Code of Behaviour Introductory Statement Christ the King G.N.S. School’s Code of Behaviour policy complies with "Developing a Code of Behaviour – Guidelines for Schools", issued by National Educational Welfare Board (NEWB). In drawing up the code, consideration has been given to the particular needs and circumstances of the school and our pupils.
Rationale The Board of Management of Christ the G.N.S School decided to review the Behaviour Policy to ensure that it is in compliance with legal requirements and good practice as set out in Developing a Code of Behaviour: Guidelines for Schools, NEWB, 2008. It is a requirement under the Education Welfare Act 2000, Section 23(1) which refers to the obligation on schools to prepare a code of behaviour in respect of the students registered at the school. It details in Section 23(2), that the code of behaviour shall specify. A. The strands of behaviour that shall be observed by each student attending the school; B. The measures that shall be taken when a student fails or refuses to observe those standards C. The procedures to be followed before a student may be suspended or expelled from the school concerned; D. The grounds for removing a suspension imposed in relation to a student. E. The procedures to be followed in relation to a child’s absence from school.
Relationship to Characteristic spirit of the school
· Christ the King Girls’ N.S. is a primary school which strives to provide a well-ordered, caring, happy and secure learning environment where the intellectual, spiritual, physical, moral and cultural needs of our pupils are identified and addressed. · While Christ the King Girls’ N.S. is a school with a Catholic ethos, it also gives due recognition to all other religions. · We aim to provide an appropriate, stimulating and challenging education for all of our pupils. · Christ the King Girls’ N.S. will endeavour to enhance the self-esteem of everyone in the school community, to imbue in the pupils respect for themselves, for other people and for property and to encourage the development of personal responsibility · Christ the King Girls’ N.S. will actively promote equality and respect for diversity, environmental awareness and appreciation of our community.
Aims In devising this code, consideration has been given to the particular needs and circumstances of this school. The aim is to 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. This code of behaviour describes the school’s expectation about how each member of the school of the school community will help to make the school a good place for teaching and learning. Every effort will be made by all members of staff to adopt a positive approach to the question of behaviour in the school and the over-riding aims will be; · To ensure an educational environment that is guided by our mission statement. · To promote behaviour based on mutual respect between all members of the school community · To ensure that there is an orderly environment conducive to effective and efficient learning · To encourage the highest standards in collective and self discipline · To promote positive behaviour and self-discipline recognising the differences between children and the need to accommodate these differences. · To foster the development of a sense of responsibility and self-discipline in pupils based on respect, consideration and tolerance to others. · To enhance the learning environment and allow the school to function in an orderly way where children can make progress in all aspects of their development. · To ensure the safety and well being of all members of the school community; · To assist the parents and children in understanding the systems and procedures that form part of the Code and to seek their co-operation in the application of these procedures. · To ensure that the system of rules, rewards and sanctions are implemented in a fair and consistent manner throughout the school. · To foster caring attitudes to one another and to the environment. · Teaching which exhibits differentiation, mutual respect and effective classroom management is conducive to building and maintaining good relationships between staff and pupils · To enable teachers to teach without disruption.
General guidelines for behaviour in the school 1. Each pupil is expected to be well behaved and to show consideration for other children and adults and to adhere to classroom and playground rules. Bullying will not be tolerated (c/f Anti–Bullying policy) 2. Each pupil is expected to show respect for the property of the school, other children’s and their own belongings. 3. Each pupil is expected to attend school on a regular basis and to be punctual, wearing the correct school uniform. 4. Each pupil is expected to do her best both in school and for homework. Expectations for pupils, staff and parents and how they will treat each other. Pupils Pupils can expect to; · Be treated fairly, consistently and with respect; · Have their individual differences recognised and acknowledged when and if possible; · To feel safe , respected and secure; · Have positive behaviour reaffirmed; · Have misbehaviour dealt with appropriately.
