St. Cronan's Senior School Code of Behaviour
Rationale for Review
The rationale for reviewing our Code of Behaviour was prompted by the publication of the NEWB document “Developing a Code of Behaviour; Guidelines for Schools”. The Principal, staff, Board of Management and parents are involved in the review.
The review of our Code of Behaviour will include the following steps:
• Description and evaluation of current practice in the school.
• Identifying new options and incremental improvements that contribute to the school’s development.
• Prepare an action plan for improvement and implementation.
New procedures are taught and evaluated in a cyclical way.
The Purpose of a Code of Behaviour
The Education and Welfare Act 2001 refers to the obligation on schools to prepare a Code of Behaviour and to specify:
• The standards of behaviour that shall be observed by each pupil attending the school.
• The measures taken when a pupil fails or refuses to observe these standards.
• The procedures to be followed before a student is suspended or expelled.
• The procedures to be followed in relation to a child’s absence from school.
School Ethos and Aims
The Code of Behaviour for St. Cronan’s SNS is formulated for the purpose of creating a positive learning environment for our pupils that promotes contentment, motivation and achievement. Each child is nurtured to develop his/her potential in a caring environment. Our school aims to ensure that the individuality of each child is acknowledged, while recognising the right of each child to education in a relatively disruption-free environment. The Code of Behaviour is in line with our Mission Statement
“St. Cronan’s S.N.S is a Catholic school which aims to provide a safe and caring learning environment where each child is helped and encouraged to realise his/her potential. Our Mission statement reflects our school motto “ Cairde le chéile ag foghlaim”.
The Board of Management, teachers, parents and guardians are committed to the realisation of this goal. We encourage positive behaviour in children by motivating them in a personal way to show respect for themselves, their teachers, peers, school equipment, the school building and the environment. This school places emphasis on a strong sense of community and the existence of a high level of co-operation among teachers, ancillary staff, pupils, parents and guardians, Parents' Association and the Board of Management.
Our Code aims to achieve the following:
a) The efficient operation of the school and the structuring of in-class discipline so that there exists an efficient and stimulating learning environment.
b)The maintenance of good order throughout the school and respect for the school environment.
c) The development of self-discipline in pupils based on consideration, respect and tolerance for others.
d) To ensure the safety and well being of all members of the school community.
e) To assist parents in their understanding of the rules and procedures and to seek their cooperation with those procedures.
Whole School Approach in Promoting Positive Behaviour.
Staff :
In our school we treat all pupils with kindness respect and dignity. 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 of positive behaviour.
(Circular 20/90)
Children are called by their first names and treated with dignity. Good communication is based on respect for self and others. Sarcasm and put downs are avoided. This approach is maintained and improved from year to year. It is monitored and reviewed as necessary by the staff.
New parents are made aware of the approach through the introductory meeting that is held in June and through the St. Cronan’s S.N.S. welcome booklet which is distributed to new parents. School policies are given to new staff. Their understanding of polices is facilitated through Newly Qualified Teacher meetings and informal NQT mentoring. All staff are made aware of the Code of Behaviour.
Children with Special Education Needs:
The code of behaviour caters for children who present with behavioural difficulties arising from their special educational needs. A differentiated or graduated approach is adopted. Teachers check that standards and rules are communicated in a way that pupils with special educational needs can understand. For some pupils, visual prompts or pictures may be needed. Some pupils may need opportunities to practice observing the rules with feedback on their progress.
Some children may have an IEP with behavioural targets on it. The class teacher and learning support /resource teacher work in conjunction with each other to help the child to attain and maintain these targets.
SPHE:
The school SPHE curriculum is used to support the code of behaviour. It aims to help our children develop communication skills, appropriate ways of interacting and behaving and conflict resolution skills. It aims to foster self esteem and to help children accommodate difference and develop citizenship. The SPHE plan is monitored and managed by the curriculum leader. He/She informs new teachers about the school SPHE plan and provides them with a copy of it. Activities to develop skills in children during SPHE include circle time, discussion and role play.
Teachers
Teachers have a lively regard for the improvement and general welfare of their pupils, motivating them through kindness and reason and not by harshness and severity. Teachers teach and regularly revise the school rules and protocols.
Teachers’ responsibilities are:
• To create a safe, supportive working environment
• To recognise and affirm good work
• To prepare school work and correct work done by pupils
• To recognise and provide for individual talents and difference among pupils
• To be courteous, consistent and fair
• To keep opportunities for disruptive behaviour to a minimum
• To deal appropriately with misbehaviour
• To keep a record of instances of serious misbehaviour or repeated instances of misbehaviour
• To communicate with parents and provide reports on matters of mutual concern
Role of Pupil:
All pupils are expected to behave in a responsible manner both towards themselves and others, showing consideration, courtesy and respect for other pupils, staff and visitors at all times.
Pupils’ Responsibilities are:
• To attend school regularly and punctually
• To listen to teachers and act on instruction
• To show respect for all members of the school community
• To respect school property and the property of others
• To avoid behaving in any way that would endanger others
• To avoid name calling and all nasty and mean remarks
• To include other pupils in games and activities
• To bring books and all other requirements to school
• To wear the school uniform
• To follow the school and class rules.
Role of Parents:
“Schools which succeed in achieving and maintaining high standards of behaviour tend to be those with the best relationships with parents”.
St. Cronan’s S.N.S has a very good relationship with the Parents Association and with all our parents and is grateful to Mrs. Lawler and Mr. Twyford for their assistance with the review of the Code of Behaviour. The Principal outlines the Code of Behaviour to the parents at the enrolment meetings, which are held each June. The co-operation of parents with the school is essential with regard to the implementation of the Code of Behaviour. A copy of our ‘Welcome’ booklet is distributed to each parent on the enrolment of his or her child.
Parents’ responsibilities are:
• To encourage children to have a sense of respect for themselves and others
• To ensure that children attend school regularly and punctually
• To be interested in and support children’s work and activities
• To be familiar with the Code of Behaviour
• To co-operate with teachers in instances where the child’s behaviour is causing difficulties for others
• To communicate with the school in relation to any problem that may affect the child’s progress and behaviour.
Role of the Board of Management:
The Board of Management has ultimate responsibility for behaviour in the school and a duty to ensure that a fair code is applied. The Board of Management supports the Principal and staff in the implementation of the Code of Behaviour. The Board further supports the Principal and staff by providing for professional training that supports the needs of the school. The Principal reports serious breaches of behaviour or patterns of misbehaviour to the Board of Management. The Board of Management delegates responsibility for up to and including a one -day suspension to the Principal. The Board of Management in accordance with our policy deals with all other suspensions and expulsions.
Board’s responsibilities:
• To provide a safe and comfortable environment
• To support the principal and staff in implementing the Code of Behaviour
• To ratify the Code
Principal’s Responsibilities:
• To promote a positive climate in the school
• To ensure that the Code of Behaviour is implemented
• To arrange for the review of the code when required
General Guidelines for Behaviour
The Code of Behaviour covers the following areas in relation to pupils:
A. Behaviour in Class
B. School Yard
C. General School Deportment
D. Attendance at School
E. Homework
A. Behaviour in class:
The foundation of positive learning behaviour is effective teaching and an inclusive, age appropriate and engaging curriculum.
Rules for classroom behaviour are generally founded on good manners and respect for the person and his or her belongings, and specifically on the right of each child to learn.
Any behaviour that interferes with this right e.g. constant disruption of the class or persistent distracting of others is considered unacceptable behaviour. Disrespectful behaviour towards other pupils or towards a teacher e.g. defiance, cheek, insolence, will not be tolerated.
Children should encourage one another and help one another to learn. Pupils must co-operate with any instructions given by the teacher.
In order to promote understanding and ownership of in -class rules teacher and pupils devise them together. They are stated clearly and positively so that all children understand the required behaviour. The expression and form of rules may vary to take account of the age of the class
Below is one example of rules and how they might be expressed.
1. I listen when others are speaking.
2. I put my hand up to answer a question.
3. I stay in my seat at break time and during class times unless I have permission to move about.
4. I respect my own property and the property of others.
5. I respect the school facilities, i.e. toilets.
6. I do my homework carefully.
7. I sit sensibly on my chair and keep my schoolbag under the table.
8. I bring a note if I am absent.
Teachers support good behaviour in the following ways:
• By creating by their attitude and demeanour in the classroom an expectation of good behaviour.
• By having in place a clear and consistent class routine.
• By ensuring that all children have an active role in maintaining these routines.
• By ensuring that rules are discussed regularly as a reminder of expectations.
• By the use of a variety of appropriate teaching and learning strategies which are both appropriate to the needs of the children and designed to engage them as fully as possible.
• By modelling a kind and respectful manner when addressing the class or individual.
