Code of Behaviour

Introduction:

This policy document was drawn up by the staff of Scoil Bhríde, in consultation with the Board of Management and parents/guardians in order to outline our practices and procedures in fostering a positive school culture where good behaviour is supported and promoted.

Rationale:

·       It is a requirement under the Education Welfare Act, 2000, Section 23 to prepare a code of Behaviour in respect of the students of the school. This policy ensures compliance with the legal requirements and good practice as set out in Developing a Code of Behaviour: Guidelines for Schools, NEWB, 2008.

·       The Code of Behaviour will help the school community to promote our school ethos and will outline procedures and practices that encourage good behaviour and help prevent unacceptable behaviour.

·       The Code of Behaviour will enable the staff, pupils and parents to work together for a happy, effective and safe school.

 Relationship to School Ethos:

This policy complements the school ethos of nurturing potential in a caring environment where the welfare of children is paramount and where we promote the holistic development of the child including academic, physical, moral, emotional, spiritual, asthetic, cultural, social & personal development.

 Aims:

§         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 throughout the school

 Whole school approach to promoting positive behaviour

 The importance of a whole school approach to the promotion of positive behaviour is paramount to the successful implementation of this policy.  The key elements of this approach are:

·  Teamwork – involving staff, pupils, parents and the Board of Management

·  Ethos, policies and practices that are in harmony and support each other

·  A whole school approach to curriculum and classroom management

·  An inclusive and involved school community

·  An on-going systematic process for planning and reviewing behaviour policy

 The Role of School Staff & adults in our school community

The adults encountered by the children at school have an important responsibility to model high standards of behaviour, both in their dealings with the children and with each other, as their example has an important influence on the children.

 Adults should:

·  create a positive climate with realistic expectations

·  promote, through example, honesty and courtesy

·  provide a caring and effective learning environment

·  encourage relationships based on kindness, respect and understanding of the needs of others

·  ensure fair treatment for all regardless of age, gender, race, ability and disability

·  show appreciation of the efforts and contribution of all

·  to discourage physical aggression and encourage ‘kind hands, kind words, kind feet’

All staff, including temporary and substitute teachers, will be provided with a copy of the Code of Behaviour.  Staff will be responsible for ensuring that the day to day implementation of school policies and practices support the objectives outlined in this code of behaviour.

 There is a strong sense of community and cooperation among staff, pupils and parents and all are agreed that their focus is primarily on the promotion and recognition of positive behaviour. In catering for children who may present with behavioural difficulties arising from their special educational needs, the strategies used to cater for these children are very child specific and are developed in consultation with Learning Support/Resource Teacher(s), Class Teacher, Principal and Parents. Behavioural targets are outlined in individual IEP

Teachers and the Curriculum

Teachers will use the Social, Personal and Health Education programme to support the Code of Behaviour.  Through the SPHE programme teachers will aim to foster self-esteem and help children accommodate differences and develop citizenship.  They will also aim to help our pupils develop communication skills, appropriate ways of interacting and behaving, as well as conflict resolution skills.

 The Role of the Board of Management

The Board has particular responsibility for the ethos of the school and has overall responsibility for ensuring that the Code of Behaviour is prepared, implemented and reviewed regularly.  The Board will offer support and advice on any interventions deemed necessary.  It will support staff in providing opportunities for staff development and  has a particular role in the area of suspension and expulsion.

 The Role of Parents

Parents play a key role in the implementation of the Code of Behaviour. The school needs the support and co-operation of parents in order to meet legitimate behavioural expectations.  They play a crucial role in shaping the attitudes that produce good behaviour in school. An overview of this policy was presented at a Parents’ Association meeting and the document was published on the school website and feedback invited.

 Parents should:

·  ensure children attend school regularly and punctually

·  provide the school with requisite notes for absences, appointments etc.

