Code of Behaviour - Scoil Náisiúnta Béal an Mhuirthead Sinsear

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Polasaí Scoile


Cód Iompair

Má tá an scoil chun timpeallacht sona, sabhailte a chothú, ina bhfuil an deis ag na paistí, a gcumas a chomhlíonadh, tá sé riachtanach creatlach a chur ar fáil a thugann tacaíocht do dea iompar agus gan glacadh le mí iompar. Is é an príomh aidhm ná pearsantacht gach páiste a glacadh agus ag an ám ceanna aitheantas a thabhairt do cearta gach páiste chun oideachas a fháil i dtimpeallacht sabhailte. Ní ghlacfar le aon iompair a chuireann isteach ar cearta daoine chun foghlaim. Tá sé riachtanach freisin go mothaíonn gach páiste slán sábhailte sa scoil.

Aidheamma:

Ag cur an cód seo le chéile chuirimid rudaí san aireamh coisuíl le riachtanais an scoil agus riachtanais a phaiste. Is é an aidhm atá againn ná timpeallacht le ord a dhéanamh ina mbeidh na páisti in ann trí smacht féin, a bheith compordach agus a bheith in ann dul chun cinn a dhéanamh i ngach gné dár forbairt féin.éanfaidh gach baill den foireann iarracht a bheith dearfach i
gcuir i bhfeidhm smacht sa scoil.

Prionsabail:

Tugann an scoil aitheantas do na éagsúlachtaí atá ann idir páistí agus an gá chun glacadh le na héagsúlachtaí seo.leis go bhfuil ceangal láidir idir pobal na scoile agus dea iompar na bpaistí agus co-oibriú idir tuismitheoirí agus foireann na scoile.éanfar gach iarracht an cód seo a a chuir i bhfeidhm i slí atá réasúnta, ceart agus seasmhach.


Rialacha na Scoile:

Sábháilteacht: Féin sabhaltacht agus sabhaltacht daoine eile –

Caithfidh mé :
a bheith curamach ag dul amach agus ag teacht isteach ón chlósúl i gconaí sa scoili mo shuí sa seomra ranga fad is atá mé ag ithe mo lónbheith curamach i gclós na scoile agus ómós a thaispeaint do na daltaí eileóta a thabhairt isteach i ndiadh dom bheith as lathairi gclos na scoile ach amháin nuair atá cead faighte agam ón Príomhoide.íl troid bréagach nó sugartha ceadaithe ar eagla na heagla go mbeadh dalta eile gortaithe.



Ag tabhairt aire dom féin:

Caithfidh mé:

meas a bheith agam dom féin agus do mo mhaoin phearsanta, ag coiméad mo mhála scoile, leabhair agus cóipleabhair in ord maith i gconaí. Níl sé ceadaithe tippex a bheith agam ar scoil.bheith in ám don scoil gach lá
ómós a thaispeaint don scoil agus a bheith bróduil as ucht mo eadaí scoile a chaitheamh gach lábheith glan agus neata i gconaíón sláintiúil a thabhairt isteach. Níl criospaí, deochanna coipeach, buidéil gloine, milseáin ná guma coganta ceadaithedhicheall a dhéanamh ar scoil trí a bheith ag eisteacht go curamach, ag obair chomh dian agus is féidir liom agus an obair bhaile a dhéanamh.íl cead sugartha i glos na scoile roimh nó tar eis uaireanta oibre na scoile.


Ag tabhairt aire do dhaoine eile:

Caithfidh mé:

a bheith cinealta agus ómósach do na múinteoiri agus daltaí sa scoil trí a bheith dea bhéasach agus múinte, trí uainíocht a thabhairt agus trí a bheith ciuin le ord agus eagair i mo líne rangabheith béasach sa seomra ranga sa chaoi go bhfuil na daltaí eile agus mé féin in ann foghlaimscoil a choimead glan trí mo bhruscar a thabhairt abhaile. Caithfidh mé meas a bheith agam do earraí na daltaí eile, an scoil agus clós na scoilebheith fírinneach agus macánta i gconaía bhaint as dea teanga agus níl droch theanga ceadaithe.glacadh leis nó bheith pairteach in aon bullaíocht.