• By frequent use of verbal praise to encourage and affirm appropriate behaviour.
• By being consistent in the application of rules.
• By ‘catching the child being good’.
• By having suitable group and individual rewards e.g. ‘Pupil of the Week’, ‘Smiley faces’ and ‘Stars’.
B. Behaviour in the schoolyard:
Pupils should treat others as they would like to be treated themselves. Any behaviour which endangers or offends others is not permitted. Games or activities considered to be dangerous shall be prohibited. Rough behaviour, e.g. fighting, kicking, spitting, pushing, shoving etc., is forbidden. Pupils may not leave their playground for any reason during breaks without the permission of the supervising teacher. Running is not permitted in the playground for reasons of safety and to minimise accidents.
Please see our “Schoolyard policy” for more details on yard behaviour.
C. General School Deportment:
Self –discipline characterises the movement of children through the school either independently of teacher supervision or as a class group. Children walk in a line on the school corridor keeping to the right. Teachers accompany the children to and from the yard. Deportment throughout the school is based on pupil safety.
The school rules apply to all school activities. Respect and sensitivity to others are the basic rules. Any kind of verbal or physical abuse is strictly forbidden.
Pupils are expected to behave appropriately coming to school and going home. Pupils must show respect for school property and the property of others at all times. Children may not damage or abuse school property i.e. toilet areas, tables, chairs and walls.
Supervision Policy
The school’s Supervision Policy includes procedures for supervision of the classrooms, yard and corridor and sets a positive atmosphere in relation to pupils’ learning and behaviour.
Rewards and Acknowledgement of Good Behaviour
Good behaviour is the norm and is expected in our school. It is publicly recognised and acknowledged in the school. Individual teachers adopt their own system of rewards in their classroom. Teachers praise and encourage the children in our school. Relevant displays of children’s work affirm positive behaviour and achievement. The weekly yard cup competition promotes positive behaviour at yard time. Good behaviour is also recognised by sending children to the Principal to acknowledge their achievements. Pupil achievement is communicated to parents at parent – teacher meetings, a note in the journal or a certificate of achievement.
Methods of recording breaches of behaviour:
• The teacher records breaches of behaviour in a class notebook or yard notebook.
• The Principal records breaches of behaviour in Principal’s Folder.
• The Principal maintains records of correspondence between the school and parents concerning behaviour.
Bicycles: Children may bring bicycles to school. Helmets must be worn. Children may not cycle on the school premises and must walk from the gates to the bicycle racks. Bicycles must be locked to bike racks.
Use of Toilets on Main Corridor: each teacher on the main corridor supervises their class going to the toilet. Generally children may not go to the toilet outside toilet times.
School uniform: Children are expected to wear the school uniform every day.
Make –up and jewellery: The wearing of any make-up or fake tan by the children in St Cronan’s SNS is strictly forbidden. The only exception to this rule is for school activities where it is deemed absolutely necessary.
Jewellery, which may be a danger during school activities, may not be worn.
D. Attendance:
Pupils are required to attend school every day. After a pupil has been absent, an explanatory note from the Parent/Guardian is provided to the class teacher. A phone call to the school is not acceptable. Parents are made aware of their responsibilities under the Education and Welfare Act. Children who miss 20 days or more are reported to the Education Officer. Teachers note patterns of absences and report them to the Principal. The Principal rings the parents to assist them in getting their child to school.
When a pupil has to leave school early (i.e. before 2.40p.m.) the parent/guardian informs the class teacher in writing beforehand stating the reason for the early leaving. Teacher notes the request. The parent /guardian calls to the office to collect the child. The Principal/teacher may check the authenticity of any note. Children may not leave the school unaccompanied. The child’s absence is recorded at the front office. A pattern of early school leaving is investigated by the Teacher/Principal. If someone other than a parent/guardian is collecting a child early, they must have a note from the parent/guardian.
Punctuality is a good habit and is advised for all pupils. A pattern of lateness is investigated with the assistance of the parent. School begins at 9.00a.m. and finishes at 2.40p.m.
E. Homework:
It is the policy of the school to assign and correct homework from Monday to Thursday. Parents should sign the Homework Journal to confirm that all home-work has been completed to the best of the child’s ability. This may include memorisation, written assignments or other tasks. Homework is not given at weekends.
Written homework must be done neatly and carefully. If for some reason homework (or part of it) cannot be completed, parents are asked to note this in the Homework Journal.
Please see the “Homework Policy” for more details.
Rewards & Sanctions:
High standards of behaviour among pupils and the creation and the maintenance of an orderly atmosphere for learning in school involves:
• The use of praise and rewards for good behaviours
• Sound relationships between teacher and pupils
• Effective teaching and learning.
• It will also involve in some instances, the application of sanctions to register disapproval of unacceptable behaviour.
The following strategies may be utilised to reward good behaviour:
• Oral and written praise: Note in homework journal/copy to convey messages of approval from teachers to parents.
• Small prizes, merit lists, merit stars and stickers.
• "Child/Group of the week/day".
• Medals, Certificates for Attendance, including improved attendance.
• Letter from teacher/Principal to acknowledge improved behaviour.
• Extra privileges such as doing jobs, homework pass, art pass, computer pass.
• Certificates for participation, effort, good behaviour.
Minor Misbehaviours
Behaviours that may fall under this category:
• Talking constantly
• Name calling
• Sending notes
• Not in uniform
• Late
• Not working to best ability
• Wasting teachers’ time
• Disrupting others
Procedures consequential to Minor Misbehaviours
Teacher may take the following actions:
• Talk with pupil.
• Advise pupil of inappropriate behaviour.
• Reason with child and explain how to behave and improve.
• Give extra work e.g. Write a story or ask that pupil finishes work not concentrated on during class.
• Withdraw pupil from group and put pupil sitting alone.
• Inform parents of offence.
• Withdraw pupil for 5 minutes from playtime.
Moderate Misbehaviours
Some of the behaviours that may fall under this category:
• Defiance towards teacher
• Repeat offences
• Continuous verbal assault on other children
• Constant disregard for school rules
• Fighting
• Vandalism of school property or property of others
• Failure to do homework
• Use of inappropriate language
• Having objects in their possession that could endanger themselves or others
Procedures consequential to Moderate Misbehaviours
Teacher may take the following actions:
• Discuss behaviour with pupil
• Withdraw privileges
• Formal recording of behaviour in class and/or yard book
• Restrict playtime
• Give extra work at the weekend
• Isolate child from peers or send to another room for maximum 30 minutes
• Teacher may ask to meet parents
• Pupil may be sent to Principal
• Principal may meet with teacher, parents and child
Major Misbehaviours
Behaviours that may fall under this category:
• Repeat moderate offences e.g. constant disregard for school rules, use of inappropriate language
• Stealing
• Serious physical assault on another pupil
• Blatant defiance of staff
• Playing truant
• Vandalism
• Bullying (see Bullying Policy)
• Smoking (see Substance Use Policy)
• Use of drugs (see Substance Use Policy)
The following agreed ladder of intervention in response to inappropriate behaviour is employed:
When sanctions are invoked, pupils should understand that what they have done is not acceptable and that it is the misbehaviour that is rejected and not the pupil.
1. Reasoning with pupil.
2. Reprimand by the teacher (including advice on how to improve).
3. Prescribing extra work or repetition of unsatisfactory work.
4. Temporarily removing the child to another classroom for 30 minutes or less with work. The Principal is informed of this action.
5. Note to parents in Homework Journal.
6. Loss of privileges or where practical, a task, which is deemed appropriate, may be assigned by the teacher with a view to correcting or redressing an unacceptable deed on the part of the child.
7. Behaviour Contracts for child.
8 Detention during breaks under the supervision of the class teacher
9. Prescribing extra work/homework.
10. Letter to Parents.
11. Referral to senior member of staff
12. Referral to Principal
13. Time off yard.
Standard Procedure
The procedure outlined here is followed when dealing with persistent minor misbehaviour and serious misbehaviour by pupils. The particular step invoked will depend on the seriousness of the misbehaviour. If the difficulty has not been resolved the next step comes into play.
1. The teacher requests the pupil to stop. If the misbehaviour continues then........
2. The teacher discusses the offending behaviour with the pupil. If the misbehaviour continues then........
3. A sanction is imposed by the class teacher. If the misbehaviour continues then…
4. A note is sent to the parents by the teacher informing them of the misbehaviour. If the misbehaviour continues then…
5. The class teacher arranges an appointment with the parents of the pupil. The Principal will be informed of the meeting. If the misbehaviour continues then….
6. Referral to the Principal. The Principal gets a report from the teacher and interviews relevant pupils to establish the facts. Written records are retained.
