Introductory Statement
A comprehensive review of the existing Discipline Policy in the school took place during January 2024, following consultation with pupils, parents, Parents’ Association, Student Council and staff, and in accordance with ‘Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008).
Rationale
The Code of Behaviour is designed to foster an orderly, harmonious school where high standards of behaviour are expected and supported. We hope that life in our school, both in the classroom and at play, will be pleasant for all children and those who care for and teach them, as a result of this Code. The Code forms an important component of our wellbeing-promotion activities, therefore.
The Code also allows us to fulfil our legal requirements under the Education Act 1998, the Education Welfare Act 2000 and to comply with ‘Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008).
The Code of Behaviour plays an integral role in nurturing the characteristic spirit of our school, as outlined below.
Relationship to the Characteristic Spirit of the School
Ballyfin NS is a primary school under the patronage of the Catholic Bishop of Kildare and Leighlin. Our school is committed to the following aims:
We seek to foster a spirit of mutual respect within our school for everyone, including those of different religious affiliations, different nationalities and different abilities.
We maintain a close relationship with parents and the local community, and we encourage our pupils to participate in parish and community activities where appropriate. We recognise the importance of social and moral, as well as academic, education and the great importance of parental involvement in all aspects of their children’s education.
Aims of the Code of Behaviour
Ballyfin NS aims, through this policy, to:
Underlying principles:
The principles of this Code of Behaviour are consistent with those of ‘Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008), namely that the Code:
Standards of behaviour expected in Ballyfin NS:
The standards of behaviour expected in Ballyfin NS require all members of the school community to show respect to each other, and therefore reflect values such as: respect for self and others, kindness and willingness to help others, courtesy and good manners, fairness, forgiveness, readiness to use respectful ways of solving difficulties and conflict. Children are expected to be committed to their own learning and that of their peers.
Taking the above into account, the general rules in operation in the school for pupils are as listed below. Pupils may be involved, as appropriate, in devising rules specific to their own classrooms that are in keeping with the general standards of behaviour expected throughout the school. Additional specific rules may be communicated to pupils from time-to-time in response to changing school circumstances.
Parents are provided with the standards of behaviour expected in the school prior to the enrolment of their children, and, as a condition of enrolment, they are required to confirm in writing that the Code of Behaviour is acceptable to them, and that they will make all reasonable efforts to ensure that their child complies with the rules of the school.
School rules from the pupil’s perspective:
To aid memorisation and to ensure clarity across the school, the school rules can be summarised as follows:
These basic rules are elaborated below and categorised according to their rationale:
My own safety:
Caring for myself and my own learning:
Caring for others:
Bullying:
Whole school approach to promoting positive behaviour
Every member of the school community has a role to play in the successful implementation of the Code of Behaviour. Rules will be kept to a minimum and applied in a fair and consistent manner, with due regard to the age of pupils and to individual difference. Good behaviour is encouraged and rewarded as appropriate.
Curricular work in the school, especially SPHE and Religion, will be used to support the Code of Behaviour. The pupils will be encouraged to develop their communication skills, appropriate ways of interacting and behaving, and conflict-management skills. Specific consideration will be given to children who need extra assistance in these areas. Attention will also be paid to helping children foster their self-esteem, citizenship and accommodation of difference.
Teacher responsibilities:
The Principal’s responsibilities:
As well as the responsibilities she shares with her teaching colleagues listed above, the Principal is also responsible for:
Responsibilities of ancillary staff:
Responsibilities of the Board of Management
Parent responsibilities:
Pupil responsibilities:
Teachers differentiate their expectations of appropriate behaviour depending on the age and understanding levels of pupils, and it is recognised that some children will require additional supports in order to fulfil their responsibilities under the Code of Behaviour. Nevertheless, once these differentiated considerations are in place the provisions of the Code of Behaviour apply to all children in the school without exception.