Bullaíocht:

Tá an bullaíocht míthaitneamhach i gconai. Níl sé ceadaithe sa scoil seo. Má tá an bullaíocht ag tarlú domsa caithfidh mé labhairt le mo thuismitheóirí nó mo mhúinteoir.


Obair Bhaile:

Tugtar obair bhaile  do na paistí scoil seo go rialta. Tugann muid comhairle do tuismitheoirí siúl a choimead ar obair bhaile a bpáiste agus scrudu a dheanamh ar an dialann bhaile gach tráthnona chun a cinntiu go bhfuil an obair bhaile déanta.



Straitéis na Scoile:

Cuireann an scoil níos mó beim ar luach saothair ná ar smachtbhanna . Creideann muid go mbeidh torthaí níos fearr againn dá bharr.



Tabharfar moladh do páistí trí
Focal ciúin nó cor chun sásamh a thaispeaintgearr moltach a scríobh sa coipleabharchuig baill eile den foirne nó chun an Príomhoide chun moladh a fháila thabhairt os comhair grúpa nó os comhair na rangamarcanna tuillte a thabhairtnó pribhléid speisialta a thabhairt
Cuntas ó bheal nó scriofa a thabhaírt do thuismitheirí

Cuirfear míshásamh le iompair in iúl mar seo
Mí shasacht lena n-iompar a mhiniú do na daltaíbéal agus comhairle a thabhairt chun feabhsubreise a thabhairtle tuismitheoirípribhléidi/ scaradh sealadach ó dhaltaí eilechuig an Príomhoide/ Leas Príomhoideóta chuig na tuismitheoirímúinteoir ag coimead nóta den droch iompairscríobh amach abhar scoileí/ Díbirt (feach ar riail 130 de na rialacha do scoileanna náisiunta)

Deanfar gach iarracht coinne a fháil leis an sicéolaí do phaistí le riachtanais speisialta chun meastoireacht a dhéanamh. Lorgfar cabhair ó na seirbhisí tacaiochta sa phobal freisin.

Modhanna:

Bainfidh na múinteoirí agus/nó an Príomhoide úsaid as a gcuid céille agus taithí chun breithiunas a thabhairt ar gach sort droch iompar, ag tabhairt aird ar na saghasanna seo droch iompar.

Samplaí de droch iompar

Ag cur isteach ar obair ranga/Ag teacht  mall ar scoil/Ag rith i dtimpeallacht na scoile/Ag caint nuair atáthar ag seasamh sa líne don rang/Ag fágáil an suíochán gan cead ag am lón/ ag Cuir bia nach bhfuil ite agus deoch nach bhfuil ólta i mbosca bruscar an ranga/ Ag fágáil bruscar thart timpeall na scoile/ Gan a bheith ag caitheamh an culaith éide cóir/A bheith  míchuirtéiseach/mímhúinte/Gan obair bhaile a chríochnú gan fáth oiriúnach/Gan obair bhaile a bheith sínithe ag tuismitheoir/ Ag cur dalta eile i mbaol i gclós na scoile ag am briseadh /Ag baisteachán/eisiamh ar dhaltaí eile  ó chluichí agus gníomhaíochtaí.

Seo iad na cémeanna ar chóir a bheith curtha i bhfeidhm ag múinteoirí ag déileáil le droch iompar.

1. Ag déanamh casaoid ó bhéal/Ag réasúnaíocht leis an dalta
2. Cuirfear an múinteoir ranga ar an eolas maidir leis an droch iompar.
3. Ag déanamh nóta i leabhar an chlóis den líon  drochiompar  sa chlós
4. Ba chóir go gcuirfí an pháiste chuig clós eile más gá.
5. Is féidir breis obair bhaile  nó línte a thabhairt don pháiste.