·  be aware of and co-operating with the school’s rules and systems of reward and sanction

·  encourage the children to do their best and to take responsibility for their work

·  attend meetings at the school if requested

·  help children with their homework, ensuring that it is completed

·  ensure that children have the necessary books and materials for school

·  work alongside the school to promote positive behaviour as is outlined in this policy

 Parents will be alerted at an early stage where there are concerns about their child’s behaviour, so that ways of helping the pupil can be discussed and agreed. Where parents wish to express their concerns regarding matters of behaviour they will raise the concerns firstly with the class teacher, then with the Principal and if the issues remain unresolved and the parent/guardian wishes to pursue the matter further he/she may put his/her concerns in writing to the Chairperson of the Board of Management.

 Prior to registering a pupil, the parents shall be provided with a copy of the  schools’ Code of Behaviour.  Parents will be asked, as a condition of registering a  child, to confirm in writing that the Code of Behaviour is acceptable to them and that they will make all reasonable efforts to ensure compliance by their child. (Section 23 (4) of Education Welfare Act 2000)

The Role of Pupils 

In as far as possible, pupils are consulted about school, yard and class rules.  The reasons for specific rules are always discussed with pupils to give them a better understanding of the need for them.  We believe that pupils are more likely to support a Code of Behaviour where they understand the context. The class rules will be regularly reviewed with them. School rules & procedures are outlined in Appendix 1.

 Pupils should:

·       Show respect for themselves, for others, for their own property & that of others and for the environment.

·       Show kindness & a willingness to help others

·       Show courtesy & good manners

·       Show fairness & forgiveness

·       Work to the best of their ability at school & for homework

·       Respect the school rules & procedures

·       Help create a safe & positive environment

·       Attend school regularly & punctually

 Positive strategies for managing behaviour

We adopt a preventative, rather than a reactive, approach to managing behaviour. Positive strategies are used throughout the school to promote good behaviour and avoid misbehaviour. Positive interactions between teachers and pupils are the norm. There are clear boundaries and rules set for pupils under the motto:  “Respect for self, respect of others, respect for own property and that of others”

General school strategies

 In the classroom

·       Ground rules/behavioural expectations will be set in each class that are consistent with the ethos expressed in the Code of Behaviour and which set a positive atmosphere for teaching and learning in the class.

·       Pupils will have an input each year in devising the class rules ( this is usually done through SPHE – circle time/discussion etc )

·    Teachers employ a variety of classroom management techniques which will ensure a variety of activities and methodologies to sustain pupil interest and motivation

·       There is a clear system of acknowledging and rewarding good behaviour and sanctions for misbehaviour.

·       A differentiated approach to curriculum is important to ensure that all pupils are involved and challenged

·       Timetabling will aim to ensure variety and balance

·       Discrete and integrated lessons on positive behaviour

·       Exploring with pupils how to treat others as they would like to be treated

·       Using a variety of reward systems e.g. star charts, student of the week etc… both group and individual rewar

Playground

·       There are a concise set of playground rules which promote positive behaviour. These rules are discussed at a staff meeting at beginning of year staff meeting and at intervals during the school year.

·       Rules are discussed with pupils to ensure they understand the context

·       As per supervision policy there are two teachers on supervision at each break.  SNA’s are deployed as designated by Principal depending on need. Guidelines are issued to teachers at the start of each school year to ensure adequate supervision across the school.

·       Games which involve physical contact that could cause injury or hurt to others are not acceptable & both teachers and SNAs supervise in a proactive way to intervene if they see such play developing

·       Generally Infants – 2nd class play in the Junior yard while 3rd – 6th play in the Senior yard.

·       Junior Infants initially play in their own “zone”.

·       In order to monitor the movement of pupils they must ask permission from supervising teacher to go indoors to use bathroom or get something.

·       On wet days pupils remain in their classroom and are provided with games to play in an organised manner.

·       Pupils walk promptly to the line when the bell rings at the end of break time.

·       Pupils walk in an orderly line back to their classroom

            Other areas of the school

·         Good school routines are in place e.g. entering & leaving the classroom/building, appropriate seating arrangements, transition time routines etc. These are necessary to provide a positive school environment conducive to good teaching & learning.

