Code of Behaviour
Introduction
This document has
been formulated following a systematic review of the existing policy (2016). A number of amendments have been made to
ensure that the current policy meets the present day needs of our school. The
review was undertaken by staff members, parents and the Board of Management
Rationale
The review of the
Code of Behaviour was undertaken to strengthen and refine the 2012 Code and to
ensure it continues to fulfil the specific needs of the school and the
requirements of the Education Welfare Act (2000)23(1). It seeks to foster an orderly and harmonious
school where high standards of behaviour are expected and supported.
Relationship to
characteristic spirit of the school
The Code of
Behaviour for St. Patrick’s Junior School has been formulated to create a
positive learning environment for our pupils, which promotes effort, motivation
and achievement. We wish to ensure that the individuality of each child is
accommodated, while acknowledging the right of each child to education in a
disruptive-free environment.
We encourage
positive behaviour by motivating our pupils to show respect for themselves,
their teachers, their peers and the school environment. Reciprocally, teachers,
parents and adults in the school community will model the same respectful
attitude in their dealings with pupils.
We wish to
develop a strong sense of community and encourage high levels of co-operation
among pupils, teachers, ancillary staff, parents,guardians and the Board of
Management. However, sometimes it is
necessary to impose sanctions in order to ensure the smooth and safe operation
of the school. Each child has the right
to an education in a relatively disruption free environment but
responsibilities come with this right.
There is a committee which will meet regularly to review and update the
Codes of Behaviour. The members of this
Committee are: Ms. Kirwan (Principal)
Ms. O’Neill (Deputy Principal) and Mrs. Breen (Assistant Principal).
Aims
In devising the
code, consideration has to be given to the particular needs and circumstances
of this school. Our code aims to achieve
the following:
● To create a happy, safe, caring and
secure environment for our pupils.
●
To ensure the efficient operation of the school through a structured
whole-school approach to discipline
●
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 develop the self-esteem of all members of the school community
●
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
Guidelines for behaviour in the school
In St. Patrick’s
Junior School, we have a whole-school approach to discipline. One of our main
aims is to create a sense of belonging and to build a strong sense of
community. We promote positive behaviour in a variety of ways outlined below;
This is how we
behave in school:
- We walk in the school at all times.
- We stay in classroom/school building
unless told to do otherwise.
- We treat all property with respect.
- We remain seated especially while
eating lunch and during playtime on wet days, unless otherwise instructed
by supervising teachers or classroom assistant.
- We listen to instructions.
- We never stop other people enjoying
activities or working in school.
Specific
guidelines for class and yard behaviour are also in place, and they are
differentiated in the classroom according to age group. They are as follows:
Class Rules
- Follow instructions straight away.
- Listen while teacher or other pupils
are speaking.
- Always do your best and allow others
to do the same.
- Raise your hand when you want to
speak during a lesson.
- Tell the teacher if I don’t
understand.
- Walk while in the classroom.
- Be kind and mannerly.
Yard Rules
- Follow instructions straight away.
- Play safely, no rough play.
- We walk and talk at little break.
- When the first bell rings we freeze,
when the second bell rings we walk to our line.
- Line up carefully. Respect everyone’s space.
- Stay in school yard at all times
- Talk to supervising teacher if I
have a problem during playtime.
- Remain within yard boundaries.
We recognise that
there may be some pupils who will struggle to comply with the standards for
behaviour set out in this Code. Where pupil behaviour does not meet the
standards expected, we aim to intervene early and positively, tackling issues
using a problem-solving approach. In
compliance with the Education Welfare Act, Section 23(4), prior to registering
a pupil, the parents of the child are provided with a copy of the school’s code
of behaviour and are required to confirm in writing that the code of behaviour
so provided is acceptable to them and that they shall make all reasonable
efforts to ensure compliance with such code by the child.
Whole school approach in promoting
positive behaviour
A positive school ethos is based on the quality
of relationships between teachers and the ways in which pupils and teachers
treat each other. This positive ethos permeates all the activities of the
school and helps in forming a strong sense of social cohesion within the
school. All partners in education, Board
of Management, teachers, SNAs, parents and pupils, will work together to ensure
the implementation of a fair code of behaviour and discipline within the school.