Samplaí de chéimeanna tógtha  ag déileáil le tarluithe rialta de mion oilghníomhanna.

Céim 1 (istigh sa seomra ranga)

Scríobh scéal faoi chéard a tharla
Nóta i dialann obair bhaile a bheith sínithe ag an tuismitheoir.
Ag cur an pháiste ag múinteoir eile no clós eile. Gan cead a bheith  rannpháirteach i gníomhaíocht ranga áirithe.
Nóta curtha ag tuismitheoirí má bhíonn níos mó droch iompar ar siúl sa gclós.

(Séard is brí le drochiompar sa gclós ná aon gníomh a chuireann sábhailteacht an dalta/nó dalta eile i mbaol.

Céim  2

Cuir chuig an Leas – Príomhoidechuig an Príomhoidean múinteoir/múinteoirí ranga ar a chéile tré coinne a dhéanamh.an Príomhoide/Leas Príomhoide ar na tuismitheoirí maidir leis an iompar sa gclós.

Samplaí de  iompar neamh- inmhianaithe  tromchúiseacha

Go síoraí   trioblóideach    sa seomra ranga/ag insint bréige/ag goid/ag déanamh damáiste do maoin pháistí eile.

Ag bullaíocht/ Ag teacht isteach ar láthair na scoile tar éis am scoile gan cead cuí/Ag fágáil láthair na scoile i rith am scoile gan cead cuí.

Gan a bheith ag obair ar a gcumas/ Ag usáíd teanga inghlactha /Ag tabhairt airm chuig na scoile/Diúltú do chomhairle a thógáil ó baill de fhoireann na scoile/ Ag cur iad féin/ nó páiste eile i  mbael i  gclós na scoile.

Ag déanamh gortú d’aon gnó do chomhghleacai / nó de bhaill de fhoireann na scoile.

Seo iad samplaí de na céimeanna ar choír a bheith curtha i bhfeidhm ag múinteoirí ag déileáil le iompar neamh – inmhianaithe tromchúigeachai.


Céim 3 Fionraíocht/Díbirt

Roimh smachtbhannaí mar  , fionraíocht, nó dibírt, curtha i bhfeidhm usáidfear bealaí oscailte cumarsáid idir an scoil agus tuismitheoirí . Beidh an cumarsáid le tuismitheoirí ó bhéal nó i scríbhinn, ag brath ar chúrsaí.

Cuirfear fionraíocht i bhfeidhm más iompar gharbh nó más iompar tromchúiseach  a bhíonn ag tarlú go rialta atá ann.
Tabharfar cuireadh do na tuismitheoirí cuí, teacht go dtí an scoil chun cás a bpáiste a phléigh. Breathnófar ar iompar ionsaitheach, bagrach, nó foréigneach i gcoinne múinteoir mar iompar thromchúiseach nó iompar gharbh.

San áit a bhíonn cásanna de iompar thromchúiseacha ag tarlú go rialta cuirfear ar a n-eolas Cathaoirleach an Bord Bainistíochta agus iarrtar ar na tuismitheoirí i scríbhinn casadh leis an gCathaoirleach agus an Príomhoide. Mura dtugann na tuismitheoirí geallúint go mbeidh iompar inghlactha á chleachtú ag an dalta sa todchaí cuirfear an dalta ar fionraí .

Roimh dul ar fionraíocht , más féidir,  tig  leis an
Príomhoide athbhreithniú a dhéanamh ar an gcás i gcomhairle le múinteoirí agus baill eile de phobal na scoile atá páirteach, ag tabhairt aird do thuairiscí dhrochiompair roimhe seo , an méid ama a tharla siad, agus an comhthéacs, smachtbhannaí agus idirghabháilí a bhí usáidte agus torthaí na hidirgháhbháilí seo. Cuirfear fionraíocht i bhfeidhm do réir Rialacha na Scoileanna Náisiúnta, agus  an tAcht Oideachais (leas) 2000.

