Code of Behaviour

 

The school has a central role in the children’s social and moral development just as it does in their academic development. In seeking to define acceptable standards of behaviour it is acknowledged that these are goals to be worked towards rather than expectations that are either fulfilled or not.

The children bring to school a wide variety of behaviour. As a community environment, in school we must work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. It follows that acceptable standards of behaviour are those that reflect these principles.

Children need limits set for them in order to feel secure and develop the skills for co-operation. Therefore any rules will be age appropriate, with clear agreed consequences.

Parents can co-operate with the school by encouraging their children to understand the need for school rules, by visiting the school and by talking to the members of staff.

A code of behaviour is established to ensure that the individuality of each child is accommodated while at the same time acknowledging the right of each child to education in a relatively disruption free environment.

 

Aims of the Code

• To create a positive learning environment that encourages and reinforces good behaviour
• To promote self-esteem and positive relationships
• To encourage consistency of response to both positive and negative behaviour
• To foster a sense of responsibility and self-discipline in pupils and to support good behaviour patterns based on consideration and respect for the rights of others
• To facilitate the education and development of every child
• To foster caring attitudes to one another and to the environment
• To enable teachers to teach without disruption
• To ensure that the school’s expectations and strategies are widely known and understood through the parent’s handbook, availability of policies and an ethos of open communication
• To encourage the involvement of both home and school in the implementation of this policy

 

Responsibility of Adults

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.

 

As adults we should aim to:

• 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’.

 

School Rules

 

• We have respect for self and others, other’s learning and their property
• We wear our full school uniform and full tracksuit on P.E. days
• We have a healthy eating policy in our school
• We show kindness and a willingness to help others
• We follow instructions from staff immediately
• We walk quietly in the school building showing courtesy and good manners
• We show readiness to use respectful ways of resolving difficulties and conflict and we say NO to Bullying of any kind in our school.
• We always ask permission to leave the classroom
• We do our best in class and we take responsibility for our own work

 

These can be summed up as 6 main rules;

 

• Respect/ Be nice
• Do your best
• Be tidy
• Be Safe
• Walk
• Listen

 

 

Class Rules

At the beginning of each academic year, the class teacher will draft a list of class rules with the children.  These reflect and support the school rules, but are presented in a way that is accessible to the children.  Class rules should be kept to a minimum and are devised with regard for the health, safety and welfare of all members of the school community.  They should where possible emphasise positive behaviour (e.g. ‘Walk’ and not ‘Don’t run’).  Rules will be applied in a fair and consistent manner, with due regard to the age of the pupils and to individual difference.  Where difficulties arise, parents will be contacted at an early stage.

 

 

Incentives

Part of the vision of Caherconlish N.S. is to help children achieve their personal best – academically, intellectually, emotionally, personally and socially.  We recognise that there are many different forms of intelligence and that similarly children use a variety of approaches to solve problems.  Reward systems which are based on academic merit or particular extrinsic goals continuously apply to only a limited number of children and undermine the individuality of children.  All children deserve encouragement to attain their own best.  Children will be encouraged, praised and listened to at all times by adults in our school. Praise is earned by the maintenance of good standards as well as by particularly noteworthy personal achievements.  Rates of praise for behaviour should be as high as for work.

The following are some samples of how praise might be 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
• Delegating some special responsibility or privilege
• A mention to parent, written or verbal communication.

 

Unacceptable Behaviour

Three levels of misbehaviour are recognised: Minor, Serious and Gross. All everyday instances of a minor nature are dealt with by the class teacher.  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 serious misbehaviour:

• 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

 

Examples of gross misbehaviour:

• Assault on a teacher or pupil
• Serious theft
• Serious damage to property

 

 

 

 

Sanctions

The use of sanctions or consequences should be characterised by certain features;

• It must be clear why the sanction is being applied
• The consequence must relate as closely as possible to the behaviour
• It must be made clear what changes in behaviour are required to avoid future sanctions
• Group punishment should be avoided as it breeds resentment
• There should be a clear distinction between minor and major offences
• It should be the behaviour rather than the person that is the focus

 

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.  The list is by no means exhaustive.  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/ writing out the story of what happened
5. Loss of privileges
6. Detention during break
7. Communication with parents
8. Referral to Principal
9. Principal communicating 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 should relate as closely as possible to the behaviour.  Therefore a child, who does not do his work in class or has not completed his homework, may be detained at break time to finish the work while supervised by their class teacher.

