Introductory Statement

How our code was developed

This policy was previously reviewed and reformed on the 15th November 2004.

In the school year 2012-2013, the staff of the school and Board of Management examined the existing code and conducted a full review. Pupils were consulted by The Student Council on how they would like to be treated in school in the school community (pupils and staff) and for their views on effective rewards and sanctions. In addition to the parent members on the Board of Management, a questionnaire was issued to parents/guardians of pupils and a draft copy of our policy will be posted on our website and comment invited by the wider parent community before this updated version of the Code of Behaviour is ratified. This policy is been reviewed in light of the most recently published N.E.W.B. guidelines (2008)

In order for this policy to be implemented successfully it requires a whole school approach, namely the co-operation and support of all staff, pupils, parents, and the Board of Management, working as a team.

Aims/ goals;

encourage students to take personal responsibility for their learning and their behaviour
help our students to mature into responsible participating citizens
build positive relationships of mutual respect and mutual support among students, staff and parents
ensure that the school’s high expectations for the behaviour of all the members of the school community are widely known and understood.

Principles upon which the code is formulated

As a whole school, we aim to ensure that our ethos, policies and practices are in harmony. All school policies and practices have the potential to impact on student behaviour and are assessed from this perspective.

A teamwork approach is taken to behaviour. Our code is revisited by the staff at the first staff meeting of each new school year and all policies and practices are reviewed to support the objectives of the code of behaviour.

We use a whole-school approach to curriculum and classroom management. The classroom environment, like the wider school environment, gives students clear messages about teachers’ expectations and creates consistent boundaries. The skill of the teacher in managing the routine engagement with students is recognised as a critical factor in preventing problems.

We strive to create an inclusive and involved school community where parents have opportunities to learn how their commitment to the school and their relationship with the school can impact on behaviour and learning. A welcome meeting is held at the start of each new school year and the importance of the parent, pupil teacher relationship is emphasised. Guest speakers are invited to address the parent body at these meetings about their continuing contribution to their child’s learning and the importance of their relationship with the school. In S.P.H.E., students learn how their behaviour and learning, the learning of other students, and the wellbeing of the school community are linked together.

Our vision for relationships and behaviour in the school and the ways in which the school promotes good behaviour

The code gives priority to promoting good behaviour. The tone and emphasis of the code strives to be on setting high expectations and affirming good behaviour. The code helps our pupils to experience the value of being responsible, participating members of the school community.

The school climate and atmosphere are created by the actions and behaviour of everyone in the school. The behaviour of the adults in a child’s life, including parents and teachers, is a significant influence on how a child acts.

We recognise that learning, relationships and behaviour are inextricably linked. Good behaviour is an outcome of effective learning and good relationships, as well as an influence on how students learn.

The code of behaviour reflects the school’s commitment to provide positive support, including active teaching of relevant skills, for those students who are more vulnerable to behaviour problems.

The code is informed by the principle of fairness. It respects the principles of natural justice, and ensures a consistent approach to behaviour on the part of all school personnel.

As a school, we are aware that many aspects of school life can impact on behaviour;

relationships among teachers and students,
students’ sense of belonging to the school community,
school and classroom environment,
the relevance of curriculum to students’ lives,
classroom management,
ability grouping,
timetabling,
break-time management,
student participation and parental involvement

These all play a role in contributing to patterns of positive behaviour.

Relationship to characteristic spirit of the school.

Our code of behaviour is based on a commitment to the welfare of every student, including the right to participate in, and benefit from, education.

In school, we work to create an atmosphere in our school is one of constructive co-operation. We aim for a harmonious environment that nurtures the children’s potential.

The school climate and atmosphere are created by the actions and behaviour of everyone in the school.

The code gives priority to promoting good behaviour. The tone and emphasis of the code is on setting high expectations and affirming good behaviour.

The code makes clear that the educational needs of a student whose behaviour is unacceptable will be balanced with the educational needs of other students in the school.

The school code fosters relationships of trust between students and teachers.

Our school should be a place where all staff, pupils and parents are happy and enjoy working and learning together. The code helps to promote a positive and safe working environment for all staff, including a positive and safe classroom environment for teachers.

The school Mission Statement (reflecting any foundational documents provided by the Patron)

St Patrick’s National School aims to have a community of learning where staff, pupils and parents are happy and enjoy working together.

This school should be a place where pupils develop and acquire knowledge and understanding of the Catholic ethos and sound moral values.

Children are encouraged to develop a respect for themselves, their peers and people in responsible authority, and an awareness of the needs of others.