7 The Principal may impose a sanction for the misbehaviour. If the misbehaviour continues then…
8 A formal letter is sent to the parents from the Principal. Parents will be asked to meet with the Principal and the class teacher. If the misbehaviour continues then….
9 The Principal may seek assistance from outside agencies, with the consent of the parents. If the misbehaviour continues then….
10.Suspension
The Principal and teachers keep a written record of all serious incidents of misbehaviour. Behaviour reports are dated. A record of improvements in the behaviour of disruptive pupils is retained. Every effort is made to have an emotionally disturbed child referred for extra support i.e. psychological /psychiatric assistance.
Suspension
The current ruling, under the terms of Circular 7/88, is as follows:
"Where the Board of Management deems it necessary to make provision in the code of discipline to deal with continuously disruptive pupils or with a serious breach of discipline, by authorising the Chairperson or Principal to exclude a pupil or pupils from school, the maximum initial period of such exclusion shall be three school days. A special decision of the Board of Management is necessary to authorise a further period of exclusion up to a maximum of 10 school days to allow for consultation with the pupil or pupils' parents or guardians. In exceptional circumstances, the Board of Management may authorise a further period of exclusion in order to enable the matter to be reviewed."
Suspension is defined as “requiring the student to absent him /herself from the school for a limited period of school days”.
Access to education shapes the life chances of children. A proposal to exclude a pupil through suspension or exclusion is warranted only by serious misbehaviour. Normally other interventions in the agreed ladder of intervention are exhausted before a decision to suspend is required.
Suspension is part of an agreed plan to address the pupil’s behaviour.
• It impresses on the pupil and their parents the seriousness of the misbehaviour.
• It enables the child to reflect on his/her behaviour and its effect on others
• It allows the school staff to plan other interventions
• It enables the pupils and their parents to reflect on the seriousness of the misbehaviour.
The Board of Management
The Board of Management has the authority to suspend a pupil. The Board may delegate this authority to the Principal. The authority delegated states the limits to that authority (half day/ one day). The Principal is accountable to the Board for the use of that authority and reports all such suspensions to the Board. The Board must ensure that fair procedures are used and that staff are aware of the procedures. Fair procedure is based on the principle of natural justice. The two essential parts of fair procedure are
• The right to be heard
• The right to impartiality
The Board of Management may seek legal advice in their decision- making.
A decision to suspend requires Serious Grounds of Misbehaviour such as:
• The pupil’s behaviour has had a seriously detrimental effect on the education of other pupils.
• The pupil’s continued presence in the school at this time constitutes a threat to safety.
• The pupil is responsible for serious damage to property.
• The pupil is responsible for serious assault.
• The pupil is responsible for significant theft.
• The pupil is responsible for significant abuse of a staff member’s person or dignity.
• The pupil is responsible for significant bullying.
• The pupil is responsible for bringing alcohol, illegal drugs, pornographic or violent material into the school.
A single incident of serious misconduct may be grounds for suspension.
Procedure
The teacher discusses the serious misbehaviour with the Principal. A written report of the behaviour is given to the Principal. The Principal is involved in investigating all cases of serious misbehaviour.
Through investigation the Principal will ascertain the seriousness of the behaviour, the content of the behaviour, the impact of the behaviour, interventions tried, whether the response is appropriate and possible consequences of a suspension. The Principal keeps a record of all interviews. Copies of all reports are retained.
Guidelines for the Principal
The Principal will consider the following factors before suspending or recommending the suspension of a pupil:
• What is the precise description of the behaviour?
• How persistent has the unacceptable behaviour been?
• Has the problem behaviour persisted in spite of the interventions tried?
• What are the circumstances of the misbehaviour? (in-class behaviour, yard behaviour and group or individual behaviour)
• What factors triggered the misbehaviour?
• What is the age and cognitive ability of the pupil?
• Are there any mitigating circumstances?
• How are other pupils and staff affected by the behaviour?
• What is the impact of the behaviour on the teaching and the learning of the class?
• Does the pupil understand the impact of the behaviour on others?
• What interventions have been tried?
• How have they been monitored and recorded?
• What are the results of the interventions?
• Have the parents been involved in finding a solution to the problem behaviour?
• Has outside agency assistance been sought?
• What other interventions were employed?
• Have the pupils or parents support service personnel been asked for help?
• Does the pupil’s behaviour warrant suspension?
• Is the standard applied the same as the standard applied to the behaviour of other pupils?
• Will a suspension help the pupil?
• How will the suspension help the pupil to change his/her behaviour?
• How will the suspension help the teacher and the class?
• Will the suspension allow additional or alternative interventions to be made?
Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant suspension the following procedures are followed. The Principal informs the pupil and their parents that the alleged misbehaviour is being investigated and that it could result in suspension. Parents are made aware of the decision- making process. Initial communication with parents may be by phone. A letter is subsequently written to parents. It states clearly the alleged misbehaviour and alerts parents to the seriousness with which the school views the alleged misbehaviour.
Parents are invited to the school to discuss the situation. Parents may give their side of the story and may make a case for lessening the sanction. The school and the parents may explore ways to best address the pupil’s misbehaviour. The Principal considers all the facts in an impartial way and makes a decision. This is communicated to the parents. The suspension may last for a half day or for one full day. The Principal may recommend that the Board of Management suspends the pupil for three days or in exceptional circumstances for five days.
Appeals
The Board of Management should offer an opportunity to parents to appeal a Principal’s decision. Where the total number of days for which the pupil has been suspended in the current school year reaches twenty days, the suspension may be appealed under Section 29 of The Education Act 1998. At the time of notification of suspension, parents are informed of their right to appeal to the Secretary General of the Department of Education and Science.
The Principal notifies the parent and the pupil of the decision to suspend. The letter to parents confirms the period of suspension and the dates on which the suspension begins and ends, the reasons for the suspension, a proposed study programme while the pupil is suspended, the arrangements for returning to school and any commitments to be entered into by the pupil and parents. Parents are advised to help their child to behave well on returning to school.
The school helps the child to re-integrate into school after a suspension and the pupil is treated in the normal way.
Forms of Suspension for St. Cronan’s Senior School:
• Half -Day Suspension: The Board may delegate the authority to suspend a pupil for a half -day to the Principal. In this instance parents are asked to remove their child from the school a half day. The suspension is for serious misbehaviour as outlined above. The guidelines are followed. This is reported to the Board of Management.
• One -Day Suspension::. The Board may delegate the authority to suspend a pupil for a day to the Principal. The pupil may be suspended where the continued presence of the pupil in the school at the time represents a serious threat to the safety of pupils or staff. Fair procedures are applied. Parents are notified, invited to the school and arrangements are made with them for the pupil to be collected. Pupils are never sent home alone. Should the parent not attend the meeting, the Principal then writes to the parents advising them of the gravity of the matter and the importance of attending a re-scheduled meeting. All correspondence is retained.
• The Board of Management may suspend a pupil for three days or in very exceptional circumstances for five days.
• Automatic or rolling suspensions are not applied in our school.
All records of suspensions are retained. The Principal reports all suspensions to the Board of Management. The Principal also reports all suspensions to the Education Welfare Officer and the NEWB.
The Gardaí
Criminal behaviour by a pupil will be reported to the local Gardaí.
Expulsion
A pupil is expelled when the Board of Management makes a decision to permanently exclude a pupil from school.
The Board of Management has the authority to expel a pupil.
The grounds for expulsion:
Expulsion of a pupil is a very serious step and should only be taken by the Board of Management in extreme cases of unacceptable behaviour. The school takes significant steps to avoid expulsion by addressing the misbehaviour as follows:
• Meeting with parents and the pupil to find ways of helping the pupil to change their behaviour.
• Making sure that the pupil understands the consequences of their behaviour if the misbehaviour continues.
• Ensuring that all other options have been tried.
• Seeking assistance from other support agencies such as NEPS, HSE, and Swords Clinic.
A proposal to expel a pupil requires serious grounds such as that:
• 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.
• The grounds for expulsion may be similar to the grounds for suspension. The determining factor when expulsion is being considered is that the school must satisfy itself that it has tried a series of other interventions, and also believe that it has exhausted all possibilities of changing the pupil’s bad behaviour.
There may be exceptional circumstances where a Board forms the opinion that a pupil should be expelled for a first offence. The kinds of behaviour that might result in a proposal to expel on the basis of a single breach of the code could include;
• A serious threat of violence against another pupil or member of staff
• Actual violence or physical assault
• Supplying illegal drugs to others in the school
• Sexual assault
The Procedure for expulsion
The Board undertakes a detailed review of a range of factors in deciding whether to expel a pupil:
• What is the precise description of the behaviour?
• How persistent has the unacceptable behaviour been and over what period of time?
• Has the problem behaviour escalated, in spite of the interventions tried?