Fionraíocht ar an bpoinnte

I gcás fionraíocht ar an bpoinnte, beidh ar thuismitheoiri a bheith curtha ar a n-eolas agus socraithe déanta le páistí a bhailiú. Ba cheart go mbeidh an scoil airdeallach ar fhreagaireacht  a dualgas cúram don pháiste. Níor chóir  go gcuirfí an pháiste abhaile gan teachtaireacht a chur ag na tuismitheoirí i dtosach. San gcás  maidir le iompar gharbh, san áit a bhfuil sé riachtanach go gcloífar le eagar agus smachta agus sábhailteacht na bpáistí a dheimhniú tig leis an Bhord Bainistíochta an chathaoirleach nó an Príomhoide a ordú chun cead fionraíocht láithreach bonn  a thabhairt isteach ar feadh tréimhse áirid, ach  gan dul thar 3 lá, fhad a bhéas comhráití ar siúl le tuismitheoirí.

Tréímhse na Fionraíochta (Féach aguisín 1)

Níor chóir go mbeith dalta curtha ar fionraí níos mó ná 3 lá, ach amháin i gcásanna áirid, san áit a shíleann an Príomhoide go bhfuil níos mó ná 3 lá ag teastáil le toradh faoi leith a bhaint amach. Caithfidh chuile Bord Bainistíochta comhairle a chur ar an bpríomhoide maidir le na cinéal cásanna a mbeith fionraí níos mó ná 3 lá molta.

Má mholann an Príomhoide fionraí níos mó ná 3 lá caithfear an cás seo a chur os comhair an Bord Bainistíochta le haghaidh machnamh cothrom a dhéanamh ar an gceist agus an fionrai a mholadh , ag tabhairt an cás , agus toradh a bhfuil súil leis.

Bíodh sin mar atá , tharlódh sé go mba mhian le Bord Bainistíochta ordú a thabhairt don Príomhoide le cead Cathaoirleach an Bhoird , fionraí a cheadadh suas go 5 lá san áit nach féidir cruinniú den Bhoird a bheith eagraithe i am áirid ag cloí le comhairle maidir le fionraí cuí.

Ba chóir go gcuireadh an Bord Bainistíochta síleáil de dheich lá ar aon tréimhse fionraíochta atá gearrtha amach acu.

Ba chóir go ndéanfadh an Bord  athbhreithniú foirmeálta ar aon moladh le dalta a chur ar fionraí, san áit go dtabharfadh an fionraí an méid laethanta atá an páiste ar fionraí suas go 20 lá. Tig le  achomharc  a dhéanamh ar aon fionraí faoi roinn 29 den Acht Oideachas 1998.

Díbirt

Tig le dibírt a bheith curtha san áireamh i gcásanna  áirid , ag cloí le rialacha Scoileanna Náisiúnta 2000.Roimh dalta a chur ar fionraí ( san áit a ndeachaigh an fionraí thar 20 lá) nó dalta a dhíbirt. ba chóir go gcuireadh an Bord ar a n-eolas i  scríbhinn an  Leas Ionadaí Oideachas    maidir le  Roinn 24 den Acht Oideachais – ( Féach Agúisin 2).


Daitaí ag teach tar ais tar eis díbirt.

I rith tréimshe fionraíochta , tig le na tuismitheoirí an dalta a bheith athchurtha isteach sa scoil. Caithfidh na tuismitheoir/í geallúint a thabhairt go gcloífidh an dalta le cód na scoile, agus caithfidh an Príomhoide a bheith sásta nach mbeidh an dalta
ina chionsiocair do shábhailteacht an dalta féin nó na dalta eile nó foireann na scoile.  Réiteoidh an Príomhoide  do phleain iompar don pháiste a chur le chéile más gá agus ligint  isteach an dalta go foirméalta go dtí an rang.

Daingnithe ag an Bord Bainistíochta

Sínithe: _____________              Dáta: ________________
             (Cathaoirleach)








Aguisín I Fionraíocht.