School Related Activities:

The standards expected in the Code of Behaviour & school procedures apply in any situation where pupils are under the responsibility of the school. These include school tours, swimming, going to & from church, field trips, after school games & concerts etc

Children with Special Needs

All children are required to comply with the code of behaviour.  However the school recognises that children with special needs may require assistance in understanding certain rules.  Specialised behaviour plans will be put in place in consultation with parents and the class teacher, learning support/ resource teacher, and principal. The Principal will work closely with 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 invaluable.

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 individual

Rewards and sanctions

Rewards and acknowledgement of good behaviour

Our aim is to help children achieve their personal best – academically, intellectually and socially.  We place greater emphasis on rewards than on sanctions in the belief that this will, in the long run, give best results.

The following are some samples of how praise and affirmation is given:

·       a quiet word or gesture to show approval

·       a comment in a pupil’s exercise book.

·       a visit to another member of staff or to the Principal for commendation.

·       a word of praise in front of a group or class.

·       a system of merit marks or stickers.

·       special class treats – e.g. golden time, homework pass

·       delegating some special responsibility or privilege.

·       a mention to parent, written or verbal communication.

·       acknowledgement during school assembly

Strategies for responding to inappropriate behaviour

While we promote and reward positive behaviour, misdemeanours need to be recognised and dealt with and sanctions will be administered. Behaviour that interferes with the rights of others to learn and to feel safe is unacceptable.

The use of sanctions or consequences will be characterised by certain features:

·       It will be clear why the sanction is being applied

·       The consequence will relate as closely as possible to the behaviour

·       It will be made clear what changes in behaviour are required to avoid future sanctions

·       There should be a clear distinction between minor and serious/gross offences

·       It will be the behaviour rather than the person that is the focus

·       The sanction will be age appropriate and proportionate to the offence

 The following steps will be taken when the children behave inappropriately.  They are listed in order of severity with one being for a minor misbehaviour and ten being for serious or gross misbehaviour. Following consultation with the Principal teachers may put in place alternative measures bearing in mind the features by which sanctions should be characterised.  The aim of any sanction is to prevent the behaviour occurring again and if necessary to help the pupils devise strategies for this:

            1.         Reasoning with pupil.

            2.         Verbal reprimand including advice on how to improve.

            3.         Temporary separation from peers within class and/or temporary removal to another class.

            4.         Prescribing extra work

            5.         Loss of privileges

            6.         Detention during breaks – this will not require prior notice to parents.

            7.         Communication with parents.

            8.         Referral to Principal

            9.         Principal communicates with parents.

            10.        Exclusion (Suspension or Expulsion) from school (in accordance with Rule 130 of the Rules for National Schools as amended by circular and Education Welfare Act 2000).

 However sanctions will relate as closely as possible to the behaviour.  Therefore a child, who does not do his/her work in class or has not completed his/her homework, may be detained at break time to finish the work or a child who has played roughly on the yard may be detained indoors at break time. 

 Dealing with inappropriate behaviour will incorporate a staged approach. It will be dealt with first of all by the class teacher or teacher who encounters the behaviour. The teacher will use their professional judgement and if it is serious or persistent, Principal will be notified. A discussion on how their behaviour is affecting others and the possible consequences if there is no improvement will be held. If there is no improvement parents will be notified. The Board of Management will be informed as below.

Managing aggressive or violent behaviour

 Suspension / Expulsion

 Before serious sanctions such as detention, suspension or expulsion are used, the normal channels of communication between school and parents/guardians will be utilised.

 For gross misbehaviour or repeated instances of serious misbehaviour suspension may be considered.  Parents/guardians concerned will be invited to come to the school to discuss the child’s case.  Aggressive, threatening or violent behaviour towards a teacher or pupils will be regarded as serious or gross misbehaviour.

 Where there are repeated instances of serious misbehaviour, the Chairperson of the Board of Management will be informed and the parents will be requested in writing to attend at the school to meet with the Chairperson and the Principal.  If the parents/guardians do not give an undertaking that the pupil will behave in an acceptable manner in the future the pupil may be suspended for a period.  Prior to suspension, where possible, the Principal may review the case in consultation with teachers and other members of the school community, with due regard to records of previous  misbehaviour, their pattern and context, sanctions and other interventions used and their outcomes as well as any relevant medical information.  Suspension will be in accordance with the Rules for National Schools and the Education Welfare Act 2000. In the case of gross misbehaviour, where it is necessary to ensure that order and  discipline are maintained and to secure the safety of the pupils, the Board may authorise the Chairperson or Principal to sanction an immediate suspension for a period not exceeding three school days, pending a discussion of the matter with the parents.