We are proactive in our efforts to achieve this environment through our language and our actions.

The code identifies standards of behaviour and relationships that will create a positive environment for teaching and learning. It describes the behaviour expected of all members of the school community.

Values underpinning the standards of behaviour are;

respect for self and others
kindness and willingness to help others
courtesy and good manners
fairness
readiness to use respectful ways of resolving difficulties and conflict
forgiveness.

The expectations for students, staff and parents and how they will treat each other

The expectations for students;

respect other students and their learning
help to create a safe, positive environment
respecting staff
participating in school activities
show consideration for other children and adults
show respect for the property of the school, other children’s and their own belongings

The expectations for staff and parents;

How students, teachers and parents can help to promote a happy school

The teachers and staff see parents/guardians as partners in this process and seek actively, through word and action, to create a happy climate of physical, emotional, social and intellectual security for students, staff and parents/guardians. In this way teaching and learning can take place within the context of mutually valuing and respectful relationships.

We encourage the children to develop their self-confidence and pride in their own achievements.

Through their involvement, students can:

hear directly from teachers about what is needed for teaching and learning
experience being part of a collective effort to make sure the school is a good place to teach and learn
learn about taking personal responsibility for their behaviour and for each other’s wellbeing and the wellbeing of the teachers
learn essential skills of listening, negotiating and managing differences
have their experience, insights and expectations recognised and used.

We endeavour to achieve this goal in a climate of positive co-operation, supported by the entire school community of pupils, teachers, support staff, parents/guardians, Board of Management and Parish.

In our school we aim to develop and release the potential of every child, by providing a stimulating, enriching and happy environment.

Our School seeks to give equal opportunity to all children to reach their full potential.

Joint work between parents and staff in the development of the code of behaviour can:

give parents insight into what teachers need in order to be able to teach effectively
equip parents to reinforce at home the messages about learning and behaviour that are conducive to a happy school
help parents to have a strong sense of pride in the school and ownership of its work
help to ensure that parents give consistent messages to students about how to treat others.

Promoting good behaviour

There should be consistency across the teaching team as to how best to promote good behaviour.

Students are more likely to behave well when:

they are given responsibility in the school and are involved in the development of the code of behaviour
they understand why the code is important and their part in making it work
they can see that the code works in a fair way
there are standards that set high expectations for student behaviour
the standards are clear, consistent and widely understood
parents support the school by encouraging good learning behaviour
there are good relationships between teachers, parents and students and a happy school atmosphere
adults model the behaviour that is expected from students.

Other strategies to encourage and promote good behaviour include:

positive everyday interactions between teachers and students
good school and class routines
clear boundaries and rules for students
helping students themselves to recognise and affirm good learning behaviour
recognising and giving positive feedback about behaviour
exploring with students how people should treat each other
involving students in the preparation of the school and classroom rules.

Roles and responsibilities of staff members in relation to behaviour

The teacher will deal with minor breaches of discipline, in the classroom or elsewhere, by any of the pupils in the school.

Persistent or serious breaches will be dealt with in consultation with the Principal, the parents, and the Board of Management, in that order.

The purpose and content of school rules

The code of behaviour describes the school’s expectations about how each member of the school community (students, staff and parents) will help to make the school a good place for teaching and learning.

It also describes how the school will respond to behaviour that interrupts, diminishes or prevents teaching and learning in the school

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 create 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 ensure the safety and well-being of all members of the school community

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.

School rules

Rules or expectations provide clear boundaries. They describe in simple terms how to behave in order to learn well and to develop into mature and responsible individuals.

School rules and classroom rules have different levels of detail. Distinctions are made between good housekeeping (routine, effective organisation and management) and rules that relate to behaviour and learning.

A charter or agreement at class level is discussed with students to help to decide on the forms of acceptable and unacceptable behaviour in the group. While the standards are common to everyone in the school, expectations reflect the age and stage of development of the students.

School and classroom behaviour expectations are:

• kept to a minimum

• written in clear, simple language

• stated positively, telling students what to do, as well as what not to do

• based on a clear rationale that is explained, understood and agreed

• developed through consultation with students, parents and staff

• communicated and referred to regularly.

Children will be made aware of the school’s expectations of behaviour in the play areas as soon as they enrol in the school and will be reminded of them as often as is necessary. They will be made aware that the rules are made for their own safety, and of the importance of these rules.