Pupils are expected to; · Attend school regularly and punctually; · Wear a neat school uniform; wear school tracksuit for P.E · Work quietly and safely to the best of their ability at all times; · Respect the right of other pupils to learn; · Show respect for all members of the school community; · Respect school property, the property of others and their own belongings; · Keep the school environment clean and tidy; · Have the correct books and material in school; · Follow class rules; · Move quietly and carefully around the school; · Go to the toilet during designated breaks rather than during the lesson, unless absolutely necessary · Line up in an orderly manner before and after break; · Stay on the premises and within designated areas during school times; · Do their homework to the best of their ability. · Staff Staff can expect to; · Be treated with respect · Teach in a well maintained physical environment relatively free from disruption; · Get support and co-operation from colleagues and parents in order to achieve the school’s aims and objectives; · Be listened to and participate in decision making which affects their own work and that of the school in general; · Work in an atmosphere that encourages professional development; · Get support and professional advice from the Board of Management, Department of Education and Skills, the National Welfare Board, the National Council for Special Education and the National Educational Psychological Services to help cater for the psychological, emotional and physical needs of their pupils; · Have grievances dealt with according to agreed procedures as set out in the CPSMA handbook.
Staff are expected to; · Support and implement the school’s Code of Behaviour; · Be cognisant of their duty of care; · Create a safe, welcoming atmosphere for their pupils; · Develop and nurture a sense of self-esteem in each pupil; · Praise desirable behaviour; · Facilitate pupils to reach their full academic potential; · Recognise and provide for individual differences as far as is reasonable; · Be courteous, consistent and fair; · Keep opportunities for disruption to a minimum; · Keep record of serious misbehaviour or repeated instances of misbehaviour; · Provide support for colleagues. Parents Parents can expect to; · Be treated with respect; · Have a safe and welcoming environment for their child; · Obtain recognition for individual differences among pupils having due regard for the resources that are available; · Have fair and consistent procedures applied to the school’s dealings with pupils; receive progress reports in accordance with agreed school policy(P.T. meetings and end of year reports) · Receive information on school’s policies and procedures.
Parents are expected to; · Ensure that their children attend school regularly and on time and that they are collected from school on time; · Encourage their children to follow the school’s Code of Behaviour; · Ensure their children wear the school uniform; · Ensure their children have the correct books and material; · Have their children’s belongings labelled; · Read written communication received from the school and respond appropriately; · Report to the office if calling to the school during the day for any reason; · Make an appointment beforehand if they need to see a teacher; · Treat all members of the school community with respect; · Provide a letter for all absenteeism; · Inform class teacher of any change to collection procedure for their children; · Help their children to learn and practise good behaviour and to have a positive attitude towards themselves, other people and towards the school; · Co-operate with teachers in instances where their child’s behaviour is causing difficulty to others; · Communicate to the school problems which may affect their child’s behaviour; · Attend meetings as the school if requested; · Help their children with their homework and ensure it is completed.
Whole school approach in promoting positive behaviour Christ the King G.N.S. recognises the importance of taking a whole school approach to the promotion of positive behaviour. The Manager of Christ the King G.N.S. and the Principal have the overall responsibility for the implementation and the on-going monitoring of this policy. However, all staff members have responsibility for their own classes and for the general population when on yard duty or on any organized in school or out of-school activity. The school value the support and co-operation of parents in the promotion of this strategy. The policy shall apply to all students during all school activities. It is the policy of this school to actively promote good behaviour. Children learn best by being rewarded. It is more positive to praise a child doing the proper thing than to constantly scold a child who misbehaves. The school’s 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 also aims to foster self-esteem and to help children accommodate differences and develop citizenship. A copy of the code will be available to both parent and teachers.
Classroom Rules The following "ground rules" have been set down for all classrooms in order to achieve a happy, healthy and safe working environment, where a sense of mutual respect and a positive atmosphere is set for learning.