Mínitear “Fionnaíocht” mar leanas:-
“Iachail a chur ar dhalta fanacht as lathair ón scoil ar feadh tréimhse gear áirithe de laetheannta scoíle.”

Ba cheart fionraíocht a bheith mar fhreagra I gcoibhneas don drochbhéas imníoch.  Is gá go mbeadh an droch – iompar I gceist tromchúiseach sul a chinntear ar fhronraíocht a leagan m.sh.-

Má tá droch – iompar an dalta ag cur isteach go mór ar oideachas dalta nó daltaí eile.á tá láithreachas an dalta sa scoil gach lá ag bagairt ar shábháilteacht na scoile.á tá an dalta cionntach de damáiste trom do mhaon agus seílbh.leor eachtra amháin atá fiór tromchúiseach chun fionraíocht a leagan uaireannta.

Tá údarás ag an mBord Bainistíochta dalta a chur ar fhionraí, is féidir leo an t – údarás seo a thabhairt don phríomhoide ach is gá é a dhéanamh go foirmiúil agus i scríbinn.  

lth 72: Coinníolacha gur gá a scrúdú sul a gcuirtear dalta ar fhionraí.
lth:73: Foirmeacha fionraíochta –
láithreach (I gcás eachtra tromchúiseach as an gnáthach)
Gnáth – fhionraíocht – I bpolasaí na scoile.
Úsáid mí – dhleachach:
Obair lag acadúil
Tinnreamh mí rialta
Déanach ar maidin
Sárú beag den chód.
Fionraíocht reatha –
Fionraíocht neamh – fhoirmiuíl gan admháil
Fionraíochl Oscailte-
Eolas ar lth. 74.

Modhanna Oibre.

Caithfidh scoileanna modhanna atá ceart agus coir a leanacht le linn fionraíocht ar dhalta a mheas.
Cur in íul do na tuismitheoiría thabhairt do na tuismitheoirí agus don dalta feín freagairté ghnáth ní ceart dul thar trí lá ar fhionraí (eisceacht, más cás tromchúiseach atá I gceist)cheart don Bhord B. moladh chun dalta níos a chur ar fhionraí ar feadh 20 lá mó, an fionraíocht seo a achomharc faoi mír 29 den Acht Oideachais.

Fionraíocht a chur I bhfeidhm –  lth76.

Caithfidh an priomhoide an teolas seo a chur ar fail do na tuismitheoirí agus don dalta, i scríbinn:- (i) fad an fhionraíochta, (2) cuíseanna, (3) Clár staideír, (4) Socrú ar fhilleadh ar scoil tré achomhare a dhéanamh leis an mB.B. (Alt29)

Cúntaísí agus Tuaiisc

An infhiuchadhchun teacht ar bhreithiunás coir.únas agus réasuíníocht.an fhionraíochta/ téamnaí.ar an bpríomhoide eolas a chur ar fail don NEWB.

Aguisín 2 – Díbirt (Ruaigeadh)

Tá sé de cheart ag an mBord B. i scoileanna atá cláraithe, dalta a dhíbirt, Dé gnath is ag an mBord B. amhaín atá an t- údarás seo – ní tugtar údarás do thoscaire.  Chun díbirt a ghearradh is gá gur freagra é i gcoibhneas  do dhraoch – iompar an dalta. Ní cheart é a leagan ach i gcás fíor dhroch nósanna iompair nach bhfuil in ghlactha sa scoil.

Cúiseanna:-

Má tá iompar an dalta sa scoil, de shíor, ag cur isteach ar oideachas daltaí eile nó ar an gcorás muínte.á tá baol ann do shábhaltacht na scoile toisc an dalta bheith i  láthair.á tá an dalta cionntach de dhíobhaíl agus damáiste do shealbhus.


Díbirt don Chéad Uair:

Bagairt treán ar fhoiréiqean a imirt ar dhalta eile nó ar mhúinteoir.ígean nó fogha coírp a imirt ar dhuine.úgaí neamh dhlithiúil a chur ar fail do dhaltaí eile sa scoil.í gnéis.