Behaviour and learning expectations.

do one’s best in class
taking responsibility for one’s work
respecting other students and their learning
respecting staff
participate in school activities.
show consideration for other children and adults
show respect for the property of the school, other children’s and their own belongings
attend school on a regular basis, to wear the school uniform, and to be punctual
is expected to do his/her best, both in school and with homework

Classroom atmosphere;

In the classroom, the atmosphere should be one of constructive co-operation. Pupils should be conscious of the disruption that can be caused by bad behaviour. They must avoid the kind of behaviour that interferes with the work of the class, or wastes the teacher’s time.

Respect for their peers;

Every child should respect the rights of every other child and in particular the needs and weaknesses of smaller children. Acts of bullying and revenge are not permitted. (See anti-bullying policy)

Respect for visitors;

Politeness to visitors, including people passing by on the road, is an important consideration.

Children should be aware of proper behaviour in the presence of adults. Deference, politeness and cheerfulness are to be cultivated.

General expectations /housekeeping

Personal safety

Special consideration is required on the steps, in the corridors, at the doors and where ball is being played.
Areas that are off-limits: the wood/bank, the back of the school and the bank behind it, behind the shed and boiler, the top of the wall (roadside), any railings around the school, the tree areas below the railing, the oil tank.
No sticks, “guns”, bows and arrows etc.
No throwing of missiles – pinecones, apple cores, snowballs etc.
No climbing – trees, pipes, walls, railings etc.
No swinging or sliding on the handrails
No running on the steps
No rough play – kicking, hitting etc.

Complaints; In the play areas the teacher on duty will deal with complaints, in accordance with strategies outlined below.

Coming to school and going home

Behaviour on the school bus, getting on and getting off should be given special attention.
Children must stay on footpaths until their lift arrives.
Infants will be collected at the gate.

Respect for property;

The buildings, fences, trees, shrubs and equipment are to be treated with respect and should not be abused.
Children should be conscious of litter problems and should be able to take responsibility for their own litter.

Students need opportunities to think and talk about behaviour, learning and rules, so that they can understand what the rules mean for them.

Individual class teachers will;

involve the students in discussing how to translate the standards into school rules and classroom rules
ensure that all students have a good understanding of what is expected of them and why
identify the skills students need in order to observe the rules and explore possible ways of promoting and
teaching these skills through S.P.H.E.

Systems for acknowledging good behaviour, progress and effort (e.g. reward systems)

Positive behaviour will be consistently encouraged by positive affirmation for good behaviour.

Reward systems in use are intended to:

• be meaningful to the individual student or group
• acknowledge behaviour that is valued and wanted
• be closely linked in time to that specific behaviour
• be based on a knowledge of the individual and are sensitive to personal, developmental and cultural factors (for example some older pupils may prefer private acknowledgement to public praise)
• be given for effort and not only for achievement
• be used consistently and by all staff
• be used in an inclusive way. Rewards will not be used in a way that discriminate against any student or group of students, for example, students from a particular background, gender or ethnic group.

Children will be rewarded with a good behaviour voucher – ten vouchers will receive a reward e.g.:

Privilege jobs/responsibilities e.g. Greenschool monitors, composting, recycling
Sitting beside a friend for the day
Games
Stickers and stamps
Weekly /Monthly prizes etc.

In addition to the above, if children in 1st – 6th classes collect ten good behaviour vouchers they don’t receive homework on a night of their choice.

We will constantly monitor our strategies to ensure that they are having a positive effect on the children. We may change them if they are losing interest and we may add new ones to keep the children interested.

How students, staff and parents can help each other to meet the standards expected in the school.

As a whole school, we aim to ensure that our ethos, policies and practices that are in harmony. All school policies and practices have the potential to impact on student behaviour and are assessed from this perspective.

The quality of relationships between teachers and students is a powerful influence on behaviour in a school. The school code fosters relationships of trust between students and teachers.

Adults have more responsibility than students for building these relationships.

The code helps young people to experience the value of being responsible, participating members of the school community.

The code promotes equality for all members of the school community.

The code prevents discrimination and allows for appropriate accommodation of difference, in accordance with Equal Status legislation. For some students, visual prompts or pictures may be needed. Some students with special needs may need opportunities to practice observing the rules, with feedback on their progress.

Our school aims to foster in students skills to manage their own behaviour and to respond appropriately to the behaviour of others.

In this way, pupils are with essential life skills, while also creating the conditions for effective teaching and learning.