Strategies for promoting positive behaviour
Clear expectations of appropriate behaviour
In line with the ‘Discipline for Learning’ approach, the school rules have been condensed to six general rules that are easy for children to remember. Pupils are regularly reminded of the school rules, the reasoning behind the rules is explained to the children, and the importance of behaving within the spirit of the rules is emphasised. Teachers try to be on one word regarding the application of the school rules and support each other in implementing rewards and sanctions, in keeping with a whole-school approach to behaviour management.
Praise
The value of praising and reinforcing positive behaviour is recognised. A variety of methods are used to praise and reward children, at the discretion of each teacher and depending on the age of the children etc. These may include: a quiet word or gesture to show approval, a comment in a pupil’s exercise book, a visit to another member of staff for commendation, a system of merit marks, a mention to parent, written or verbal communication, Golden Time etc.
Shared ownership
The children are encouraged to develop a sense of pride and ownership in their school. All efforts are made to ensure that the school building and atmosphere are pleasant and attractive, so that the children feel proud of their school. Links are maintained with the local community so that pupils understand the role of the school at the heart of the community.
Where possible there is a delegation of responsibility within the classrooms so as to promote a sense of shared ownership, and children are encouraged to take responsibility for themselves and their work and to exercise self-discipline. The aims and objectives of the school are communicated to children in an age appropriate manner, and children are encouraged to understand the value of education and schooling. The children understand that if they behave in a trustworthy way they will be treated more trustingly, with positive implications for the types of activities/ projects etc. that are arranged for and with them.
Wellbeing promoting culture
The school is committed to developing the full potential of each child in a holistic way, and therefore well-being promotion is central to the school culture. A sense of belonging, security and connectedness to the school are fostered through the positive school climate and the encouragement provided to all pupils to participate in school and community activities. Opportunities are provided for social and emotional as well as academic learning. The staff organise visiting speakers, workshops, school trips, celebrations, assemblies etc. throughout the school year so that school has positive associations for the children.
Reducing opportunities for inappropriate behaviour
All efforts are made to match the curriculum to the abilities, aptitudes and interests of each pupil. Classroom management techniques that ensure a variety of activities and methodologies are practiced, so as to sustain pupil interest and motivation.
The school practices effective supervision so that children have limited opportunities for poor behaviour. (See Supervision Policy Statement for details). In conjunction with this, the importance of self-discipline is emphasised, in an age-appropriate way.
Building relationships
Through building rapport and positive relationships among all members of the school community, it is anticipated that inappropriate behaviour will be reduced. In keeping with our school ethos, we aspire to foster relationships grounded in values of respect, empathy, safety, personal accountability, equality, community and trust. All members of the school community are expected to work to build positive relationships with each other, underpinned by these values.
Home-school links
The crucial importance of parental involvement in their children’s learning and behaviour is recognised in the school. Behavioural as well as academic matters are discussed at parent-teacher meetings and on school reports. The children know that teachers will contact their parents for clarification and to report misbehaviour, and similarly parents are encouraged to contact teachers if they have concerns about their children’s progress or behaviour in school. In some cases, ongoing regular parent-teacher meetings/ communication form part of the behavioural management strategy. Teachers may also contact parents as a reward to children and to acknowledge exceptionally good progress or success. (See Parental Involvement Policy). Parents are expected to actively support the school in upholding its Code of Behaviour.
Reward systems
Teachers at their discretion may implement reward systems in their own classrooms that are appropriate for their class and complementary to their teaching style. These may involve stickers, prizes, progress charts etc.
It is important, however, that the benefits of intrinsic motivation and self-discipline not be obscured by such reward systems. Care is taken that rewards do not become the goal of learning, result in unhelpful competition, repeatedly reward the same pupils or de-motivate certain pupils. Children are taught the value of good behaviour and diligent work for its own sake, not just for short term rewards.