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Board of Managements’ Responsibilities
The Board:
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● has ultimate responsibility for the maintenance
of desirable standards of behaviour in the school;
● ensures that the code of behaviour reflects the
school’s ethos;
● should formally record the adoption of the code
of behaviour, the commencement date and decisions about when the code will be
reviewed.
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Staff Responsibilities
Staff is expected to:
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● support and implement the school’s code of
behaviour;
● create a safe, welcoming learning environment
for each pupil;
● develop & nurture a sense of self-esteem in
each pupil;
● be cognisant of their duty of care;
● be courteous, consistent & fair in their
dealings with pupils and parents;
● deal appropriately with misbehaviour;
● ensure serious or repeated instances of
misbehaviour is recorded;
● provide appropriate support for colleagues;
● support, collaborate and communicate with
parents;
● model respectful interactions with all members
of the school community;
● to accommodate pupils with social, emotional
and behavioural needs.
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Parents’ Responsibilities
Parents are expected to:
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● Encourage their child to have a sense of
respect for themselves, for others, for their own property & that of
others;
● Be interested in, encourage and support their
child in school;
● Ensure that their child is adequately prepared
for the school day;
● Be familiar with & supportive of the code
of behaviour and other school policies;
● Co-operate, support and collaborate with
teachers in instances where their child’s behaviour is causing difficulties;
● Communicate to the school, any problems which
may affect their child’s behaviour;
● Model respectful interactions with all members
of the school community;
● Ensure that their child attends regularly and punctually
at school.
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Pupils’ Responsibilities
Pupils are expected to:
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● Show respect for all members of the school
community;
● Follow school, classroom and yard rules;
● Work quietly, safely and to the best of their
ability at all times;
● Respect the right of other pupils to learn;
● Listen to their teachers and act on
instructions/ advice;
● Care for their own property, school property
and the property of others;
● Stay on school premises and within designated
areas during school times.
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Systematic Approach to Responding to Behaviour
A systematic
approach to responding to behaviour will be used, including the following:
●
Teacher attention
and praise.
●
Planned ignoring
of minor non-disruptive and attention-seeking behaviour.
●
Using incentives
and rewards to encourage positive behaviour and motivation.
●
A stepwise
approach to responding to misbehaviour.
●
Explicit teaching
of rules using a variety of teaching methodologies.
●
Formulation of
individual behaviour plan, where appropriate.
See Appendix 1
for further suggestions:
Where these
strategies prove unsuccessful the following class sanctions will be initiated.
Class Sanctions
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Step 1:
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● Verbal warning.
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Step 2:
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● Visual warning. (Cloud, traffic light etc –
pupil moves their own name.)
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Step 3:
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● Time out within the classroom
● Infants : 5 minutes.
● 1st and 2nd classes : 10 minutes.
● Consequent loss of privilege/golden time. Communicate with parents/ guardians. (Infants:
Teacher speaks to parent/guardian;
1st & 2nd Teacher writes in journal)
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Step 4:
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● Time out in another classroom with assigned
work.
● Infants: 5 minutes.
● 1st and 2nd classes: 10 minutes.
● Further loss of privilege/golden time. Communicate with parents/guardians, as per
step three.
● If step 4 happens twice in a week, pupil goes
to step 5.
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Step 5:
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● Year Head speaks with pupil. Further loss of
privilege/golden time. Standard letter
to parents/guardians.
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Step 6:
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● Principal speaks with pupil. Loss of privilege/golden time. Communicate/ meet with parents/guardians.
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Note: This
sequence is for low-level incidences.
More serious or repeated incidences will go straight to a later step.
Other Possible Sanctions
·
Pupils may be
kept in class during lunch break. If
this sanction is utilised, pupil must be supervised at all times.
·
Pupils who
misbehave frequently may not be allowed to participate in school outings for
their own safety and that of the other pupils.
·
Referral to
Principal.
·
Individual
behaviour plan and report.
A Systematic Approach to Responding to
Behaviour
A systematic
approach to responding to behaviour will be used, including the following:
●
Praise and
encouragement will be used to shape the desired behaviour.