Teaching the skills will be facilitated by

referring to the code in class on a regular basis and applying the values in every class
clarifying students’ understanding of expected behaviours
discussing appropriate and inappropriate behaviour with students
learning and teaching the rules and developing lesson plans for each rule
using the Social, Personal and Health Education programme and extra-curricular opportunities
(music, sport, drama, after-school or clubs) as vehicles for teaching skills for responsible behaviour and relationships
involving students in reviewing and developing school policies, as part of school development planning

The consequences of unacceptable behaviour: what happens when people break the rules, (responses and sanctions)

The kinds of behaviours that are not acceptable in the school include:

behaviour that is hurtful (including bullying, harassment, discrimination and victimisation)
behaviour that interferes with teaching and learning
threats or physical hurt to another person
damage to property
theft

Strategies for dealing with unacceptable behaviour

The teacher will deal with minor breaches of discipline, in the classroom or elsewhere, by any of the pupils in the school.

Initial Teacher interventions;

Reasoning with the pupil
Reprimand (including advice on how to improve)
Sanctions that may be used.

Sanctions are used to bring about a change in behaviour by:

helping students to learn that their behaviour is unacceptable
helping them to recognise the effect of their actions and behaviour on others
helping students (in ways appropriate to their age and development) to understand that they have choices about their own behaviour and that all choices have consequences
helping them to learn to take responsibility for their behaviour.
reinforce the boundaries set out in the code of behaviour
signal to other students and to staff that their wellbeing is being protected.

It is important that they;

defuse and not escalate a situation
preserve the dignity of all the parties
be applied in a fair and consistent way
be timely.

All members of staff will use agreed sanctions in a consistent way.

A student should know when they have breached the code and that the breach warrants a sanction.

A student should be able to relate the sanction to the behaviour that prompted the imposition of the sanction.

Sanctions should be proportionate to the nature and seriousness of the behaviour.

Decisions about the use of sanctions should distinguish between minor misbehaviour and serious misbehaviour.

The view taken about how serious any particular behaviour is will depend on several factors besides the actual behaviour itself. These factors will include:

the frequency, duration and persistence of the behaviour
whether it is part of an escalating pattern of poor behaviour
the context of the behaviour.

Sanctions will be appropriate to the age and developmental stage of the student and take account of the cultural background of the student.

The sanctions used include;

Temporary separation from peers – e.g. stands by railings/wall or walk around with teacher on duty
Temporary removal from a group in class
Loss of privileges – e.g. homework on Friday, removal of break time equipment (balls, bean-bags etc.)
Loss of posts of responsibility e.g. recycling, jobs/messages etc

Children will write incident report in homework notebook, acknowledging their behaviour and reasons for not repeating behaviour

Child’s name will go into the Behaviour Book (kept in Staff room)

If a child’s name is in the Behaviour Book 5 times they will be referred to the Principal

Persistent (e.g. 5 more incidents) or serious breaches will be dealt with in consultation with the Principal, the parents, and the Board of Management, in that order. The Board of Management, with the school community, has developed a strategy for intervening early and positively when student behaviour does not meet the standards expected in the school.

A problem solving approach is used where –

Information is gathered to understand the context and the factors that may be affecting behaviour.
Ideas are generated about possible solutions that take account of the reasons why it may be happening.
Specific strategies are decided and agreed on.
The agreed strategy is implemented consistently.
Progress is review to evaluate the impact and effectiveness of the intervention.
Throughout, the relationship with the student is kept as positive as possible, involving the student and parent.

Our whole-school approach to inappropriate behaviour includes:

Agreed ways of describing behaviour

A common framework for documenting problem behaviour includes ways of describing the nature, intensity and persistence of the behaviour (see Appendix 1). Accurate descriptions allow adults to locate behaviour on a continuum of seriousness, to notice patterns, to observe changes over time or in different contexts and to develop ways of responding based on this detailed knowledge.

Arrangements for recording behaviour

A simple recording system called a behaviour log (see Appendix 2) is used that allows the school to track, systematically and consistently, any student’s behaviour that is a cause of concern. The record will note interventions tried and how the student has responded to them.

A ladder of intervention.

As part of the whole-school approach, school staff has an agreed ladder of intervention in response to inappropriate behaviour. This allows for consistency among staff as well as ensuring that there is a planned approach to helping students to change their own behaviour.

At each level, parental and family support will be sought.

Support for all; Most students behave appropriately, with the help of consistent and clear rules and routines in class and in school. Occasional, minor misbehavior will be attended to routinely and effectively through the skill of the classroom teacher.