Addressing unacceptable behaviour
Procedures for intervention
When addressing inappropriate behaviour, Ballyfin NS uses a problem-solving approach, involving the following steps:
1.Gathering information to understand the context and factors influencing the behaviour
2.Formulating ideas about possible solutions that take account of the reasons why it may be happening
3.Deciding and agreeing specific strategies
4.Implementing the agreed strategies consistently
5.Reviewing and evaluating the effectiveness of the intervention
6.Keeping the relationship with the pupil as positive as possible and prioritising the early involvement of parents.
These steps are carried out informally or formally, with the involvement of various personnel (e.g. individual teacher, teacher and colleagues, teachers and parents, teacher, parents, multi-disciplinary teams etc.) depending on the nature, circumstances and severity of the incident.
Inappropriate behaviour is described with reference to its nature (e.g. unkind, disrespectful, hurtful, mean etc.) its intensity (e.g. planned, deliberate, rough etc.) and its persistence (e.g. repeatedly, daily, ongoing, occasionally etc.).
The response to inappropriate behaviour is understood as occurring at three levels of intervention:
From time to time, as deemed necessary by the Principal, a school wide Behaviour Management Plan (within the parameters of this Code) may be formulated to tackle aspects of behaviour that are proving problematic at a particular time. This will typically specify the targeted behaviours, and the strategies to be used on a whole school basis to reduce or eliminate them.
Purposes of sanctions
The purpose of a sanction is to bring about a change in behaviour through:
In serious incidents, sanctions help:
Good practice in the use of sanctions
Examples of unacceptable misbehaviours and potential sanctions
The minor, serious and gross misbehaviours, and accompanying sanctions listed below are provided as examples and should not be read as comprehensive or complete lists.
The degree of misdemeanour ( i.e. minor, serious or gross) and the appropriate sanction to be imposed, will be judged by the teachers and/or Principal based on a common-sense approach with regard to the gravity, intensity, persistency and frequency of such misdemeanours, the degree of intent, the level of contrition, the age and understanding of the child, and the context in which the behaviour occurred.
Examples of minor misdemeanours:
Examples of serious misdemeanours:
Examples of sanctions for serious misdemeanours:
(also includes those on list above)
Examples of Gross Misdemeanours:
(also includes those on lists above)
Note on sanctions:
*Pupils are generally not deprived of engagement in a curricular area, unless their participation is deemed unsafe for themselves or others, or seriously disruptive to the learning of others. An alternative curricular activity may be provided for pupils whose participation in certain activities is deemed unsafe for themselves or others, or seriously disruptive to the learning of others (e.g. drill activities in PE if engagement in contact games is deemed too dangerous to be permitted, written rather than group work activities in class, video explanations rather than Zoom sessions etc.)
**Detention during break-time may take place in a classroom, supervised by a staff member, or the pupil may be asked to remain in a particular place on the yard (e.g. at the wall/ on bench), supervised by a staff member on yard duty. In cold weather, pupils on detention may be allowed sit in shelter inside the door of the extension, within sight of staff on yard duty. Depending on the nature and seriousness of the misbehaviour, detention may range from five minutes off yard to a number of days off yard. Additional work may be provided for this time.
Steps to be followed when dealing with serious misdemeanours:
Steps to be taken when dealing with gross misdemeanours:
Suspension
Expulsion
Pupil absences
Concerns with regard to behaviour matters
Application of the Code of Behaviour
The Code of Behaviour applies to all school activities, regardless of their location or time (e.g. school tours, school-arranged buses, matches, visits to external venues etc.)
Behaviour on the school buses is primarily a matter for Bus Eireann and parents, and the school cannot be responsible for behaviour that takes place on the school bus. Complaints made to the school about such behaviour will be referred to the relevant Bus Inspector. However, the Board of Management reserves the right to investigate and address incidents of misbehaviour on the school bus that impinge on the functioning of the school, particularly where bullying or Child Protection concerns are involved.