 Expulsion may be considered in an extreme case, in accordance with the Rule for National Schools and the Education Welfare Act 2000.  Before suspending or expelling a pupil, the Board shall notify the Local Welfare Education Officer in  writing in accordance with Section 24 of the Education Welfare Act.

 Right of Appeal:

 If a child has been suspended for a total of twenty days in a school year parent may appeal the suspension under Section 29 of the Education Act 1998.  Likewise in the case of expulsion parents/ guardians may appeal to the Secretary General of the Department of Education.  An appeal against expulsion may also be brought by the National Education Welfare Board on behalf of a student.

Removal of Suspension (Reinstatement):

Following or during a period of suspension, the parents/guardians may apply to have the pupil reinstated.  An undertaking must be given that the suspended pupil will behave in accordance with the school code and the Principal must be satisfied that the pupil’s reinstatement will not constitute a risk to the pupil’s own safety or that of the other pupils or staff.  The Principal will facilitate the preparation of a behaviour plan for the pupil if required and will re-admit the pupil formally to the class.

Record Keeping

All records will be written in a factual, impartial manner.

Class teacher will keep records of misbehaviour in the class.

The Principal will maintain a yard incident record where yard misbehaviours are noted as deemed necessary in the professional judgement of the supervising teacher & Principal. If a yard misbehaviour is recorded the class teacher will also be notified.

All meetings with parents will be dated and recorded & filed in the Principal’s office.

All records will be treated with the utmost confidentiality.

Communicating with Parents

Communicating with parents is central to maintaining a positive approach to dealing with children. Parents and teachers should develop a joint strategy to address specific difficulties, in addition to sharing a broader philosophy which can be implemented at home and in school.

A high level of co-operation and open communication is seen as an important factor encouraging positive behaviour in the school. Structures and channels designed to maintain a high level of communication among staff and between staff, pupils and parents have been established and are being reviewed regularly.

Parents are encouraged to talk in confidence to teachers about any significant developments in a child’s life (in the past or present), which may affect the child’s behaviour.

The following methods of communication in relation to behaviour are to be used within the school:

·                     Informal/formal parent/teacher

·                     Through children’s homework journal 

·                     Letters/notes from school to home and from home to school

 Procedure for notification of a pupil’s absence from school

The school attendance policy outlines strategies for promoting attendance at school and give guidelines to parents regarding absences.

Parents/Guardians are expected to communicate the reasons for the non-attendance of their child in Scoil Bhríde by

·       Notifying the school (e.g. phone call to secretary/principal) of the cause of the absence not later than the end of the third day of absence

·       Sending in a signed dated explanation of absence when the pupil returns to school Such notes are an important part of the record keeping done to fulfil the requirements of reporting to the NEWB

·       Pupil absences are reported as requested to the NEWB

Reference to other policies:

 Our school plan is a holistic plan aimed at providing a positive teaching and learning environment for staff and pupils. Therefore many elements of various curriculum and organisational policies overlap and complement one another. Those that link directly to this Code of Behaviour are:

·       SPHE plan

·       Anti Bullying

·       Enrolment

·       Health & Safety

·       Special Educational Needs

·       Substance Use

Success Criteria:

·                     Observation of positive behaviour in classrooms, playground and school environment

·                     Practices and procedures listed in this policy being implemented by teachers

·                     Positive feedback from teachers, SNAs, parents and pupils

Roles and Responsibility:

Principal & Teachers work with parents and pupils to promote positive behaviour. 

Teachers liase with Principal regarding observations of inappropriate behaviour.

Principal works staff and parents to help pupils improve their behaviour.

Pupils respect the ethos of the school and strive to behave in an appropriate manner.

Parents support the staff in their efforts to promote positive behaviour.