Pupils will not be deprived of engagement in a Curricular Area, except on the grounds of health & safety.

Suspension and Expulsion

Before serious sanctions such as detention, suspension or expulsion are used, the normal channels of communication between school and parents will be utilised.  Communication with parents may be verbal or by letter depending on the circumstances.

 

For gross misbehaviour or repeated instances of serious misbehaviour suspension may be considered. Parents concerned will be invited to come to the school to discuss their child’s case.  Aggressive, threatening or violent behaviour towards a teacher or pupil 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 the Chairperson and the principal.  If the parents 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 involved, with due regard to records of previous misbehaviours, their pattern and context, sanctions and other interventions used and their outcomes and 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 Rules 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.

 

Removal of Suspension (Reinstatement)

Following or during a period of suspension, the parent/s may apply to have the pupil reinstated to the school. The parent/s must give a satisfactory undertaking that a 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.

 

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.

 

Methods of 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.

The following methods may be used to communicate with parents:

• Informal parent/teacher meetings and Formal parent/teacher meetings
• Communication through children’s homework journal
• Letters/notes from school to home and from home to school
• School notice board
• School newsletter

 

Parents should be 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. In accordance with standard guidelines and in the interest of the health and safety of all children, parents are asked to make an appointment with staff members in advance, to discuss issues of concern. When making this appointment the issue of concern should be relayed briefly. (Education Act 1998: Section 28, CPSMA 2007:23/318).

 

School Uniform

It is important that children are neat and tidy coming to school each day and that children are taught good hygiene and the importance of appearance. The school uniform must be worn correctly with blue school dress shirt, school tie, crested jumper, navy skirt/ trousers and black shoes. Children must wear the school crested tracksuit, but on P.E. days only. Branded tracksuits/ tracksuit bottoms are not allowed.

 

Children’s hair must be worn neatly. Long hair must be tied up. Hair carvings and hair dye are not allowed.

 

Make up/Nail varnish is not allowed to be worn in school. False nails are also not permitted.

 

Children are not allowed to wear jewelery other than a wrist watch and stud earrings to school.

 

Healthy Eating Policy

We have a healthy eating policy in Caherconlish N.S. The following are a list of foods allowed:

• Sandwiches or rolls with meat / salad.
• Pitta, bread or crackers
• Fruit and vegetables (peeled and chopped for small children)
• Raisins
• Homemade popcorn (less salt and butter)
• Pasta
• Salad
• Rice cakes
• Yoghurt (easy to open)

Drinks
• Water
• Fruit juices
• Diluted drinks
• Milk

•  Actimel
  • Smoothies/ Flavored Milk

 

Absences

In keeping with TUSLA guidelines in relation to Codes of Behaviour (2008: chpts 10/11/12) parents are asked to take note that an explanatory note is expected for all absences which will be kept in school records as schools are obliged by law to notify absences of 20 days and over in any school year together with the reasons for those absences to the Education Welfare Board (Education Welfare Act 2000).

 

Punctuality

Pupils are expected to be in their classes by 9-00 a.m. Verbal or a written explanation is required from parents/ guardians when children are late.

 

Children on the school premises

No responsibility can be accepted by school staff or management for children who are on the school premises too early or after the closing of the school. Parents are responsible for their children before 9-00 a.m. and after 2-40 p.m. (1-40 p.m. in the case of Infant classes).

 

No child is allowed to leave the school premises at any time without the written consent of a parent/ guardian

 

Date of Ratification by the BoM of Caherconlish N.S.  ___________________

 

Signed: ____________________________________