Pointí nach mór a mheas lth 82.

Modhanna léarmheasea: (atá ceart agus coir/ceart freagairt)

Iniúchadh cruinn faoi threor an phíomhoide (eolas a chur ar fail do thuismitheoirí faoi iompar an dalta: mar a déantar i gcás fionraíochta)í an phíomhoide a chur faoi bhráid an Bhoird B. / deis cainte is cosanta a shochrú.éis an seisiuín cainte, déanann an B. B. staideár ar an gceist agus más coir é cinntear ar Dhibirt. (Cuirtear an t-eolas ar fail do NEWB).
Ní féidir an dalta a dhibirt taobh istigh de 20 lá scoile ón data a fuair an EWO an teolas I scríbhinn.
Deis comhairle eagraithe ag an WEO ( Is féidir leis an mB.B. fionraíocht a leagan ar an dalta i rith an ama seo má tá baol ann d’ord agus eagar agus sabháltacht de bharr é a bheith I láthair sa scoil.ú ar an mbreithiúnas Díbirt a ghearradh ar an dalta – litreacha chuig na tuismitheoirí Eolas ar an gceart achomharc in aghaidh na breithe – mír 29.







Code of behaviour.

If the school is to achieve a happy, secure environment in which children can develop to their full potential it is necessary to provide a framework, which promotes constructive behaviour and discourages unacceptable behaviour. The aim is to ensure that the individuality of each child is accommodated while acknowledging the right of each child to an education in a relatively disruption free environment.  Any form of behaviour that interferes with the right of others to learn and feel safe is unacceptable.

1.   Aims:

(a)   In devising the code, consideration has to be given to the particular needs and circumstances of the school.  The aim is create an ordered and orderly environment in which pupils can, through developing self-discipline, feel secure and make progress in all aspects of their development.

(b)   Every effort will be made by all members of staff to adopt a positive approach to the question of behaviour in the school/

2.   Principles:

(a)   The school recognises the variety of differences that exist
between children and the need to tolerate these differences.

(b)   It is agreed that a high standard of behaviour requires a strong sense of community within the school and a high level of co-operation among staff and between staff, parents and pupils.
  
(c)   Every effort will be made to ensure that the code of discipline is
implemented in a reasonable, fair and consistent manner.


School rules:

Safety:  For my own safety and that of others-

(a)   I should be careful coming and going from school.
(b)   I should always walk while in the school building.
(c)   I should remain seated at all times in class while eating lunch.
(d)   I should be careful in the school yard and always show respect for my fellow pupils.
(e)   Bring a note of explanation following absences.
(f)   I should never leave the school grounds without the permission of the Principal.
(g)   Mock fighting is discouraged due to the risk of accidental injury.

Caring for myself:

(a)   I should respect myself and my property, always keeping my school bag, books and copies in good order.  I must not bring Tipp-ex to school.
(b)   I should always be in time for school.
(c)   I should show respect for my school and be proud to wear the complete school uniform every day.
(d)   I should always be aware of my personal cleanliness.
(e)   I should always eat a sensible, nutritional lunch.  Crisps, fizzy drinks, glass bottles, sweets or chewing gum are not permitted.
(f)    I should always do my best in school by listening carefully, working as hard as I can and by completing my homework.
(g)   I am not allowed to play on the schools grounds before or after school hours.

Caring for others:

(a)   I should be kind and respectful to teachers and fellow pupils by being mannerly and polite, by taking turns and by remaining silent and orderly in my class line
(b)   I should behave well in class so that my fellow pupils and I can learn.
(c)   I should always keep my school clean by bringing unfinished food and drinks, cartons, wrapper etc. home.  I should show respect for the property of my fellow pupils, the school building and grounds.
(d)   Be truthful and honest at all times.
(e)   Polite language is expected from pupils and swearing is considered to be misbehaviour.
(f)   I should never bully others.

