any educational vulnerability of the student?
Appendix 2
Expulsion
Factors to consider before proposing to expel a student
The nature and seriousness of the behaviour
• What is the precise description of the behaviour?
• How persistent has the unacceptable behaviour been and over what period of time?
• Has the problem behaviour escalated, in spite of the interventions tried?
The context of the behaviour
• What are the circumstances of the incidents of serious misbehaviour (e.g. in class, in a particular teacher’s class, in the yard, in a group)?
• What factors may have triggered or provoked incidents of serious misbehaviour (e.g. bullying, cultural or family factors)?
• Are there any factors that may be associated with the behaviour (e.g. particular home circumstances, special educational needs)?
The impact of the behaviour
• How are other students and staff affected by the student’s behaviour?
• What is the impact of the behaviour on the teaching and learning of the class?
The interventions tried to date
• What interventions have been tried? Over what period?
• How have the interventions been recorded and monitored?
• What has been the result of these interventions?
• Have the parents been involved in finding a solution to the problem behaviour?
• Has the intervention of NEPS or other psychological assessment or counselling been sought, where appropriate?
• Is the student or parent involved with any support service and has this agency or support service been asked for help in solving this problem?
• Has any other agency been asked for assistance (e.g. Child Guidance Clinic, Child and Adolescent Mental Health services)?
• Is the Board satisfied that no other intervention can be tried or is likely to help the student to change their behaviour?
Whether expulsion is a proportionate response
• Is the student’s behaviour sufficiently serious to warrant expulsion?
• Is the standard being applied to judging the behaviour the same as the standard applied to the behaviour of any other student?
The possible impact of expulsion
• To what extent may expulsion exacerbate any social or educational vulnerability of the student?
• Will the student be able to take part in, and benefit from, education with their peers?
• In the case of a student who is in care, what might be the implications of expulsion for the care arrangements?
Code of Behaviour update due to COVID 19
The outbreak of Coronavirus Disease 2019 (COVID-19) has necessitated that the Code of Behaviour be updated in compliance with the requirements of NPHET, DES and HSE guidance on protection from coronavirus (Covid-19).
The update of the Code of Behaviour is to ensure compliance with:
• Department of Education Roadmap for the full return to school
• HSE / HPSC Covid-19 ‘Interim Recommendations for the re-opening of schools and educational facilities.
Aim
To protect the health and safety of all pupils, staff and their families by strict adherence to the new procedures and protocols to promote social distancing, respiratory and hand hygiene.
The School requests that parents:
• Observe and respect all social distancing protocols when dropping off or collecting their children from the school
• Encourage their child to adhere to social distancing, hand and respiratory hygiene guidelines
• Monitor their child closely for signs and symptoms of illness and keep child at home if they show any signs of infectious illness
• Ensure that meetings with school are arranged in advance through school office
• Ensure that school has up to date contact information for parents/guardians and other family members who may be required to collect their child, should symptoms appear during the school day
• Answer telephone call from school/call school back promptly and have arrangements in place for prompt collection of their child should it be required
Each pupil is expected:
• to follow social distancing protocols as directed by their teachers
• to practise good respiratory and cough etiquette
• to practise good hand hygiene as demonstrated by their teacher
• to use hand sanitiser, wipes, soap, hand towels for the purpose(s) for which they are intended.
• to show due care when using sanitising dispensers, hand towel dispensers and soap dispensers.
• To be in school at their designated class time.
Classroom rules to include:
• Practise good respiratory and cough etiquette.
• Practise good hand hygiene.
• Observe social distancing
The Playground:
• In the interest of social distancing during the Covid-19 pandemic, each class is allocated an area in the playground to which pupils must stay within.
Unacceptable behaviours related to Covid 19 include:
Minor Misbehaviours:
• Deliberately not abiding by social distancing rules,
• Deliberately not following respiratory and cough etiquette
• Deliberate misuse of sanitiser, wipes, soap, hand towels etc.
Serious Misbehaviours
• Deliberately coughing, sneezing on another child or member of staff.
• Name calling or use of derogatory language related specifically to Covid-19.
Gross Misbehaviours
• Deliberate and aggressive coughing on another child or member of staff despite previous warnings.
• Deliberate spitting on another child or staff member.