Behavioural concerns relating to children’s usage of the internet outside of school hours are primarily a matter for parents, as the school cannot be held responsible for children’s interactions on social media etc. outside of school hours. Complaints about such behaviour will be referred to the relevant parents. However, the Board of Management reserves the right to investigate and address incidents of cyber-misbehaviour that impinge on the functioning of the school, particularly where bullying, harassment or Child Protection concerns are involved.
Breaches of discipline that take place when outside organisations/groups are using the school (including when pupils or staff of the school are involved) are a matter for those organisations. The Board reserves the right to investigate and address any incident that may bring the school into disrepute.
The Board of Management of Ballyfin NS does not accept responsibility for pupils before 9.10am (classes start at 9.20 am), or after the official closing time (3pm for 1st-6th classes, 2 pm Infants), unless pupils are engaged in an extra-curricular activity that has been approved by the Board of Management. Parents are informed in advance of any change in school opening hours. Supervision is not provided outside of the notified opening hours, regardless of whether staff are on the school premises or not.
Success Criteria
Indicators of the success of this policy will include:
This policy reflects the ongoing practice of the school.
Timetable for Review
The Code of Behaviour will be reviewed informally on an ongoing basis as circumstances and experience dictate. Unless legislative or other changes require it to be reviewed earlier, it will be due for formal review during the school year 2029/30.
Ratification and Communication
The Code of Behaviour is available on the school website, and parents’ attention is drawn to it before enrolment and after each review. Each teacher has access to a copy, and copies are available from the school upon request.
This policy was ratified by the Board of Management of Ballyfin NS on 06/02/2024
Fr Joseph Brophy, Chairperson BOM
Brigid Bennett, Principal.
A comprehensive review of the existing Discipline Policy in the school took place during January 2024, following consultation with pupils, parents, Parents’ Association, Student Council and staff, and in accordance with ‘Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008).
Rationale
The Code of Behaviour is designed to foster an orderly, harmonious school where high standards of behaviour are expected and supported. We hope that life in our school, both in the classroom and at play, will be pleasant for all children and those who care for and teach them, as a result of this Code. The Code forms an important component of our wellbeing-promotion activities, therefore.
The Code also allows us to fulfil our legal requirements under the Education Act 1998, the Education Welfare Act 2000 and to comply with ‘Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008).
The Code of Behaviour plays an integral role in nurturing the characteristic spirit of our school, as outlined below.
Relationship to the Characteristic Spirit of the School
Ballyfin NS is a primary school under the patronage of the Catholic Bishop of Kildare and Leighlin. Our school is committed to the following aims:
- Enabling each child to live a full life and to realise his/her full potential as a unique individual;
- Enabling each child to develop socially through interacting and co-operating with others;
- Preparing each child for further education, work and lifelong learning through the provision of appropriate learning opportunities;
- Creating an atmosphere conductive to the development of the child, based on fairness, respect and tolerance;
- Fostering, developing and maintaining a good home-school relationship.
We seek to foster a spirit of mutual respect within our school for everyone, including those of different religious affiliations, different nationalities and different abilities.
We maintain a close relationship with parents and the local community, and we encourage our pupils to participate in parish and community activities where appropriate. We recognise the importance of social and moral, as well as academic, education and the great importance of parental involvement in all aspects of their children’s education.
Aims of the Code of Behaviour
Ballyfin NS aims, through this policy, to:
- Ensure the safety, happiness, and well-being of all members of the school community;
- Support the efficient and orderly operation of the school
- Develop a sense of responsibility in the pupils, fostering respectful consider behaviour towards others, in keeping with the school motto.
- Promote positive behaviour and self-discipline while recognising the difference between children, and the need to accommodate these differences as far as possible;
- Assist parents and pupils in understanding the systems and procedures that form part of school life and to seek their co-operation in the application of these procedures;
- Promote a strong sense of partnership between the school, the parents and the pupils.
