Title:- Code of Behaviour Policy (2003-2018)
Latest Review October 2017
This policy was formulated by the whole school staff in conjunction with the Board of Management.
A Code of Behaviour is necessary so that the school community is aware of the standards of behaviour required to ensure the smooth running of the school. A Code of Behaviour is required by the DES.
Relationship to Characteristic Spirit of the School
Our school cherishes all pupils equally and, to aid them in achieving their true potential we hope to promote positive attitudes and to help them to appreciate the value of good behaviour towards the smooth running of the school.
Guidelines (content of policy)
Our Code of Behaviour policy requires a strong sense of community and cooperation from staff, pupils and parents.
We recognise the differences that exist between children and the need to accommodate these differences.
Our Code of Behaviour is based on the characteristic spirit of the school whereby good behaviour is rewarded and pupils are made aware when their behaviour does not live up to expectations.
In general pupils are expected to:
On the yard:
On school outings:
Strategies to encourage positive behaviour
Teachers employ a variety of strategies to encourage good behaviour in their classrooms Examples are:
Three levels of misbehaviour are recognised: Minor, Serious and Gross. All everyday instances of a minor nature are dealt with by the class teacher, or the supervising teacher at break-times. In cases of repeated serious misbehaviour or single instances of gross misbehaviour parents will be involved at an early stage and invited to meet the teacher and/or the principal to discuss their child’s behaviour.
Examples of minor misbehaviour include:-
Examples of serious misbehaviour include:
Examples of gross misbehaviour include:
Bullying is repeated aggression – physical, verbal or emotional - conducted by an individual or group against another or others.
The school takes particular care to intervene early in responding to the needs, fears or anxieties of individual members in a sensitive manner.
Issues in relation to Bullying are explored continually during SPHE lessons and using Circle Time, Drama etc.
Should a parent/guardian have any concerns which need to be discussed with a teacher, all staff members are more than willing to facilitate a meeting, made through the proper channels i.e. a phone call to the office, or a note to the class teacher to arrange a convenient time for both parties. The first person to be informed should be the class teacher.
This arrangement ensures that all concerns are dealt with in a dignified, meaningful manner, without infringing on valuable teaching time.
Isolated incidents of aggressive behaviour, while not to be condoned, cannot be described as bullying.
Incidents of bullying will be dealt with in the same manner as breaches of discipline – already outlined in our Code of Behaviour.
In the case where a parent reports a bullying incident, the school reserves the right to inform the relevant parties of the identity of the person making the complaint, when this is deemed necessary.
The purpose of a sanction is to bring about a change in behaviour by:
A sanction may also:
In instances of more serious breaches of school standards, sanctions may be needed to:
The following steps will be taken when a child behaves inappropriately. The list is by no means exhaustive. Teachers may put in place alternative measures bearing in mind the circumstances involved. The aim of any sanction is to prevent the behaviour occurring again and if necessary to help the pupil devise strategies for this.
Strategies for dealing with unacceptable behaviour (Appendix 55 CPSMA Handbook)
Methods for the recording of breaches of behaviour
Where (a) to (f) above prove ineffectual, a record of misbehaviour is kept by the class
teacher before referral to the principal and/or Board of Management
Procedures for contacting parents in the case of a behavioural problem
Parents are informed by letter or phone call depending on the seriousness of the misbehaviour
Education Welfare Act (1998)
Suspension/expulsion procedures in accordance with the Education Welfare Act. Under Section 29 of the Education Act (1998), parents (or pupils who have reached the age of 18) are entitled to appeal to the Secretary General of the Dept of Education and Science against some decisions of the Board of Management, including (1) permanent exclusion from a school and (2) suspension for a period which would bring the cumulative period of suspension to 20 school days or longer in any one school year (See Circular 22/02). Accordingly, schools should advise parents of this right of appeal and associated timeframe if it has been decided to suspend or permanently exclude a pupil. Appeals must generally be made within 42 calendar days from the date the decision of the school was notified to the parent or student.
Dromore N.S. Anti-Bullying Policy
Due reference to the above policy has been made in relation to the Code of Behaviour.
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 or 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 individuals
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 are to be used within the school:
The success of the Code of Behaviour will be judged under the following :
This policy was implemented in the school year commencing September 2017
The policy will be reviewed in September 2018
This policy and its criteria for success will be kept under review, Catriona Brennan, in 2017, on a two yearly basis or as may be deemed necessary from time to time.
The Board of Management of Dromore N.S. has ratified the policy.
The Dromore N.S. Code of behaviour will be included in The Plean-Scoile and will be available on request to parents, staff, Board of Management and DES representatives and through the school website.
Ratified by Board of Management on: October 2017
Review date: Septemebr 2018
Signed : Fr. Patsy Arkinson