Bullying:

I should never bully others.  I should never allow others to bully me and if it happens I should tell my parents and my teacher.  Bullying is always unacceptable.

Homework:

It is the policy of the school to assign homework on a regular basis.  Parents are strongly advised to take an active interest in their child's homework and to check their Homework Journal each night (ensuring that it is done).

Strategies:

The school places greater emphasis on rewards than sanctions in the belief that this will, in the long run, give the best results.
(a)   Praise may be given by means of any one of the following:

(The nature of the behaviour will determine the strategy)

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.
Delegating some specials responsibility or privilege.
A mention to parent, written or verbal communication.

(b)    Disapproval of unacceptable behaviour will be dealt with as follows:

 (The nature of the behaviour will determine the strategy)

Reasoning with pupils.
Reprimand (including advice on how to improve).
Prescribing extra work.
Communication with Parents.
Temporary separation from peers and/or loss of privileges.
Referral to Principal/Deputy-Principal.
Note to parents.
Take note of.
Write out.
Suspension/expulsion (in accordance with Rule 130 of the Rules for National Schools as amended by circular 7/88).

Every effort will be made to have an emotionally disturbed child referred for psychological assessment without delay.  Help will also be sought from the support services within the wider community.

Procedures:

The degree of undesirable behaviour i.e. minor, serious or gross, will be judged by the teachers and/or Principal based on a common sense approach with regard to the gravity/frequency of such misdemeanours, as follows:

Examples of undesirable behaviour:

Interrupting class work / Arriving late for school / Running in the school building / Talking in class line / Leaving seat without permission at lunch time / Place unfinished food/drink cartons in class bins / Leaving litter around the school / Not wearing correct uniform / Being discourteous/unmannerly / Not completing homework without good reason / Not having homework signed by a parent / Endangering self/fellow pupils in the school yard at break time/name calling/exclusion of others from games/activities.


Steps to be taken by teachers when dealing with undesirable behaviour:

1.   Verbal reprimand / reasoning with pupil.
2.   Class teacher informed of undesirable behaviour.
3.   Noting instance of yard misbehaviour in yard book.
4.   Child to be sent to another yard if needed.
5.   Children may be assigned extra homework or lines.

Examples of steps taken when dealing with regular occurrences of minor misdemeanours.

Phase 1 (within the classroom)

Write story of what happened

Note in homework journal to be signed by parent.

Sending to another teacher / another yard.  Denial of participation in some class activity.

Note to parents concerning further undesirable behaviour in yard.

(Undesirable behaviour in yard consists of any action that outs the safety of self/ other pupil at risk).

Phase 2:

1)   Send to Deputy- Principal.
2)   Send to Principal.
3)   Class teacher/teachers meets parent(s) by appointment.
4)   Principal/Deputy Principal meet parents concerning yard behaviour.

Examples of serious undesirable behaviour:

Constantly disruptive in class / Telling lies / Stealing / Damaging other pupil's property.

Bullying / Back answering a teacher / Frequenting school premises after school hours without appropriate permission / Leaving school premises during school day without appropriate permission.

Not working to full potential / Using acceptable language / Bringing weapons to school / refusal to accept an instruction from a staff member / endangering self /fellow pupils in the school yard.

Deliberately injuring a fellow pupil/member of staff.

Examples of steps to be taken when dealing with serious undesirable behaviour:

Phase 3 Suspension / Expulsion

Before serious sanctions such as detention, suspension or expulsions are used the normal channels of communication between school and parent 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 may 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 the school to meet the Chairperson and the Principal.  If the parents do not give an undertaking that the pupil will be have in an acceptable manner in the future the pupil will 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 other relevant medical information.  Suspension will be in accordance with the Rules of National Schools and the Education Welfare Act 2000.

Immediate Suspension

In the case of an immediate suspension, parents must be notified, and arrangements made with them for the student to be collected.  The school must have regard to its duty of care to the student.  In no circumstances should a student be sent home from school without first notifying the parents.
In the case of gross misbehaviour, where it is necessary to ensure that order and discipline are maintained and to ensure the safety of the pupils, the Board may authorise the Chairperson or Principal to sanction immediate suspension for a period not exceeding three school days, pending a discussion of the matter with the parents.