- Ensure that the system of rules, rewards and sanctions are implemented in a fair and consistent manner throughout the school;
- Enable teachers to teach effectively without unnecessary disruption, so children can make progress in all areas of their development;
- Foster an atmosphere of respect, tolerance and consideration of others, so that Ballyfin NS is a good place to come to school and to work.
Underlying principles:
The principles of this Code of Behaviour are consistent with those of ‘Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008), namely that the Code:
- Provides clarity regarding what is expected of all members of the school community;
- Affirms that everyone’s behaviour matters in the nurturing of an orderly, harmonious school;
- Focusses on promoting good behaviour;
- Balances the educational needs of a student whose behaviour is unacceptable with the educational needs of other students in the school;
- Recognises that relationships of trust between staff and students are crucial;
- Focuses on personal responsibility and self-discipline;
- Ensures equity and fairness in its application;
- Recognises educational vulnerability, and the commitment of the school to provide positive support to students;
- Attends to the welfare of students;
- Attends to the welfare of staff and other members of the school community;
- Promotes safety, dignity and freedom from threat of violence for all members of the school community.
Standards of behaviour expected in Ballyfin NS:
The standards of behaviour expected in Ballyfin NS require all members of the school community to show respect to each other, and therefore reflect values such as: respect for self and others, kindness and willingness to help others, courtesy and good manners, fairness, forgiveness, readiness to use respectful ways of solving difficulties and conflict. Children are expected to be committed to their own learning and that of their peers.
Taking the above into account, the general rules in operation in the school for pupils are as listed below. Pupils may be involved, as appropriate, in devising rules specific to their own classrooms that are in keeping with the general standards of behaviour expected throughout the school. Additional specific rules may be communicated to pupils from time-to-time in response to changing school circumstances.
Parents are provided with the standards of behaviour expected in the school prior to the enrolment of their children, and, as a condition of enrolment, they are required to confirm in writing that the Code of Behaviour is acceptable to them, and that they will make all reasonable efforts to ensure that their child complies with the rules of the school.
School rules from the pupil’s perspective:
To aid memorisation and to ensure clarity across the school, the school rules can be summarised as follows:
- Always do your best!
- Keep safe!
- Learn as much as you can!
- Follow the yard rules!
- Use nice words!
- Look good!
These basic rules are elaborated below and categorised according to their rationale:
My own safety:
- I should always follow the instructions of the teachers, and remain in the areas designated at all times, as these instructions are issued for my own safety and well-being.
- I should be careful coming to and going from school, and throughout the day. In particular I should avoid swinging or climbing on posts, railings or furniture.
- I should always walk while in the school building and remain seated when instructed to do so and while eating lunch.
- I should never leave the school grounds without the permission of a teacher, and I should bring a note of explanation following absences.
- I understand that I am expected to take responsibility for my own safety and behave in a sensible manner.
- I am aware that if I need to contact home the school phone will be used, as mobile phones and other internet accessible devices are forbidden for pupils (except when specific permission is granted).
Caring for myself and my own learning:
- I should always do my best in school by listening carefully, working as hard as I can and by completing my homework as well as I can.
- I should respect myself and my property, always keeping my school bag, books and copies in good order, and making sure I have labels on items that could get mixed up.
- I should show respect for my school and be proud to wear the complete school uniform every day.
- I should always be aware of my personal cleanliness.
- I should always bring a sensible, nutritional lunch to school. Fizzy drinks, energy drinks or chewing gum are not permitted (See Healthy Eating Policy).
- I should always be in school when the bell rings at 9.20 a.m.
Caring for others:
- I should always show respect for, kindness to, and inclusion of my fellow pupils, teachers and all members of the school community. I know name-calling, vulgar language or spoiling games organised by others will not be tolerated.
- I should never touch others in a way that makes them feel uncomfortable.
- I should not behave in a way likely to cause injury or discomfort to others.