Additional support for some students; Some students need more active intervention to help them to manage their behaviour. Without additional help, they may be at risk of failing, behaviourally, socially and educationally. Additional inputs or interventions include:

referral to another teacher (Resource/ class teacher) who can work with the student
setting targets for behaviour and monitoring them with the student in a supportive way
behaviour contracts.

Specialised support for a small minority of students; A small minority of students may show particularly challenging behaviour.

They may have great difficulty in learning new behaviour and may not respond to low-level interventions. These students will need a sustained and systematic response involving the important adults in their lives, in school and at home.

The Principal and staff build links with any local support services that may be able to assist in responding to the needs of a student with behavioural difficulties.

Members of staff, working as a team, can also support the classroom teacher in a number of ways:

• helping a teacher to think about and analyse possible reasons for a student’s poor behaviour

• helping to devise possible ways of changing the behaviour

Breaches of the school’s anti- bullying policy.

Where breaches of the school’s anti bullying policy have occurred, the following steps will be followed for each individual involved.

The school will aim to do everything possible to stop the bullying immediately.
Steps will be taken to ensure that there is no re-occurrence.
Steps will be taken to rebuild the victim’s confidence and self esteem and support will be given to help the child overcome this experience.
Programmes with victims, bullies and their peers will take place.
Whole school lessons will be taught dealing with respect, self-esteem and the issue of bullying.

The school will aim to support the bully in changing their behaviour. We will try to understand what causes the child to be a bully and concentrate on the positive aspects of the child’s personality.

Teaching situations will be set up where the bully and victim can get to know each other and talk freely to each other in a safe environment.

We will discuss the child’s behaviour with his/her parents and expect them to support and help us in dealing with the situation.

Should all of the above avenues fail and serious bullying persist, the Board of Management will be informed and sanctions such as suspension and expulsion be considered.

Where parents or students can get help when problems arise

If children need more specific support from outside agencies, they will be referred to NEPS, Bernardos, S.E.N.O., Lucena Clinic, G.P.,N.P.C., NEWB.

We will also promote home/school community links to counter bullying behaviour, e.g. information evening for parents etc.

We will evaluate the effectiveness of the school policy, reviewing regularly the type of bullying behaviour that may have happened and the effectiveness of the action taken.

After the meeting with parents, if the child’s behaviour still does not improve, incidents will be reported to the Board of Management. The Board of Management will deal with suspension/expulsion procedures in accordance with the Education Welfare Act.

Note: Teachers will have ongoing communication with parents, e.g. informal meetings before and after school, notes home in homework notebook, child’s own record of incident, which will have to be signed, phone call home etc. Therefore, parents will be aware of behaviour before steps i) and j) occur.

When and where behaviour will be subject to the code of behaviour (e.g. school bus, school tours, other school-linked activities)

The standards and rules contained in the code of behaviour apply in any situation where the student is the responsibility of the school. In addition to the standard school day, other examples include school tours, games and extracurricular activities and attendance at events organised by the school.

Policies and procedures for suspension and expulsion

The school believes that a proposal to exclude a student, through suspension or expulsion, is a serious step, warranted only by very serious misbehaviour.

It ensures that fair procedures are used for suspension and expulsion and that all staff are aware of those procedures.

It takes special care to ensure that the fair procedures are accessible to people with disabilities or those from different language or cultural backgrounds.

It ensures that the Board of Management and the Principal are equipped for their roles in relation to the use of suspension and expulsion.

There are no undue delays in an investigation and in making decisions about the imposition of suspension or expulsion. All matters to do with an investigation of alleged misbehaviour are dealt with in confidence.

Fair procedures have two essential parts:

the right to be heard

the right to know that the alleged misbehaviour is being investigated
the right to know the details of the allegations being made and any other information that will be taken into account
the right to know how the issue will be decided
the right to respond to the allegations
where the possible sanction is of a serious nature, the right to be heard by the decision-making body
where the possible sanction is of a serious nature, the right to ask questions of the other party or witnesses where there is a dispute about the facts.

The right to be heard means that a student and their parents are fully informed about an allegation and the processes that will be used to investigate and decide the matter; and that they must be given an opportunity to respond to an allegation before a decision is made and before a serious sanction is imposed.

The right to impartiality.

the right to an absence of bias in the decision-maker
the right to impartiality in the investigation and the decision-making.

Thoughtful application of professional judgment and knowledge of the requirements of fair procedures will generally guide decision-making about suspension and expulsion. However, in circumstances of particular complexity, the school may need to seek legal advice to support their decision-making.