1. Show respect for others and for property. All pupils are expected to treat staff and visitors to the school with respect and courtesy. School property and property of others should be respected.
2. Wear the proper school uniform. Pupils are required to wear uniform every day, except on designated PE day. Pupils wear the school uniform on the school tracksuit days. (C/f School Uniform policy)
3. Show respect for others by working sensibly and not disrupting the learning of others
4. Bring a healthy lunch to school every day Healthy lunches enable a child to work more efficiently.
5. Take your rubbish home. As we have Green School status, we expect children to take their rubbish/uneaten lunch home. This helps parents/guardians to monitor what their children have eaten, as well as reducing waste.
6. Complete all your homework to the best of your ability and get your parent/guardian to sign your homework journal every day. Incomplete homework must be explained in writing by a parent/guardian.
7. Be punctual and in regular attendance School starts at 9am. A written form (form to be found in the homework journal) is to be completed by a parent/guardian to explain all absences.
8. Leave mobile phones at home In the interest of safety, we would prefer if mobile phones were left at home unless absolutely necessary. (C/F Mobile Phone Policy)
9. Only leave your seat when you have permission to do so. Children have to get permission to leave their seat during tuition and break times.Children are allowed to sit near their friends on wet days (when children do not go out to play) and play games provided in the classroom. The class teacher will supervise the children as they move to sit near their friends. The class teacher discusses the class rules with the children at the start of every term. The children are enabled to understand why "ground rules" are necessary for a happy, healthy and safe working environment. The class rules are displayed in the classroom and the class teacher refers to them frequently during the course of the year so as to remind the children of how they are expected to behave.
Playground 1. Children must show respect to the supervising teacher, S.N.A. and each other at all times. Pupils should treat others as they would like to be treated themselves. Any behaviour which endangers or offends others is not permitted. Rough behaviour e.g. fighting, kicking, spitting pushing and name calling is forbidden. Games or activities considered too dangerous shall be prohibited. 2. Teacher on duty records incidents of misbehaviour in a yard duty incident book 3. If a pupil misbehaves in the yard she may have to have a time out at the school wall 4. Children must enter and exit the building in an orderly fashion using their assigned door. 5. Running is not permitted in the school corridors. 6. Children must obey the bell system in the school 7. Pupils are not permitted to re-enter the school building without permission. 8. When the bell goes to mark the end of lunch children answer the bell by walking promptly to their lines. They must line up quietly and in an orderly fashion. 9. Children must keep the yard litter free. (c/f Classroom Rules)
Rewards and Sanctions Rewards System Promoting good behaviour is the main goal of our schools code of behaviour. The school management and staff actively foster the schools ethos, policies and practices in order to promote positive behaviour and prevent inappropriate behaviour. Our school publically recognises and acknowledges good behaviour. Positive strategies include; · Helping students themselves to recognise and affirm good learning behaviour · Recognising and giving positive feedback about behaviour Sanctions Even minor breaches of the code of behaviour can be disruptive, particularly if they are persistent. Serious misbehaviour can have damaging and long lasting effects including disruption of the student’s own learning and the learning of others. It can cause distress and anxiety or even pose a threat to the safety of teachers.
Sanctions are appropriate They should be appropriate to the age and development stage of the student and take account of the cultural background of the students. Sanctions should be sensitive to the particular circumstances of vulnerable individuals or groups of students for example, a child in care or a child with special education needs). In order to comply with equality legislation, sanctions must not be used in a manner that discriminates against particular students or groups of students and school should be aware that some sanctions might impact disproportionately on particular groups
Sanctions in our school include the following: · Verbal reprimand · Removal from the group (in class) · Withdrawal of privileges · Withdrawal from the particular lesson or peer group · Transferral to another class · Note home in homework journal · Referral to school principal · Child can be requested to write out relevant school rule and get it signed by parent.