Yard Sanctions
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Step 1:
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● Verbal warning.
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Step 2:
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● Time out on line
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Step 3:
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● Visual warning. (Pupil signs his/her name)
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Step 4:
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● Time out on line for remainder of break
● Communicate with parent/guardian.
● Infants:
Red card to be given to and signed by parent/guardian
● 1st and 2nd class: Red card stapled in journal, to be signed
by parent /guardian.
● If pupil gets three or more red cards within an
eight week period, pupil goes to Step 5 – Year Head.
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Step 5:
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● Year Head speaks to pupil.
● Loss of yard time, with appropriate think sheet
provided. This is supervised by the
person in charge of First Aid.
● Copy of think sheet to be stored in yard folder
by Year Head.
● Standard letter to parents/guardians and think
sheet to be signed.
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Step 6:
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● Principal speaks to pupil. Communicate/ meet with parents/guardians.
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Note: This
sequence is for low-level incidences.
More serious or repeated incidences, such as rough play, will go
straight to a later step.
Suspension
Before a serious
sanction such as suspension is considered, all other procedures in the code of
behaviour up to this point will normally have been adhered to. The decision to
suspend a pupil will follow from serious misbehaviour/ the decision to suspend
a pupil will follow from persistent incidents or a serious incident of
misbehaviour such as:
●
The pupil’s
behaviour is a danger to him/herself.
●
The pupil’s
behaviour has a seriously detrimental effect on the education of other pupils.
●
The pupil’s
continuous presence in the school at this time constitutes a threat to safety.
●
The pupil is
responsible for serious damage to property.
The Board of
Management and staff of St. Patrick’s Junior School will follow the procedures
for suspension and expulsion outlined in the Guidelines for Schools for
Developing a Code of Behaviour published by The National Education Welfare
Board (NEWB 2008).
Fair procedures,
such as the right to be heard and the right to impartiality, will be applied at
all times. Accordingly, pupils and their parents will be fully informed about the
alleged misbehaviour and the processes that will be used to investigate and
decide the matter. They will also be given an opportunity to respond before a
decision is made and before a serious sanction is imposed. Special care will be
taken to ensure that fair procedures are accessible to people with disabilities
or those from different language or cultural backgrounds.
In exceptional circumstances, the Principal
may consider an immediate suspension to be necessary when the continued
presence of a pupil in the school at the time would represent/pose a serious
threat to their own safety or the safety of pupils, school staff or any other
person. Automatic suspension will apply in the event of a pupil engaging in
very serious misbehaviour.
In determining
the appropriateness of suspending a pupil, the relevant staff, the Principal
and the Board of Management will enrol the factors to consider before proposing
the suspension of the pupil in question. These factors include;
●
The nature and
seriousness of the behaviour.
●
The context of
the behaviour.
●
The impact of the
behaviour.
●
The interventions
put in place to date.
●
The possible
impact of suspension.
●
Whether the
suspension is a proportionate response.
Code of Discipline in regard to Special
Education Needs.
“A child with Special Educational Needs shall be educated in an
inclusive environment with children who do not have such needs unless the
nature or degree of those needs of the child is such that to do so would be
inconsistent with –
a) the best interests of the child or
b)the effective provision of education for children with whom the
child is to be educated.”Epsen Act 2004
1. Having taken due cognisance of the special educational needs of the
child in the opinion of the Board of Management, the student poses an
unacceptable risk to other students, the school, staff or to school property
and also:
2. In the event of persistent gross misconduct and despite all
intervention, the Board of Management reserves the right to follow:
- Suspension will be in accordance with the terms of Rule 130 (5) of
the Rules for National Schools. Appendix
A of Circular 7/88
- Expulsion will only be considered in an extreme case in accordance
with Rule 130
Procedures in relation to suspension
●
Communication
with parents regarding the suspension of a pupil or the possibility of
suspension will be carried out in writing and by phone. All copies of
correspondence will be retained.
●
The
parents/guardians and the pupil will be invited to meet with the Principal
and/or Board of Management to discuss the proposed suspension.
●
The Board of
Management has delegated responsibility for suspension to the Principal in the
event that immediate suspension of a pupil is warranted and for not more than
three days. The parents/guardians and pupil will normally be invited to discuss
the matter with the Principal and the procedures governing suspension will be
applied.