• What are the circumstances of the incidents of serious misbehaviour?
• What factors may have triggered or provoked incidents of serious misbehaviour (e.g. bullying, cultural or family factors)?
• Are there any underlying factors that may be associated with the behaviour?
• How are other students and staff affected by the student’s behaviour?
• What is the impact of the behaviour on the teaching and learning of the class?
• What interventions have been tried and over what period?
• How have the interventions been recorded and monitored?
• What has been the result of these interventions?
• Have the parents been involved in finding a solution to the problem behaviour?
• Has the intervention of NEPS or other psychological assessment or counselling been sought, where appropriate?
• Is the student or parent involved with any support service and has this agency or support service been asked for help in solving this problem?
• Has any other agency been asked for assistance (e.g. Child Guidance Clinic, Child and Adolescent Mental Health Services)?
• Is the Board satisfied that it has tried a number of interventions to help the student to change their behaviour? Whether expulsion is a proportionate response
• Is the student’s behaviour sufficiently serious to warrant expulsion?
• Is the standard being applied to judging the behaviour the same as the standard applied to the behaviour of every other student? The possible impact of expulsion
• To what extent may expulsion exacerbate any social or educational vulnerability of the student?
• In the case of a student who is in care, what are the possible implications of expulsion for the care arrangements?
Inappropriate use of expulsion
Expulsion should not be proposed for:
• Poor academic performance
• Poor attendance or lateness
• Minor breaches of the Code of Behaviour.
However, any behaviour that is persistently disruptive to learning or dangerous can be a serious matter. Behaviour must be examined in context to understand both the behaviour itself and the response or sanction that is most appropriate.
Procedures in respect of expulsion
Schools are required by law to follow fair procedures as well as procedures prescribed under the Education (Welfare) Act 2000.
When proposing to expel a student where a preliminary assessment of the facts confirms serious misbehaviour that could warrant expulsion, the procedural steps will include:
1. A detailed investigation carried out under the direction of the Principal.
2. A recommendation to the Board of Management by the Principal.
3. Consideration by the Board of Management of the Principal’s recommendation; and the holding of a hearing.
4. Board of Management deliberations and actions following the hearing.
5. Consultations arranged by the Educational Welfare Officer.
6. Confirmation of the decision to expel.
These procedures assume that the Board of Management is the decision-making body in relation to expulsions.
It is a matter for each Board of Management to decide which of the tasks involved in these procedural steps require separate meetings and which tasks can be accomplished together in a single meeting, consistent with giving parents due notice of meetings and a fair and reasonable time to prepare for a Board hearing.
Step 1: A detailed investigation carried out under the direction of the Principal
In investigating an allegation, in line with fair procedures, the Principal should:
• Inform the student and their parents about the details of the alleged misbehaviour, how it will be investigated and that it could result in expulsion.
• Give parents and the student every opportunity to respond to the complaint of serious misbehaviour before a decision is made and before a sanction is imposed.
Parents should be informed in writing of the alleged misbehaviour and the proposed investigation in order to have a permanent record of having let them know. This also ensures that parents are very clear about what the pupil has done. It serves the important function of underlining to parents the seriousness with which the school views the alleged misbehaviour.
Parents and the pupil must have the opportunity to respond to the complaint of serious misbehaviour before a sanction is imposed. Where expulsion may result from the investigation, a meeting with the pupil and their parents is essential. It provides the opportunity for them to give their side of the story and to ask questions about the evidence especially where there is a dispute about the facts of the case. It may also be an opportunity for parents to make a case for lessening the sanction and for the school to explore with parents how best to address the pupil’s behaviour.
If the pupil and their parents fail to attend the meeting, the Principal should write advising of the gravity of the matter and of the importance of attending a re- scheduled meeting. Parents will be informed of the duty of the school authorities to make a decision to respond to the inappropriate behaviour. The school should record the invitation issued to parents and their responses.
Step 2. A recommendation to the Board of Management by the Principal
Where the principal forms the view, based on the investigation of the alleged misbehaviour that expulsion may be warranted, the Principal makes a recommendation to the board of management to consider expulsion.
The Principal should:
• Inform the parents and the pupil that the Board of Management is being asked to consider expulsion
• Ensure that parents have records of the allegations against the pupil, the investigation and written notice of the grounds on which the Board is being asked to consider expulsion
• Provide the Board with the same comprehensive records as are given to parents
• Notify the parents of the date of the hearing by the Board and invite them to the meeting
• Advise the parents that they can make a written and oral submission to the Board of Management
• Ensure that parents have enough notice to allow them to prepare for the hearing.
Step 3. Consideration by the Board of Management of the Principal’s recommendation and the holding of the hearing.
It is the responsibility of the Board to review the initial investigation and satisfy itself that the investigation was properly conducted in line with fair procedure. The Board undertakes its own review of all documentation and the circumstance of the case. It ensures that no party who has any involvement with the circumstances of the case is part of the Board’s deliberations, for example, a member of the Board who may have made an allegation about the pupil.
Where a Board decides to consider expelling a pupil, it must hold a hearing. The Board meeting for the purpose of the hearing, should be properly conducted in accordance with Board procedures. At the hearing the Principal and the parents put their case to the Board in each other’s presence. Each party should be allowed to question the evidence of the other directly. The meeting may also be an opportunity for parents to make their case for lessening the sanction. In the hearing, the Board takes care to ensure that they are impartial. Parents may wish to be accompanied at hearings and the Board should facilitate this.
After both sides have been heard the Board should ensure that the Principal and parents are not present for the Board’s deliberations.
Step 4. Board of Management deliberations and actions following the hearing
Having heard from all the parties, it is the responsibility of the Board to decide whether or not the allegation is substantiated, and if so whether or not expulsion is the appropriate sanction.
Where the Board decides that the pupil should be expelled, the Board must notify the Education Welfare Officer in writing specifying and the reasons for this opinion. The Board of Management should refer to National Educational Welfare reporting procedures for proposed expulsions. The pupil cannot be expelled before the passage of twenty school days from the date on which the EWO receives the written notification
An appeal against the expulsion under Section 29 of the Education Act 1998 will automatically succeed if it is shown that the Education Welfare Officer was not notified in accordance with Section 24 or that twenty days did not elapse from the time of notification to the Educational Welfare Officer in the implementation of the expulsion.
The Board should notify the parents in writing about its conclusions and the next steps in the process. Where expulsion is proposed, parents should be told that the Board of Management will now inform the Educational Welfare Officer.
Step 5. Consultations arranged by the Educational Officer.
Within twenty days of the receipt of a notification from the Board of Management of its opinion that a pupil should be expelled, the Education Officer must:
• Make all reasonable efforts to hold individual consultations with the principal the parents and the pupil and anyone else who may be of assistance
• Convene a meeting of those parties who agree to attend.
The purpose of the meeting is to ensure that arrangements are made for the pupil to continue in education. These consultations may result in an agreement about an alternative intervention that would avoid expulsion.
Pending these consultations about the pupil’s continued education the Board of Management may take steps to ensure that good order is maintained and that the safety of pupils is secured. A Board may consider it appropriate to suspend a pupil during this time. Suspension should only be considered where there is likelihood that the continued presence of the pupil during this time will seriously disrupt the learning of others or represent a threat to the safety of other pupils or staff.
Step 6. Confirmation of the decision to expel
Where the twenty day period following notification to the Educational Welfare Officer has elapsed and where the Board of Management remains of the view that the student should be expelled, the Board should formally confirm the decision to expel to the Principal. Parents should be notified immediately that the expulsion will now proceed. Parents and the pupil should be told about the right to appeal and supplied with the standard form on which to lodge an appeal. A formal record should be made of the decision to expel the student.
Appeals
A parent may appeal a decision to the Secretary General of the Department of Education and Science. An appeal may also be brought by the National Education Welfare Board on behalf of the pupil.
Review of Code
Our Code of Behaviour has been formulated by the Principal and teaching staff in consultation with parents. It has been approved by the Board of Management and will be reviewed at regular intervals.
Parental Co-operation
The support and co-operation of parents are essential to maintain good standards of behaviour and the effective operation of the Code of Behaviour. Parents will be informed at an early stage if problems occur. We would therefore earnestly ask parents to:
1. Familiarise themselves with the school's policy document in relation to discipline.
2. Co-operate with the school with regard to the implementation of its policy on discipline.
3. Communicate regularly with the school about factors likely to affect the behaviour of their children in school.
4. Keep in close contact with the school with regard to all aspects of their child's progress.
It is a condition of attendance at this school that children abide by the rules and regulation in this Code of Behaviour.