Suspension (requiring a student to absent himself/herself from the school for a specified, limited period of school days.)

The Board of Management of a recognised school has the authority to suspend a student.

Suspension will be part of an agreed plan to address the student’s behaviour. The suspension will:

enable the school to set behavioural goals with the student and their parents
give school staff an opportunity to plan other interventions
impress on a student and their parents the seriousness of the behaviour.

Suspension will be a proportionate response to the behaviour that is causing concern.

Normally, other interventions will have been tried before suspension, and school staff will have reviewed the reasons why these have not worked. The decision to suspend a student requires serious grounds such as that:

the student’s behaviour has had a seriously detrimental effect on the education of other students
the student’s continued presence in the school at this time constitutes a threat to safety
the student is responsible for serious damage to property.

A single incident of serious misconduct may be grounds for suspension.

Factors that will be considered before suspending a pupil include;

The nature and seriousness of the behaviour
The context of the behaviour
The impact of the behaviour
The interventions that have been tried to date
Whether suspension is a proportionate response
The possible impact of suspension

Procedures concerning suspensions

Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant suspension, the school will observe the following procedures:

inform the student and their parents 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. Informing parents in writing has the benefit of ensuring that there is a formal and permanent record of having let parents know.

give parents and student an opportunity to respond before a decision is made and before any sanction is imposed. A meeting with the student 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.

A student 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, giving the circumstances and the expected outcomes.

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 student, where the suspension would bring the number of days for which the student 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 (see 11.7 Appeals).

The Board of Management will offer an opportunity to appeal a Principal’s decision to suspend a student. In the case of decisions to suspend made by the Board of Management, an appeals process may be provided by the Patron.

Where the total number of days for which the student has been suspended in the current school year reaches twenty days, the parents, or a student aged over eighteen years, 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 should notify the parents and the student 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 student and
the parents (for example, parents might be asked to reaffirm their commitment to the code of behaviour)
the provision for an appeal to the Board of Management
the provision for an appeal to the VEC, if appropriate
the right to appeal to the Secretary General of the Department of Education and Science (Education Act 1998, section 29).

After the suspension ends

A period of suspension will end on the date given in the letter of notification to the parents about the suspension.

Re-integrating the student

The school will have a plan to help the student to take responsibility for catching up on work missed. . A suspended student may feel angry or resentful about their suspension, and these feelings can trigger problems with reintegration which, in turn, may lead to further problem behaviour. Where possible, the school will arrange for a member of staff to provide support to the student during the re-integration process.

Clean slate

When any sanction, including suspension, is completed, a student 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 student as of all other students.

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)).

Expulsion(when a Board of Management makes a decision to permanently to exclude a pupil from the school, having complied with the provisions of section 24 of the Education (Welfare) Act 2000.)

The Board of Management of a recognised school has the authority to expel a student.

As a matter of best practice, that authority is reserved to the Board of Management and will not be delegated.

Expulsion will be a proportionate response to the student’s behaviour. Expulsion of a student is a very serious step, and one that will only be taken by the Board of Management in extreme cases of unacceptable behaviour.

The school will have taken significant steps to address the misbehaviour and to avoid expulsion of a student including, as appropriate:

meeting with parents and the student to try to find ways of helping the student to change their behaviour
making sure that the student understands the possible consequences of their 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 student requires serious grounds such as that:

the student’s behaviour is a persistent cause of significant disruption to the learning of others or to the
teaching process
the student’s continued presence in the school constitutes a real and significant threat to safety
the student is responsible for serious damage to property.

The grounds for expulsion may be 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 student’s behaviour.

Expulsion for a first offence

There may be exceptional circumstances where the Board of Management forms the opinion that a student 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 student or member of staff
actual violence or physical assault
supplying illegal drugs to other students in the school
sexual assault.

Factors that will be considered before proposing to expel a pupil include;

The nature and seriousness of the behaviour
The context of the behaviour
The impact of the behaviour
The interventions that have been tried to date
Whether suspension is a proportionate response
The possible impact of an expulsion

Procedures in respect of expulsion

A detailed investigation carried out under the direction of the Principal.
A recommendation to the Board of Management by the Principal.
Consideration by the Board of Management of the Principal’s recommendation; and the holding of a hearing.
Board of Management deliberations and actions following the hearing.
Consultations arranged by the Educational Welfare Officer.
Confirmation of the decision to expel.

The tasks involved in these procedural steps may require separate meetings or some may be accomplished together in a single meeting, consistent with giving parents due notice of meetings and a fair and reasonable time to prepare for a Board hearing.