●
Where
parents/guardians do not agree to meet with the Principal, written notification
will serve as notice to impose a suspension.
●
A written
statement of the terms and date of the termination of a suspension will be
given to parents/guardians. A suspension will not be for more than three days,
aside from in exceptional circumstances where the Board of Management meets and
considers that a period longer than three days is necessary to achieve a
particular objective. The letter( written statement) will confirm:
- the period of the suspension and the
dates on which the suspension will begin and end;
- the reason for the suspension;
- any programme of study to be
followed;
- the arrangement for returning to
school, including any commitments to be entered into by the pupil and the
parents/guardians. (e.g. the pupil and parents/guardians may be asked to
reaffirm their commitment to the code of behaviour);
- the provision for an appeal to the
Board of Management and the right to appeal to the Secretary General of
the Department of Education and Skills (Education Act, 1998, Section 29).
Will be advised if the child has
been suspended for 20 cumulative days.
Appendix 2 and Appendix 3.
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The suspension
will be recorded on the NEWB ‘Pupil Absence Report Form’ where applicable.
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When the period
of suspension ends, the pupil will be re-admitted formally to the class by the
Principal following an undertaking to commit to the school’s code of behaviour
and parents/guardians. The school will help the pupil catch up on work missed
and the pupil will be given the opportunity and support for a fresh start.
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Where a
satisfactory resolution of a problem is achieved, a pupil may be re-admitted to
school within a suspension period at the discretion of the Principal and/or the
Chairperson of the Board of Management.
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If a pupil
continues to misbehave, he/she may be suspended for a major fixed period (up to
ten days) by the Board of Management to allow for consultation with both the
pupil and the pupil’s parents/guardians to address the issues.
●
As outlined
above, parents/guardians and pupil will be given the opportunity to discuss the
issues with the Principal/Board of Management.
●
The Education
Welfare Officer will be informed when a pupil has been suspended for three or
more days cumulatively.
●
Section 29
Appeal: When the total
number of days for which the pupil has been suspended in the current school
year reaches twenty days, the pupil’s parents/guardians may appeal the
suspension under Section 29 of the Education Act (1998) and will be given
information about how to do so.
Expulsion
Grounds for
Expulsion:
Subsequent to the
aforementioned suspension procedures and meetings with parents/guardians, if
serious/gross incidents of misbehaviour continue, the pupil will be recommended
for permanent expulsion by the Board of Management. The grounds for expulsion
include the following:
●
The pupil’s
behaviour is an on-going (persistent?) danger to him/herself.
●
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.
Authority to
expel is reserved to the Board of Management. In determining the
appropriateness of expelling a pupil, the Board of Management will refer to the
factors to consider before proposing to expel a pupil. These factors are
similar to those mentioned above in relation to suspension. In exceptional
circumstances, a pupil may be expelled for a first offence. This may apply in
the event of:
●
A serious threat
of violence against another pupil or member of staff.
●
Actual violence
or physical assault.
Procedures for Expulsion
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Step 1:
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● A detailed investigation carried out under the
direction of the Principal.
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Step 2:
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● A recommendation to the Board of Management.
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Step 3:
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● Consideration by the Board of Management of the
Principal’s recommendation and the holding of a hearing with
parents/guardians and other relevant personnel.
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Step 4:
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● Board of Management deliberations and actions
following the hearing.
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Step 5:
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● Consultations arranged by the Educational
Welfare Officer.
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Step 6:
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● Confirmation of the decision to expel.
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Section 29
Appeal:
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● A parent/guardian may appeal a decision to
expel to the Secretary General of the Department of Education and Skills. A
form for such an appeal is available from the Department of Education and
Skills.
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Appendix 1
(possible)
Positive behaviour management strategies
Circle Time
Circle-Time is a
democratic and creative approach used to consider a wide range of issues
affecting the whole school community – teachers, pupils, ancillary staff,
parents and Board of Management. The Circle-Time model involves all
participants sitting in a circle and taking an equal responsibility for the
solving of problems and issues. There are clear and established guidelines
where participants must take turns to speak. The teacher acts as facilitator.