- I should refrain from behaviours that interfere with my own learning and that of others.
- I should be truthful and honest at all times in my interaction with others, and own up promptly if I have misbehaved.
- I should show respect for the property of my fellow pupils, the school building and grounds, and the local area.
- I understand that other people have different needs, opinions and experiences than me, and I should respect those differences.
- I should follow the Code of Etiquette for online learning when applicable.
- I know that I must respect the legitimate authority of the school and its staff to impose a system of procedures, rules, rewards and sanctions that allow the school to function as a safe learning environment for all.
Bullying:
- “Bullying is repeated aggression, verbal, psychological or physical conducted by an individual or group against others. Isolated incidents of aggressive behaviour, which should not be condoned, can scarcely be described as bullying. However, when the behaviour is systematic and ongoing, it is bullying”. (Department of Education definition).
- Bullying is always unacceptable and incidents of bullying are treated very seriously.
- I should inform a teacher as soon as possible if I witness or experience bullying in school.
Whole school approach to promoting positive behaviour
Every member of the school community has a role to play in the successful implementation of the Code of Behaviour. Rules will be kept to a minimum and applied in a fair and consistent manner, with due regard to the age of pupils and to individual difference. Good behaviour is encouraged and rewarded as appropriate.
Curricular work in the school, especially SPHE and Religion, will be used to support the Code of Behaviour. The pupils will be encouraged to develop their communication skills, appropriate ways of interacting and behaving, and conflict-management skills. Specific consideration will be given to children who need extra assistance in these areas. Attention will also be paid to helping children foster their self-esteem, citizenship and accommodation of difference.
Teacher responsibilities:
- Supporting and implementing the Code of Behaviour;
- Creating a safe and positive climate in their classroom and school;
- Recognising and affirming good work and good behaviour;
- Identifying and providing for individual talents and differences;
- Supporting children to develop appropriate behaviour;
- Modelling good behaviour through being courteous, consistent and fair;
- Keeping opportunities for disruptive behaviour to a minimum;
- Dealing appropriately with incidences of misbehaviour;
- Maintaining records of misbehaviour and informing the Principal as necessary;
- Supporting colleagues in dealing with misbehaviour;
- Communicating with parents when necessary;
- Liaising with the appropriate support services (e.g. NEPS, Tusla, NCSE etc.) when appropriate;
- Assisting with the formulation, review and monitoring of the Code of Behaviour and other related policies;
- Formulating and implementing individualised Behaviour Management Plans/Contracts to support specific children with behavioural difficulties;
- Co-operating with the formulation and implementation of a school wide Behaviour Management Plan (within the parameters of this Code), as may be deemed necessary by the Principal from time to time to tackle particular aspects of misbehaviour.
The Principal’s responsibilities:
As well as the responsibilities she shares with her teaching colleagues listed above, the Principal is also responsible for:
- Arranging for the review of the Code of Behaviour as necessary;
- Creating a positive whole-school climate;
- Providing appropriate support and resources to the teaching staff;
- Liaising with the Board of Management / Parents’ Association as appropriate;
- Co-ordinating the activities, procedures and routines of the school so as to best support positive behaviour;
- Addressing (or delegating the authority to address), as appropriate, incidents of serious or gross misbehaviour that are referred to her;
- Fulfilling the responsibilities delegated to her by the Board of Management with regard to record-keeping, resource management, suspension/expulsion etc.
Responsibilities of ancillary staff:
- Supporting the teaching staff in implementing the Code of Behaviour;
- Informing teacher/Principal of incidents of misbehaviour;
- Modelling good behaviour through being courteous, consistent and fair;
- Contributing to the fostering of a positive school climate;
- Supporting children to develop appropriate behaviours;
- Assisting with the implementation of individualised Behavioural Management Plans/Contracts when appropriate (e.g. filling tick charts, providing reward activities etc. under the direction of the teacher/Principal).