Step 1: A detailed investigation carried out under the direction of the Principal

In investigating an allegation, in line with fair procedures, the Principal will:

inform the student and their parents about the details of the alleged misbehaviour, how it will be investigated and that it could result in expulsion
give parents and the student every opportunity to respond to the complaint of serious misbehaviour before a decision is made and before a sanction is imposed.

Parents will be informed in writing of the alleged misbehaviour and the proposed investigation in order to have a permanent record of having let them know. This also ensures that parents are very clear about what their son or daughter is alleged to have done. It serves the important function of underlining to parents the seriousness with which the school views the alleged misbehaviour.

Parents and the student will have every opportunity to respond to the complaint of serious misbehaviour before a decision is made about the veracity of the allegation, and before a sanction is imposed. Where expulsion may result from an investigation, a meeting with the student and their parents is essential. It provides the 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. It may also be an opportunity for parents to make their case for lessening the sanction, and for the school to explore with parents how best to address the student’s behaviour.

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 will:

inform the parents and the student that the Board of Management is being asked to consider expulsion
ensure that parents have records of: the allegations against the student; the investigation; and 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 are given to parents
notify the parents of the date of the hearing by the Board of Management and invite them to that hearing
advise the parents that they can make a written and oral submission to the Board of Management
ensure that parents 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

It is the responsibility of the Board to review the initial investigation and satisfy itself that the investigation was properly conducted in line with fair procedures. The Board should undertake its own review of all documentation and the circumstances of the case. It will ensure that no party who has had any involvement with the circumstances of the case is part of the Board’s deliberations (for example, a member of the Board who may have made an allegation about the student).

Where a Board of Management decides to consider expelling a student, it will hold a hearing. The Board meeting for the purpose of the hearing should be properly conducted in accordance with Board procedures. At the hearing, the Principal and the parents put their case to the Board in each other’s presence. Each party should be allowed to question the evidence of the other party directly. The meeting may also be an opportunity for parents to make their case for lessening the sanction. In the conduct of the hearing, the Board will take care to ensure that they are, and are seen to be, impartial as between the Principal and the student. Parents may wish to be accompanied at hearings and the Board should facilitate this, in line with good practice and Board procedures.

After both sides have been heard, the Board should ensure that the Principal and parents are not present for the Board’s deliberations.

Step 4: Board of Management deliberations and actions following the hearing

Having heard from all the parties, it is the responsibility of the Board to decide whether or not the allegation is substantiated and, if so, whether or not expulsion is the appropriate sanction.

Where the Board of Management, having considered all the facts of the case, is of the opinion that the student should be expelled, the Board will notify the Educational Welfare Officer in writing of its opinion, and the reasons for this opinion. (Education (Welfare) Act 2000, s24 (1)). The Board of Management will refer to National Educational Welfare Board reporting procedures for proposed expulsions. The student cannot be expelled before the passage of twenty school days from the date on which the EWO receives this written notification (Education (Welfare) Act 2000, s24 (1)).

An appeal against an expulsion under section 29 of the Education Act 1998 will automatically succeed if it is shown that the Educational Welfare Officer was not notified in accordance with section 24(1) or that twenty days did not elapse from the time of notification to the Educational Welfare Officer to the implementation of the expulsion (Education (Miscellaneous Provisions) Act 2007, s4A).

The Board should inform the parents in writing about its conclusions and the next steps in the process.

Where expulsion is proposed, the parents will be told that the Board of Management will now inform the Educational Welfare Officer.

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).

The purpose of the consultations and the meeting is to ensure that arrangements are made for the student to continue in education. These consultations may result in an agreement about an alternative intervention that would avoid expulsion. However, where the possibility of continuing in the school is not an option, at least in the short term, the consultation should focus on alternative educational possibilities.

In the interests of the educational welfare of the student, those concerned should come together with the Educational Welfare Officer to plan for the student’s future education.

Pending these consultations about the student’s continued education, a Board of Management may take steps to ensure that good order is maintained and that the safety of students is secured (Education (Welfare) Act 2000, s24(5)).

A Board may consider it appropriate to suspend a student during this time.

Suspension should only be considered where there is likelihood that the continued presence of the student during this time will seriously disrupt the learning of others, or represent a threat to the safety of other students or staff.

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 (this task might be delegated to the Chairperson and the Principal). Parents should be notified immediately that the expulsion will now proceed. Parents and the student should be told about the right to appeal and supplied with the standard form on which to lodge an appeal. A formal record should be made of the decision to expel the student.