Circle-Time takes
place once a week in each classroom. It is an opportunity to discuss
behavioural issues in the classroom or yard. Other staff may be invited to join
a class meeting – an SNA, Year Head or teacher on yard duty, to share
experiences or opinions. All participants are encouraged to be honest and open
in a trusting space where they feel they belong.
Circle-Time
promotes a problem-solving approach, involving speaking and listening
activities and group work. It builds friendships, creates trust, and encourages
self-discipline and assertiveness while promoting positive behaviours and
responsibility.
Typical
Circle-Time structure
- Warm-up game
- Warm-up
round with speaking object – to encourage speaking and listening
- Open Forum –
discussion of a rule, pair work, brainstorming, role play, trigger
questions, discussion of a problem – with time for each participant to
speak if they wish.
- Golden round
– share a positive story about a classmate.
- Cool down
game
Incentives and acknowledgement of good behaviour
Good behaviour is
publicly recognised and acknowledged in individual classrooms and school-wide
through:
● Oral and written praise
● Stars, stamps, stickers
● Awards for attendance
● Awards for improved yard behaviour
● Star Pupils Awards at Assembly
● Letter from teacher to acknowledge good behaviour
● Extra privileges – e.g. special responsibility,
messenger, etc., Golden Time
● Certificates – Pupil of the Week, improved work,
participation or effort.
We communicate
‘good news’ to parents and the school community by:
● Stickers and stamps awarded to children.
● Certificates for improved work, good behaviour,
etc.
● Showing good work to another class or teacher
● Positive verbal comments - Infants
● Positive news in notes in homework journal – 1st
and 2nd Class
● Inviting parents in to see work
● Fortnightly whole-school Assemblies.
Strategies to ensure calm, peaceful and enjoyable
playtimes:
●
Clearly stated
rules with incentives and sanctions. See Section 4.
●
Playground
friends – a group of 2nd Class children trained in playground games
who will work with their peers and younger children to promote positive play.
●
SNAs on duty
encouraged to facilitate playground games and to supervise play zones.
●
The Friendship
Stop – a place to find a friend to play with.
●
Explicit teaching
of playground games in P.E. lessons and Assemblies.
●
Possible play
zones – to be rotated.
●
Music/dance zone
●
Quiet zone
●
Hula hoops
●
Construction toys
●
Skipping ropes
●
Uni-hoc
●
Parachute
●
Football
Date:
______________ Appendix
2
Dear Parents/Guardians,
In view of the serious nature of
_________________ behaviour, the school authorities have made a decision
to suspend __________________ for a period of ___ school days.
·
The
period of suspension will last for ___ days, from ___________ to
_______________.
·
The
reasons for the suspension are as follows.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
·
A
programme of study will be given to __________________ to be completed during
the period of suspension.
·
_______________
and parent should meet with the Principal on ___________. Having re -
committed to the code of behaviour ___________ will be permitted to return to
class.
Yours sincerely,
____________________ Ms. Áine Kirwan, Principal
____________________ Parent/Guardian
____________________
Date:
______________ Appendix
3
Dear Parents/Guardians,
In view of the serious nature of
_________________ behaviour, the school authorities have made a decision
to suspend __________________ for a period of ___ school days.
·
The
period of suspension will last for ___ days, from ___________ to
_______________.
·
The
reasons for the suspension are as follows. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
·
A
programme of study will be given to __________________ to be completed during
the period of suspension.
·
_______________
and parent should meet with the Principal on ___________. Having re- committed to the code of behaviour
___________ will be permitted to return to class.
·
The
suspension may be appealed in writing to the Board of Management of St.
Patrick’s JNS.
Yours sincerely,
____________________ Ms. Áine Kirwan, Principal
____________________ Parent/Guardian
____________________
This policy
will be reviewed in 2018
Ratification
& Communication
This policy was ratified, by the Board of
Management of St. Patrick’s Junior National School.
Signed: _______________________ Date:
______________________
Dr. Pat O’Connor
Chairperson of the Board of Management
Teachers and parents may obtain a copy of this
policy from the Principal. It may also be viewed on the school website.