This policy is supported by
• Our Homework Policy
• Our Schoolyard Policy
• Our Anti -Bullying Policy
• Our Safety Statement
• Our School Attendance Policy
The rationale for reviewing our Code of Behaviour was prompted by the publication of the NEWB document “Developing a Code of Behaviour; Guidelines for Schools”. The Principal, staff, Board of Management and parents are involved in the review.
The review of our Code of Behaviour will include the following steps:
• Description and evaluation of current practice in the school.
• Identifying new options and incremental improvements that contribute to the school’s development.
• Prepare an action plan for improvement and implementation.
New procedures are taught and evaluated in a cyclical way.
The Purpose of a Code of Behaviour
The Education and Welfare Act 2001 refers to the obligation on schools to prepare a Code of Behaviour and to specify:
• The standards of behaviour that shall be observed by each pupil attending the school.
• The measures taken when a pupil fails or refuses to observe these standards.
• The procedures to be followed before a student is suspended or expelled.
• The procedures to be followed in relation to a child’s absence from school.
School Ethos and Aims
The Code of Behaviour for St. Cronan’s SNS is formulated for the purpose of creating a positive learning environment for our pupils that promotes contentment, motivation and achievement. Each child is nurtured to develop his/her potential in a caring environment. Our school aims to ensure that the individuality of each child is acknowledged, while recognising the right of each child to education in a relatively disruption-free environment. The Code of Behaviour is in line with our Mission Statement
“St. Cronan’s S.N.S is a Catholic school which aims to provide a safe and caring learning environment where each child is helped and encouraged to realise his/her potential. Our Mission statement reflects our school motto “ Cairde le chéile ag foghlaim”.
The Board of Management, teachers, parents and guardians are committed to the realisation of this goal. We encourage positive behaviour in children by motivating them in a personal way to show respect for themselves, their teachers, peers, school equipment, the school building and the environment. This school places emphasis on a strong sense of community and the existence of a high level of co-operation among teachers, ancillary staff, pupils, parents and guardians, Parents' Association and the Board of Management.
Our Code aims to achieve the following:
a) The efficient operation of the school and the structuring of in-class discipline so that there exists an efficient and stimulating learning environment.
b)The maintenance of good order throughout the school and respect for the school environment.
c) The development of self-discipline in pupils based on consideration, respect and tolerance for others.
d) To ensure the safety and well being of all members of the school community.
e) To assist parents in their understanding of the rules and procedures and to seek their cooperation with those procedures.
Whole School Approach in Promoting Positive Behaviour.
Staff :
In our school we treat all pupils with kindness respect and dignity. 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 of positive behaviour.
(Circular 20/90)
Children are called by their first names and treated with dignity. Good communication is based on respect for self and others. Sarcasm and put downs are avoided. This approach is maintained and improved from year to year. It is monitored and reviewed as necessary by the staff.
New parents are made aware of the approach through the introductory meeting that is held in June and through the St. Cronan’s S.N.S. welcome booklet which is distributed to new parents. School policies are given to new staff. Their understanding of polices is facilitated through Newly Qualified Teacher meetings and informal NQT mentoring. All staff are made aware of the Code of Behaviour.
Children with Special Education Needs:
The code of behaviour caters for children who present with behavioural difficulties arising from their special educational needs. A differentiated or graduated approach is adopted. Teachers check that standards and rules are communicated in a way that pupils with special educational needs can understand. For some pupils, visual prompts or pictures may be needed. Some pupils may need opportunities to practice observing the rules with feedback on their progress.
Some children may have an IEP with behavioural targets on it. The class teacher and learning support /resource teacher work in conjunction with each other to help the child to attain and maintain these targets.
SPHE:
The school SPHE curriculum is used to support the code of behaviour. It aims to help our children develop communication skills, appropriate ways of interacting and behaving and conflict resolution skills. It aims to foster self esteem and to help children accommodate difference and develop citizenship. The SPHE plan is monitored and managed by the curriculum leader. He/She informs new teachers about the school SPHE plan and provides them with a copy of it. Activities to develop skills in children during SPHE include circle time, discussion and role play.
Teachers
Teachers have a lively regard for the improvement and general welfare of their pupils, motivating them through kindness and reason and not by harshness and severity. Teachers teach and regularly revise the school rules and protocols.
Teachers’ responsibilities are:
• To create a safe, supportive working environment
• To recognise and affirm good work
• To prepare school work and correct work done by pupils
• To recognise and provide for individual talents and difference among pupils
• To be courteous, consistent and fair
• To keep opportunities for disruptive behaviour to a minimum
• To deal appropriately with misbehaviour
• To keep a record of instances of serious misbehaviour or repeated instances of misbehaviour
• To communicate with parents and provide reports on matters of mutual concern
Role of Pupil:
All pupils are expected to behave in a responsible manner both towards themselves and others, showing consideration, courtesy and respect for other pupils, staff and visitors at all times.
Pupils’ Responsibilities are:
• To attend school regularly and punctually
• To listen to teachers and act on instruction
• To show respect for all members of the school community
• To respect school property and the property of others
• To avoid behaving in any way that would endanger others
• To avoid name calling and all nasty and mean remarks
• To include other pupils in games and activities
• To bring books and all other requirements to school
• To wear the school uniform
• To follow the school and class rules.
Role of Parents:
“Schools which succeed in achieving and maintaining high standards of behaviour tend to be those with the best relationships with parents”.
St. Cronan’s S.N.S has a very good relationship with the Parents Association and with all our parents and is grateful to Mrs. Lawler and Mr. Twyford for their assistance with the review of the Code of Behaviour. The Principal outlines the Code of Behaviour to the parents at the enrolment meetings, which are held each June. The co-operation of parents with the school is essential with regard to the implementation of the Code of Behaviour. A copy of our ‘Welcome’ booklet is distributed to each parent on the enrolment of his or her child.
Parents’ responsibilities are:
• To encourage children to have a sense of respect for themselves and others
• To ensure that children attend school regularly and punctually
• To be interested in and support children’s work and activities
• To be familiar with the Code of Behaviour
• To co-operate with teachers in instances where the child’s behaviour is causing difficulties for others
• To communicate with the school in relation to any problem that may affect the child’s progress and behaviour.
Role of the Board of Management:
The Board of Management has ultimate responsibility for behaviour in the school and a duty to ensure that a fair code is applied. The Board of Management supports the Principal and staff in the implementation of the Code of Behaviour. The Board further supports the Principal and staff by providing for professional training that supports the needs of the school. The Principal reports serious breaches of behaviour or patterns of misbehaviour to the Board of Management. The Board of Management delegates responsibility for up to and including a one -day suspension to the Principal. The Board of Management in accordance with our policy deals with all other suspensions and expulsions.
Board’s responsibilities:
• To provide a safe and comfortable environment
• To support the principal and staff in implementing the Code of Behaviour
• To ratify the Code
Principal’s Responsibilities:
• To promote a positive climate in the school
• To ensure that the Code of Behaviour is implemented
• To arrange for the review of the code when required
General Guidelines for Behaviour
The Code of Behaviour covers the following areas in relation to pupils:
A. Behaviour in Class
B. School Yard
C. General School Deportment
D. Attendance at School
E. Homework
A. Behaviour in class:
The foundation of positive learning behaviour is effective teaching and an inclusive, age appropriate and engaging curriculum.
Rules for classroom behaviour are generally founded on good manners and respect for the person and his or her belongings, and specifically on the right of each child to learn.
Any behaviour that interferes with this right e.g. constant disruption of the class or persistent distracting of others is considered unacceptable behaviour. Disrespectful behaviour towards other pupils or towards a teacher e.g. defiance, cheek, insolence, will not be tolerated.
Children should encourage one another and help one another to learn. Pupils must co-operate with any instructions given by the teacher.
In order to promote understanding and ownership of in -class rules teacher and pupils devise them together. They are stated clearly and positively so that all children understand the required behaviour. The expression and form of rules may vary to take account of the age of the class
Below is one example of rules and how they might be expressed.
1. I listen when others are speaking.
2. I put my hand up to answer a question.
3. I stay in my seat at break time and during class times unless I have permission to move about.
4. I respect my own property and the property of others.
5. I respect the school facilities, i.e. toilets.
6. I do my homework carefully.
7. I sit sensibly on my chair and keep my schoolbag under the table.
8. I bring a note if I am absent.
Teachers support good behaviour in the following ways:
• By creating by their attitude and demeanour in the classroom an expectation of good behaviour.
• By having in place a clear and consistent class routine.
• By ensuring that all children have an active role in maintaining these routines.
• By ensuring that rules are discussed regularly as a reminder of expectations.
• By the use of a variety of appropriate teaching and learning strategies which are both appropriate to the needs of the children and designed to engage them as fully as possible.
• By modelling a kind and respectful manner when addressing the class or individual.