Procedures for notifying the school about reasons for absence from school

The procedures to be followed by parents when they are notifying the school about a child’s absence (Education Welfare Act 2000 section 23(2)(e) & section 18) are explained to all parents at the Induction meeting for Junior Infants before they start in the school and again at the September welcome meeting. The procedure is also published on the school website (stpatrickscurtlestown.ie) and there are reminders during the year in the bimonthly newsletter.

This advice highlights:

the importance of letting the school know of their child’s absence for any reason
when the school wishes to be informed (i.e. when the student returns to school)
the person to be informed
the method to be used in informing the school (i.e. written note)
the need to give detailed information to the school about the reasons for absence

Procedures for raising a concern or bringing a complaint about behaviour matter

The school has accessible ways though which staff, parents and students can talk to someone about any concerns they may have about behaviour or about any aspect of the code of behaviour.

Teachers, parents and students are informed about how they can do this.

Monitoring behaviour

The school needs to know how the code is working and how well it is achieving its goals. This requires arrangements for monitoring and recording behaviour in the school and time devoted to analysing the information from the monitoring process.

A good system for monitoring overall standards of behaviour will gather reliable, factual information from the Board of Management, teachers and other staff, students and parents, about standards of behaviour in general or for specific class groups. Students and parents may be consulted to get their views on why trends and patterns are happening. They can provide valuable insights into the reasons, as well as helping to find solutions.

Regular monitoring will:

alert school staff to emerging problems for a particular student or group of students
show trends and patterns, for example, the time of day, location or circumstances associated with either poor behaviour or instances of particularly good behaviour
provide school management with the information they need in order to have oversight of the way the code is working
provide information to help the school to look at possible causes of particular behaviour or whether certain groups of students are the targets of harassment or bullying
provide information about successes and what is working well
avoid the risk of labelling a student unfairly from class to class or year to year, by providing factual data for any judgment about behaviour.

Records

A standardised record system will allow the school to track an individual student’s behaviour and to check whether efforts to change behaviour are working. All interventions aimed at helping the student to deal with unacceptable behaviour will also be recorded, including contact with parents or referral to other agencies.

Positive responses by a student, and evidence of changed behaviour, will be recorded, as should any sanction used, together with the reason why the sanction was imposed.

Students will be told when a record is being made about their behaviour, and the reasons for keeping a record.

Records will be kept in accordance with the Data Protection Act 1988 and the Data Protection (Amendment) Act 2003.

The eight rules of data protection apply to personal records kept in school:

1. Obtain and process information fairly.

2. Keep it only for one or more specified, explicit and lawful purposes.

3. Use and disclose it only in ways compatible with these purposes.

4. Keep it safe and secure.

5. Keep it accurate, complete and up-to-date.

6. Ensure it is adequate, relevant and not excessive.

7. Retain it for no longer than is necessary for the purpose or purposes.

8. Give a copy of their personal data to an individual on request.

Success criteria

We will use the following as indicator of the success of this policy:

Positive feedback from staff, parents and pupils
Observation of behaviour in classrooms, corridors, yard
Observation of children’s’ attitudes towards each other
A decrease in names going into behaviour book
Increase in number of children receiving good behaviour vouchers

Roles and responsibility
All staff will be involved in the implementation of this policy, constant breaches will be dealt with by the Principal and Board of Management.

We expect parents to assist with the implementation of this policy by encouraging positive behaviour in their own children.

The policy will be given to parents of Junior Infants when they enrol at St Patrick’s National School. Parents will be expected to read it and to sign it, and to explain it to their children and to encourage their children to obey the Code of Behaviour.

This code will be reviewed by staff at the first staff meeting annually and by the Board of Management at the last B.O.M. meeting in 2015.

Anyone wishing to make contact with the school about behaviour matters should address their queries/ concerns to the Principal teacher, Mary Conroy.

Implementation date

This reviewed policy was ratified by the Board of Management on 22nd May 2013 and will be implemented from the 23rd May 2013.

St. Patrick's National School, Curtlestown

"Mol an Óige agus tiocfaidh sí"

Code of Behaviour

Introductory Statement

Aims/ goals;

Principles upon which the code is formulated

Our vision for relationships and behaviour in the school and the ways in which the school promotes good behaviour

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Introductory Statement

Aims/ goals;

Principles upon which the code is formulated

Our vision for relationships and behaviour in the school and the ways in which the school promotes good behaviour

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