Referral to the principal · If this behaviour continues the child’s parents/guardians are sent for. · Pupil may be placed on a daily/weekly behavioural contract to be signed by both teacher and parent and checked regularly by the principal. The contract should be written in such a way that it focuses on specific behavioural problems and offers accrued benefits for achieving the stated goals.
· Internal suspension for up to 3 days. Parents/guardians are informed in writing. Class work will be given by class teacher for this period.
Suspension 1. Suspension- This procedure is used in the case of very serious misbehaviour and or health and safety grounds. (a) If there is a single incident of very serious misbehaviour the Principal requests a meeting with the parents. If considered warranted the Principal reserves the right to suspend the pupil for 3 days initially. This power of suspension is delegated to the principal by the school Manager. (b) In certain circumstances the Principal with the approval of the school manager may suspend a pupil for 5 days. (c) A meeting between the School Principal and the school Manager may authorize further suspension up to a maximum of 10 days. Suspension will be in accordance with Section 23 of the Education Welfare Act 2000.
*** For serious negative behaviour a pupil need not proceed through each of the stages Appeals Parents of a pupil who has been suspended for 20 school days or more are entitled to under Section 29of the Education Act 1998 to appeal such suspension. Expulsion This procedure may be considered in an extreme case, in accordance with Section 23 of the Education Welfare Act. Grounds for Expulsion 1. Behaviour is a persistent cause of significant disruption to the learning of others or to the teaching process. 2. Continued presence of a pupil constitutes a real significant threat to safety. 3. Pupil responsible for serious damage to property. Automatic Expulsion School management may sanction automatic expulsion for certain prescribed behaviour; 1. Sexual Assault. 2. Possession of illegal drugs. 3. Supplying illegal drugs to other pupils in the school. 4. Actual violence or physical assault. 5. Serious threat of violence against another pupil or member of staff. Procedures in respect of expulsion 1. Detailed investigation by School Principal. 2. Recommendation by School Principal to the school Manager. 3. Manager considers Principal’s recommendation and holds hearing. 4. Manager’s decides if expulsion is appropriate.If manager recommends expulsion the manager will propose a date which will allow a 20 day cooling off period. 5. Education Welfare Officer is informed of proposal to expel pupil and effective date of that proposal. 6. Parents of the pupil are informed of rights to invoke a Section 29 appeal under the Education Act 2998. 7. Education Welfare Officer arranges consultations. 8. Confirmation of decision to appeal.
***For serious negative behaviour a pupil need not proceed through each of the stages
Levels of Intervention Support for all Most students behave appropriately, with the help of consistent and clear rules and routines in class and in school. Occasional, minor misbehaviour should be attended to routinely and effectively through the skill of the classroom teacher. Additional support for some students Some students need more active intervention to help them manage their behaviour. Without additional help, they may be at risk of failing, behaviourally, socially and educationally. Additional inputs or interventions might include: · Referral to another teacher or adult who can work with the student. · Setting targets for behaviour and monitoring them with the student in a supportive way. · Behaviour contracts. Specialised support for a small minority of Students. A small minority of students may show particularly challenging behaviour. They may have great difficulty in learning new behaviour and may not respond to low-level interventions. These students will need a sustained and systematic response involving important adults in their lives, in school and at home. The Principal and staff should build good links with any local support services that may be able to assist in responding to the needs of a student with behavioural difficulties. Sources of support may include the National Educational Psychological Service, HSE Community Psychology Services, the National Behavioural Support Service, the National Council for Special Education, Child Guidance Services or Adolescent Mental Health Services. Schools must be cognisant of their obligations under the Equal Status Acts 2000 to 2004 with regard to making reasonable accommodation for students with disabilities.
Conclusion The essence of our code of behaviour is valuing people and encouraging them to accept responsibility for their own behaviour and to develop self discipline.
Roles and Responsibilities The school staff, under the direction of the Principal/Acting Principal, will implement and monitor this policy.