• By frequent use of verbal praise to encourage and affirm appropriate behaviour.
• By being consistent in the application of rules.
• By ‘catching the child being good’.
• By having suitable group and individual rewards e.g. ‘Pupil of the Week’, ‘Smiley faces’ and ‘Stars’.
B. Behaviour in the schoolyard:
Pupils should treat others as they would like to be treated themselves. Any behaviour which endangers or offends others is not permitted. Games or activities considered to be dangerous shall be prohibited. Rough behaviour, e.g. fighting, kicking, spitting, pushing, shoving etc., is forbidden. Pupils may not leave their playground for any reason during breaks without the permission of the supervising teacher. Running is not permitted in the playground for reasons of safety and to minimise accidents.
Please see our “Schoolyard policy” for more details on yard behaviour.
C. General School Deportment:
Self –discipline characterises the movement of children through the school either independently of teacher supervision or as a class group. Children walk in a line on the school corridor keeping to the right. Teachers accompany the children to and from the yard. Deportment throughout the school is based on pupil safety.
The school rules apply to all school activities. Respect and sensitivity to others are the basic rules. Any kind of verbal or physical abuse is strictly forbidden.
Pupils are expected to behave appropriately coming to school and going home. Pupils must show respect for school property and the property of others at all times. Children may not damage or abuse school property i.e. toilet areas, tables, chairs and walls.
Supervision Policy
The school’s Supervision Policy includes procedures for supervision of the classrooms, yard and corridor and sets a positive atmosphere in relation to pupils’ learning and behaviour.
Rewards and Acknowledgement of Good Behaviour
Good behaviour is the norm and is expected in our school. It is publicly recognised and acknowledged in the school. Individual teachers adopt their own system of rewards in their classroom. Teachers praise and encourage the children in our school. Relevant displays of children’s work affirm positive behaviour and achievement. The weekly yard cup competition promotes positive behaviour at yard time. Good behaviour is also recognised by sending children to the Principal to acknowledge their achievements. Pupil achievement is communicated to parents at parent – teacher meetings, a note in the journal or a certificate of achievement.
Methods of recording breaches of behaviour:
• The teacher records breaches of behaviour in a class notebook or yard notebook.
• The Principal records breaches of behaviour in Principal’s Folder.
• The Principal maintains records of correspondence between the school and parents concerning behaviour.
Bicycles: Children may bring bicycles to school. Helmets must be worn. Children may not cycle on the school premises and must walk from the gates to the bicycle racks. Bicycles must be locked to bike racks.
Use of Toilets on Main Corridor: each teacher on the main corridor supervises their class going to the toilet. Generally children may not go to the toilet outside toilet times.
School uniform: Children are expected to wear the school uniform every day.
Make –up and jewellery: The wearing of any make-up or fake tan by the children in St Cronan’s SNS is strictly forbidden. The only exception to this rule is for school activities where it is deemed absolutely necessary.
Jewellery, which may be a danger during school activities, may not be worn.
D. Attendance:
Pupils are required to attend school every day. After a pupil has been absent, an explanatory note from the Parent/Guardian is provided to the class teacher. A phone call to the school is not acceptable. Parents are made aware of their responsibilities under the Education and Welfare Act. Children who miss 20 days or more are reported to the Education Officer. Teachers note patterns of absences and report them to the Principal. The Principal rings the parents to assist them in getting their child to school.
When a pupil has to leave school early (i.e. before 2.40p.m.) the parent/guardian informs the class teacher in writing beforehand stating the reason for the early leaving. Teacher notes the request. The parent /guardian calls to the office to collect the child. The Principal/teacher may check the authenticity of any note. Children may not leave the school unaccompanied. The child’s absence is recorded at the front office. A pattern of early school leaving is investigated by the Teacher/Principal. If someone other than a parent/guardian is collecting a child early, they must have a note from the parent/guardian.
Punctuality is a good habit and is advised for all pupils. A pattern of lateness is investigated with the assistance of the parent. School begins at 9.00a.m. and finishes at 2.40p.m.
E. Homework:
It is the policy of the school to assign and correct homework from Monday to Thursday. Parents should sign the Homework Journal to confirm that all home-work has been completed to the best of the child’s ability. This may include memorisation, written assignments or other tasks. Homework is not given at weekends.
Written homework must be done neatly and carefully. If for some reason homework (or part of it) cannot be completed, parents are asked to note this in the Homework Journal.
Please see the “Homework Policy” for more details.
Rewards & Sanctions:
High standards of behaviour among pupils and the creation and the maintenance of an orderly atmosphere for learning in school involves:
• The use of praise and rewards for good behaviours
• Sound relationships between teacher and pupils
• Effective teaching and learning.
• It will also involve in some instances, the application of sanctions to register disapproval of unacceptable behaviour.
The following strategies may be utilised to reward good behaviour:
• Oral and written praise: Note in homework journal/copy to convey messages of approval from teachers to parents.
• Small prizes, merit lists, merit stars and stickers.
• "Child/Group of the week/day".
• Medals, Certificates for Attendance, including improved attendance.
• Letter from teacher/Principal to acknowledge improved behaviour.
• Extra privileges such as doing jobs, homework pass, art pass, computer pass.
• Certificates for participation, effort, good behaviour.
Minor Misbehaviours
Behaviours that may fall under this category:
• Talking constantly
• Name calling
• Sending notes
• Not in uniform
• Late
• Not working to best ability
• Wasting teachers’ time
• Disrupting others
Procedures consequential to Minor Misbehaviours
Teacher may take the following actions:
• Talk with pupil.
• Advise pupil of inappropriate behaviour.
• Reason with child and explain how to behave and improve.
• Give extra work e.g. Write a story or ask that pupil finishes work not concentrated on during class.
• Withdraw pupil from group and put pupil sitting alone.
• Inform parents of offence.
• Withdraw pupil for 5 minutes from playtime.
Moderate Misbehaviours
Some of the behaviours that may fall under this category:
• Defiance towards teacher
• Repeat offences
• Continuous verbal assault on other children
• Constant disregard for school rules
• Fighting
• Vandalism of school property or property of others
• Failure to do homework
• Use of inappropriate language
• Having objects in their possession that could endanger themselves or others
Procedures consequential to Moderate Misbehaviours
Teacher may take the following actions:
• Discuss behaviour with pupil
• Withdraw privileges
• Formal recording of behaviour in class and/or yard book
• Restrict playtime
• Give extra work at the weekend
• Isolate child from peers or send to another room for maximum 30 minutes
• Teacher may ask to meet parents
• Pupil may be sent to Principal
• Principal may meet with teacher, parents and child
Major Misbehaviours
Behaviours that may fall under this category:
• Repeat moderate offences e.g. constant disregard for school rules, use of inappropriate language
• Stealing
• Serious physical assault on another pupil
• Blatant defiance of staff
• Playing truant
• Vandalism
• Bullying (see Bullying Policy)
• Smoking (see Substance Use Policy)
• Use of drugs (see Substance Use Policy)
The following agreed ladder of intervention in response to inappropriate behaviour is employed:
When sanctions are invoked, pupils should understand that what they have done is not acceptable and that it is the misbehaviour that is rejected and not the pupil.
1. Reasoning with pupil.
2. Reprimand by the teacher (including advice on how to improve).
3. Prescribing extra work or repetition of unsatisfactory work.
4. Temporarily removing the child to another classroom for 30 minutes or less with work. The Principal is informed of this action.
5. Note to parents in Homework Journal.
6. Loss of privileges or where practical, a task, which is deemed appropriate, may be assigned by the teacher with a view to correcting or redressing an unacceptable deed on the part of the child.
7. Behaviour Contracts for child.
8 Detention during breaks under the supervision of the class teacher
9. Prescribing extra work/homework.
10. Letter to Parents.
11. Referral to senior member of staff
12. Referral to Principal
13. Time off yard.
Standard Procedure
The procedure outlined here is followed when dealing with persistent minor misbehaviour and serious misbehaviour by pupils. The particular step invoked will depend on the seriousness of the misbehaviour. If the difficulty has not been resolved the next step comes into play.
1. The teacher requests the pupil to stop. If the misbehaviour continues then........
2. The teacher discusses the offending behaviour with the pupil. If the misbehaviour continues then........
3. A sanction is imposed by the class teacher. If the misbehaviour continues then…
4. A note is sent to the parents by the teacher informing them of the misbehaviour. If the misbehaviour continues then…
5. The class teacher arranges an appointment with the parents of the pupil. The Principal will be informed of the meeting. If the misbehaviour continues then….
6. Referral to the Principal. The Principal gets a report from the teacher and interviews relevant pupils to establish the facts. Written records are retained.