The period of suspension (See Appendix 1).

A student should not be suspended for more than three days, except in exceptional; circumstances where the Principal considers that a period of suspension longer that three days is needed in order to achieve a particular objective.  Each Board of Management should provide guidance to the Principal concerning the kinds of circumstances under which suspensions of longer than three days might be approved.

If a suspension longer than three days is being a approved by the Principal, the matter should be referred to the Board of Management for consideration and approval, giving the circumstances and expected outcomes.

However, a Board of Management may wish to authorise the Principal with the approval of the Chairperson of the Board, to impose a suspension of up to five days in circumstances where a meeting of the Board cannot be convened in a timely fashion subject to guidance concerning such suspensions.

The Board of Management should normally place a ceiling of then days on any one period of suspension imposed by it.

The Board should 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.

Expulsion

Expulsion may be considered in an extreme case, in accordance with the Rules for National Schools and Education Welfare Act 2000.  Before suspending (where suspension has exceeded 20 days) 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 - (See Appendix 2)

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.



I have read and accept the school code of behaviour and school rules.


Appendix 1 Suspension

Suspension is defined as
"Requiring the student to absent himself/herself from the school for a specified limited period of school days"

Suspension should be a proportionate response to the behaviour which is causing concern.  The decision to suspend requires serious grounds such as:
Student's behaviour has had a seriously detrimental effect on the education of other student.
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.

The B.O.M has authority to suspend a student.  This authority can be delegated to the Principal but where this is done it should be done formally and in writing.

P.72    Factors to consider before suspension.
P.73   Forms of suspension - Immediate (used in exceptional circumstances)
           Automatic Suspension (as part of school policy)

Inappropriate use - poor academic performance , poor attendance / lateness, minor breaches of the code.
Rolling suspension-
Informal/unacknowledged suspension.
Open - ended suspension (for info on all see page 74)

Procedures
Schools are required by law to follow fair procedures when proposing to suspend a student.

Inform the parents.
Give the parents and student a chance to respond
Generally no more than 3 days (Except in exceptional circumstance)
B.O.M should formally review any proposal to suspend a student for 20 days or more in a school year (in total).  Such a suspension can be appealed under section 29 of the Education Act.

Implementing the suspension Pg. 76
Principal notifies parents and student in writing of the decision to suspend.  (Period of suspension, reasons, study programme, arrangements for returning to school provision of appeal to B.O.M Section 29).

Records and reports
The investigation
Decision making process
Decision and rationale
Duration of suspension / conditions
Principal required to report suspensions to NEWB.

Pg. No.'s from NEWB Developing a Code of Behaviour: Guidelines for Schools



Appendix 2 - Expulsion

The B.O.M. of a recognised school has the authority to expel a student.  As a matter of practice that authority should be reserved to the B.O.M and not delegated.

Expulsion should be a proportionate response to student's behaviour - should only be taken in extreme cases of unacceptable behaviour.

Grounds include:
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 real and significant threat to safety.
The student is responsible for serious damage to property.

Expulsion for a first time offence
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 to consider Pg.82
Procedures: (Fair procedures/ right to be heard)
Detailed investigation carried out under the direction of the Principal (including contacting parents re: behaviour as with suspension)
Recommendation to the B.O.M of the Principal's recommendation / and the holding of the hearing.
B.O.M. deliberation and actions following the hearing (incl. Informing NEWB).
The students cannot be expelled before the passage of 20 school days from the date the EWO receives the written notification)
Consultations arranged by the WEO (B.O.M. may consider suspending the student during the period if good order / H + S is threatening  by the presence of the student)
Confirmation of decision to expel - letters to parents, info on the right to appeal Section 29.


Pg. No.'s from NEWB Developing a Code of Behaviour: Guidelines for Schools



 
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