7 The Principal may impose a sanction for the misbehaviour. If the misbehaviour continues then…
8 A formal letter is sent to the parents from the Principal. Parents will be asked to meet with the Principal and the class teacher. If the misbehaviour continues then….
9 The Principal may seek assistance from outside agencies, with the consent of the parents. If the misbehaviour continues then….
10.Suspension
The Principal and teachers keep a written record of all serious incidents of misbehaviour. Behaviour reports are dated. A record of improvements in the behaviour of disruptive pupils is retained. Every effort is made to have an emotionally disturbed child referred for extra support i.e. psychological /psychiatric assistance.
Suspension
The current ruling, under the terms of Circular 7/88, is as follows:
"Where the Board of Management deems it necessary to make provision in the code of discipline to deal with continuously disruptive pupils or with a serious breach of discipline, by authorising the Chairperson or Principal to exclude a pupil or pupils from school, the maximum initial period of such exclusion shall be three school days. A special decision of the Board of Management is necessary to authorise a further period of exclusion up to a maximum of 10 school days to allow for consultation with the pupil or pupils' parents or guardians. In exceptional circumstances, the Board of Management may authorise a further period of exclusion in order to enable the matter to be reviewed."
Suspension is defined as “requiring the student to absent him /herself from the school for a limited period of school days”.
Access to education shapes the life chances of children. A proposal to exclude a pupil through suspension or exclusion is warranted only by serious misbehaviour. Normally other interventions in the agreed ladder of intervention are exhausted before a decision to suspend is required.
Suspension is part of an agreed plan to address the pupil’s behaviour.
• It impresses on the pupil and their parents the seriousness of the misbehaviour.
• It enables the child to reflect on his/her behaviour and its effect on others
• It allows the school staff to plan other interventions
• It enables the pupils and their parents to reflect on the seriousness of the misbehaviour.
The Board of Management
The Board of Management has the authority to suspend a pupil. The Board may delegate this authority to the Principal. The authority delegated states the limits to that authority (half day/ one day). The Principal is accountable to the Board for the use of that authority and reports all such suspensions to the Board. The Board must ensure that fair procedures are used and that staff are aware of the procedures. Fair procedure is based on the principle of natural justice. The two essential parts of fair procedure are
• The right to be heard
• The right to impartiality
The Board of Management may seek legal advice in their decision- making.
A decision to suspend requires Serious Grounds of Misbehaviour such as:
• The pupil’s behaviour has had a seriously detrimental effect on the education of other pupils.
• The pupil’s continued presence in the school at this time constitutes a threat to safety.
• The pupil is responsible for serious damage to property.
• The pupil is responsible for serious assault.
• The pupil is responsible for significant theft.
• The pupil is responsible for significant abuse of a staff member’s person or dignity.
• The pupil is responsible for significant bullying.
• The pupil is responsible for bringing alcohol, illegal drugs, pornographic or violent material into the school.
A single incident of serious misconduct may be grounds for suspension.
Procedure
The teacher discusses the serious misbehaviour with the Principal. A written report of the behaviour is given to the Principal. The Principal is involved in investigating all cases of serious misbehaviour.
Through investigation the Principal will ascertain the seriousness of the behaviour, the content of the behaviour, the impact of the behaviour, interventions tried, whether the response is appropriate and possible consequences of a suspension. The Principal keeps a record of all interviews. Copies of all reports are retained.
Guidelines for the Principal
The Principal will consider the following factors before suspending or recommending the suspension of a pupil:
• What is the precise description of the behaviour?
• How persistent has the unacceptable behaviour been?
• Has the problem behaviour persisted in spite of the interventions tried?
• What are the circumstances of the misbehaviour? (in-class behaviour, yard behaviour and group or individual behaviour)
• What factors triggered the misbehaviour?
• What is the age and cognitive ability of the pupil?
• Are there any mitigating circumstances?
• How are other pupils and staff affected by the behaviour?
• What is the impact of the behaviour on the teaching and the learning of the class?
• Does the pupil understand the impact of the behaviour on others?
• What interventions have been tried?
• How have they been monitored and recorded?
• What are the results of the interventions?
• Have the parents been involved in finding a solution to the problem behaviour?
• Has outside agency assistance been sought?
• What other interventions were employed?
• Have the pupils or parents support service personnel been asked for help?
• Does the pupil’s behaviour warrant suspension?
• Is the standard applied the same as the standard applied to the behaviour of other pupils?
• Will a suspension help the pupil?
• How will the suspension help the pupil to change his/her behaviour?
• How will the suspension help the teacher and the class?
• Will the suspension allow additional or alternative interventions to be made?
Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant suspension the following procedures are followed. The Principal informs the pupil and their parents that the alleged misbehaviour is being investigated and that it could result in suspension. Parents are made aware of the decision- making process. Initial communication with parents may be by phone. A letter is subsequently written to parents. It states clearly the alleged misbehaviour and alerts parents to the seriousness with which the school views the alleged misbehaviour.
Parents are invited to the school to discuss the situation. Parents may give their side of the story and may make a case for lessening the sanction. The school and the parents may explore ways to best address the pupil’s misbehaviour. The Principal considers all the facts in an impartial way and makes a decision. This is communicated to the parents. The suspension may last for a half day or for one full day. The Principal may recommend that the Board of Management suspends the pupil for three days or in exceptional circumstances for five days.
Appeals
The Board of Management should offer an opportunity to parents to appeal a Principal’s decision. Where the total number of days for which the pupil has been suspended in the current school year reaches twenty days, the suspension may be appealed under Section 29 of The Education Act 1998. At the time of notification of suspension, parents are informed of their right to appeal to the Secretary General of the Department of Education and Science.
The Principal notifies the parent and the pupil of the decision to suspend. The letter to parents confirms the period of suspension and the dates on which the suspension begins and ends, the reasons for the suspension, a proposed study programme while the pupil is suspended, the arrangements for returning to school and any commitments to be entered into by the pupil and parents. Parents are advised to help their child to behave well on returning to school.
The school helps the child to re-integrate into school after a suspension and the pupil is treated in the normal way.
Forms of Suspension for St. Cronan’s Senior School:
• Half -Day Suspension: The Board may delegate the authority to suspend a pupil for a half -day to the Principal. In this instance parents are asked to remove their child from the school a half day. The suspension is for serious misbehaviour as outlined above. The guidelines are followed. This is reported to the Board of Management.
• One -Day Suspension::. The Board may delegate the authority to suspend a pupil for a day to the Principal. The pupil may be suspended where the continued presence of the pupil in the school at the time represents a serious threat to the safety of pupils or staff. Fair procedures are applied. Parents are notified, invited to the school and arrangements are made with them for the pupil to be collected. Pupils are never sent home alone. Should the parent not attend the meeting, the Principal then writes to the parents advising them of the gravity of the matter and the importance of attending a re-scheduled meeting. All correspondence is retained.
• The Board of Management may suspend a pupil for three days or in very exceptional circumstances for five days.
• Automatic or rolling suspensions are not applied in our school.
All records of suspensions are retained. The Principal reports all suspensions to the Board of Management. The Principal also reports all suspensions to the Education Welfare Officer and the NEWB.
The Gardaí
Criminal behaviour by a pupil will be reported to the local Gardaí.
Expulsion
A pupil is expelled when the Board of Management makes a decision to permanently exclude a pupil from school.
The Board of Management has the authority to expel a pupil.
The grounds for expulsion:
Expulsion of a pupil is a very serious step and should only be taken by the Board of Management in extreme cases of unacceptable behaviour. The school takes significant steps to avoid expulsion by addressing the misbehaviour as follows:
• Meeting with parents and the pupil to find ways of helping the pupil to change their behaviour.
• Making sure that the pupil understands the consequences of their behaviour if the misbehaviour continues.
• Ensuring that all other options have been tried.
• Seeking assistance from other support agencies such as NEPS, HSE, and Swords Clinic.
A proposal to expel a pupil requires serious grounds such as that:
• 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.
• The grounds for expulsion may be similar to the grounds for suspension. The determining factor when expulsion is being considered is that the school must satisfy itself that it has tried a series of other interventions, and also believe that it has exhausted all possibilities of changing the pupil’s bad behaviour.
There may be exceptional circumstances where a Board forms the opinion that a pupil should be expelled for a first offence. The kinds of behaviour that might result in a proposal to expel on the basis of a single breach of the code could include;
• A serious threat of violence against another pupil or member of staff
• Actual violence or physical assault
• Supplying illegal drugs to others in the school
• Sexual assault
The Procedure for expulsion
The Board undertakes a detailed review of a range of factors in deciding whether to expel a pupil:
• What is the precise description of the behaviour?
• How persistent has the unacceptable behaviour been and over what period of time?
• Has the problem behaviour escalated, in spite of the interventions tried?
• What are the circumstances of the incidents of serious misbehaviour?
• What factors may have triggered or provoked incidents of serious misbehaviour (e.g. bullying, cultural or family factors)?
• Are there any underlying factors that may be associated with the behaviour?
• How are other students and staff affected by the student’s behaviour?
• What is the impact of the behaviour on the teaching and learning of the class?
• What interventions have been tried and over what period?
• How have the interventions been recorded and monitored?
• What has been the result of these interventions?
• Have the parents been involved in finding a solution to the problem behaviour?
• Has the intervention of NEPS or other psychological assessment or counselling been sought, where appropriate?
• Is the student or parent involved with any support service and has this agency or support service been asked for help in solving this problem?
• Has any other agency been asked for assistance (e.g. Child Guidance Clinic, Child and Adolescent Mental Health Services)?
• Is the Board satisfied that it has tried a number of interventions to help the student to change their behaviour? Whether expulsion is a proportionate response
• Is the student’s behaviour sufficiently serious to warrant expulsion?
• Is the standard being applied to judging the behaviour the same as the standard applied to the behaviour of every other student? The possible impact of expulsion
• To what extent may expulsion exacerbate any social or educational vulnerability of the student?
• In the case of a student who is in care, what are the possible implications of expulsion for the care arrangements?
Inappropriate use of expulsion
Expulsion should not be proposed for:
• Poor academic performance
• Poor attendance or lateness
• Minor breaches of the Code of Behaviour.
However, any behaviour that is persistently disruptive to learning or dangerous can be a serious matter. Behaviour must be examined in context to understand both the behaviour itself and the response or sanction that is most appropriate.
Procedures in respect of expulsion
Schools are required by law to follow fair procedures as well as procedures prescribed under the Education (Welfare) Act 2000.
When proposing to expel a student where a preliminary assessment of the facts confirms serious misbehaviour that could warrant expulsion, the procedural steps will include:
1. A detailed investigation carried out under the direction of the Principal.
2. A recommendation to the Board of Management by the Principal.
3. Consideration by the Board of Management of the Principal’s recommendation; and the holding of a hearing.
4. Board of Management deliberations and actions following the hearing.
5. Consultations arranged by the Educational Welfare Officer.
6. Confirmation of the decision to expel.
These procedures assume that the Board of Management is the decision-making body in relation to expulsions.
It is a matter for each Board of Management to decide which of the tasks involved in these procedural steps require separate meetings and which tasks can be accomplished together in a single meeting, consistent with giving parents due notice of meetings and a fair and reasonable time to prepare for a Board hearing.
Step 1: A detailed investigation carried out under the direction of the Principal
In investigating an allegation, in line with fair procedures, the Principal should:
• Inform the student and their parents about the details of the alleged misbehaviour, how it will be investigated and that it could result in expulsion.
• Give parents and the student every opportunity to respond to the complaint of serious misbehaviour before a decision is made and before a sanction is imposed.
Parents should be informed in writing of the alleged misbehaviour and the proposed investigation in order to have a permanent record of having let them know. This also ensures that parents are very clear about what the pupil has done. It serves the important function of underlining to parents the seriousness with which the school views the alleged misbehaviour.
Parents and the pupil must have the opportunity to respond to the complaint of serious misbehaviour before a sanction is imposed. Where expulsion may result from the investigation, a meeting with the pupil and their parents is essential. It provides the opportunity for them to give their side of the story and to ask questions about the evidence especially where there is a dispute about the facts of the case. It may also be an opportunity for parents to make a case for lessening the sanction and for the school to explore with parents how best to address the pupil’s behaviour.
If the pupil and their parents fail to attend the meeting, the Principal should write advising of the gravity of the matter and of the importance of attending a re- scheduled meeting. Parents will be informed of the duty of the school authorities to make a decision to respond to the inappropriate behaviour. The school should record the invitation issued to parents and their responses.
Step 2. A recommendation to the Board of Management by the Principal
Where the principal forms the view, based on the investigation of the alleged misbehaviour that expulsion may be warranted, the Principal makes a recommendation to the board of management to consider expulsion.
The Principal should:
• Inform the parents and the pupil that the Board of Management is being asked to consider expulsion
• Ensure that parents have records of the allegations against the pupil, the investigation and written notice of the grounds on which the Board is being asked to consider expulsion
• Provide the Board with the same comprehensive records as are given to parents
• Notify the parents of the date of the hearing by the Board and invite them to the meeting
• Advise the parents that they can make a written and oral submission to the Board of Management
• Ensure that parents have enough notice to allow them to prepare for the hearing.
Step 3. Consideration by the Board of Management of the Principal’s recommendation and the holding of the hearing.
It is the responsibility of the Board to review the initial investigation and satisfy itself that the investigation was properly conducted in line with fair procedure. The Board undertakes its own review of all documentation and the circumstance of the case. It ensures that no party who has any involvement with the circumstances of the case is part of the Board’s deliberations, for example, a member of the Board who may have made an allegation about the pupil.
Where a Board decides to consider expelling a pupil, it must hold a hearing. The Board meeting for the purpose of the hearing, should be properly conducted in accordance with Board procedures. At the hearing the Principal and the parents put their case to the Board in each other’s presence. Each party should be allowed to question the evidence of the other directly. The meeting may also be an opportunity for parents to make their case for lessening the sanction. In the hearing, the Board takes care to ensure that they are impartial. Parents may wish to be accompanied at hearings and the Board should facilitate this.
After both sides have been heard the Board should ensure that the Principal and parents are not present for the Board’s deliberations.
Step 4. Board of Management deliberations and actions following the hearing
Having heard from all the parties, it is the responsibility of the Board to decide whether or not the allegation is substantiated, and if so whether or not expulsion is the appropriate sanction.
Where the Board decides that the pupil should be expelled, the Board must notify the Education Welfare Officer in writing specifying and the reasons for this opinion. The Board of Management should refer to National Educational Welfare reporting procedures for proposed expulsions. The pupil cannot be expelled before the passage of twenty school days from the date on which the EWO receives the written notification
An appeal against the expulsion under Section 29 of the Education Act 1998 will automatically succeed if it is shown that the Education Welfare Officer was not notified in accordance with Section 24 or that twenty days did not elapse from the time of notification to the Educational Welfare Officer in the implementation of the expulsion.
The Board should notify the parents in writing about its conclusions and the next steps in the process. Where expulsion is proposed, parents should be told that the Board of Management will now inform the Educational Welfare Officer.
Step 5. Consultations arranged by the Educational Officer.
Within twenty days of the receipt of a notification from the Board of Management of its opinion that a pupil should be expelled, the Education Officer must:
• Make all reasonable efforts to hold individual consultations with the principal the parents and the pupil and anyone else who may be of assistance
• Convene a meeting of those parties who agree to attend.
The purpose of the meeting is to ensure that arrangements are made for the pupil to continue in education. These consultations may result in an agreement about an alternative intervention that would avoid expulsion.
Pending these consultations about the pupil’s continued education the Board of Management may take steps to ensure that good order is maintained and that the safety of pupils is secured. A Board may consider it appropriate to suspend a pupil during this time. Suspension should only be considered where there is likelihood that the continued presence of the pupil during this time will seriously disrupt the learning of others or represent a threat to the safety of other pupils or staff.
Step 6. Confirmation of the decision to expel
Where the twenty day period following notification to the Educational Welfare Officer has elapsed and where the Board of Management remains of the view that the student should be expelled, the Board should formally confirm the decision to expel to the Principal. Parents should be notified immediately that the expulsion will now proceed. Parents and the pupil should be told about the right to appeal and supplied with the standard form on which to lodge an appeal. A formal record should be made of the decision to expel the student.
Appeals
A parent may appeal a decision to the Secretary General of the Department of Education and Science. An appeal may also be brought by the National Education Welfare Board on behalf of the pupil.
Review of Code
Our Code of Behaviour has been formulated by the Principal and teaching staff in consultation with parents. It has been approved by the Board of Management and will be reviewed at regular intervals.
Parental Co-operation
The support and co-operation of parents are essential to maintain good standards of behaviour and the effective operation of the Code of Behaviour. Parents will be informed at an early stage if problems occur. We would therefore earnestly ask parents to:
1. Familiarise themselves with the school's policy document in relation to discipline.
2. Co-operate with the school with regard to the implementation of its policy on discipline.
3. Communicate regularly with the school about factors likely to affect the behaviour of their children in school.
4. Keep in close contact with the school with regard to all aspects of their child's progress.
It is a condition of attendance at this school that children abide by the rules and regulation in this Code of Behaviour.
This policy is supported by
• Our Homework Policy
• Our Schoolyard Policy
• Our Anti -Bullying Policy
• Our Safety Statement
• Our School Attendance Policy