Responsibilities of the Board of Management
- Taking overall responsibility for the preparation/ monitoring / review of the Code of Behaviour;
- Supporting the Principal in the application of a fair Code of Behaviour in the school;
- Providing the necessary resources to the school and its teachers so that good discipline can be upheld;
- Fostering understanding and co-operation among teachers, parents and pupils;
- Facilitating staff development with regard to behavioural issues;
- The Board of Management may be consulted in the event of a gross breach of the Code of Behaviour and is obliged to act in the interests of good discipline and safety in the school. The Board of Management has the authority to suspend or expel a student in accordance with ‘Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008) and has delegated the authority to suspend to the Principal in accordance with Chapter 11 of Developing a Code of Behaviour: Guidelines for Schools’ (NEWB: 2008).
Parent responsibilities:
- Supporting the school in implementing the Code of Behaviour;
- Demonstrating respect for the legitimate authority of the school and its staff to impose a system of procedures, rules, rewards and sanctions to allow for the maintenance of a safe learning environment;
- Teaching and modelling appropriate behaviours to their children;
- Communicating with the school in relation to issues that may affect their children’s behaviour or school work;
- Ensuring that they, or someone nominated by them, is contactable by the school throughout the school day, to assist with incidents of serious misbehaviour / illness etc.;
- Assisting the school staff with the formulation, review and monitoring of individualised Behaviour Management Plans/ Contracts when applicable;
- Fostering an appreciation of the importance of school and education in their children;
- Ensuring that their children attend school regularly and punctually (See School Attendance Policy) and that they have all the necessary books and materials;
- Helping their children access necessary support services if recommended by the school or other agencies.
Pupil responsibilities:
- Adhering to the school rules as listed above at all times, thereby attending to their own safety and learning and that of others;
- Complying with school procedures and the instructions of staff members, as soon as practicable and without argument;
- Demonstrating a respectful attitude to school staff and their peers at all times;
- Contributing to the creation of a positive school climate;
- Assisting with drafting rules for their classroom/ specific activities;
- Discussing concerns with regard to the Code of Behaviour with their teachers/ parents;
- Fulfilling specific roles that they may be assigned from time to time e.g. delivering messages to other classrooms, paired reading etc.
Teachers differentiate their expectations of appropriate behaviour depending on the age and understanding levels of pupils, and it is recognised that some children will require additional supports in order to fulfil their responsibilities under the Code of Behaviour. Nevertheless, once these differentiated considerations are in place the provisions of the Code of Behaviour apply to all children in the school without exception.
Strategies for promoting positive behaviour
Clear expectations of appropriate behaviour
In line with the ‘Discipline for Learning’ approach, the school rules have been condensed to six general rules that are easy for children to remember. Pupils are regularly reminded of the school rules, the reasoning behind the rules is explained to the children, and the importance of behaving within the spirit of the rules is emphasised. Teachers try to be on one word regarding the application of the school rules and support each other in implementing rewards and sanctions, in keeping with a whole-school approach to behaviour management.
Praise
The value of praising and reinforcing positive behaviour is recognised. A variety of methods are used to praise and reward children, at the discretion of each teacher and depending on the age of the children etc. These may include: a quiet word or gesture to show approval, a comment in a pupil’s exercise book, a visit to another member of staff for commendation, a system of merit marks, a mention to parent, written or verbal communication, Golden Time etc.
Shared ownership
The children are encouraged to develop a sense of pride and ownership in their school. All efforts are made to ensure that the school building and atmosphere are pleasant and attractive, so that the children feel proud of their school. Links are maintained with the local community so that pupils understand the role of the school at the heart of the community.
Where possible there is a delegation of responsibility within the classrooms so as to promote a sense of shared ownership, and children are encouraged to take responsibility for themselves and their work and to exercise self-discipline. The aims and objectives of the school are communicated to children in an age appropriate manner, and children are encouraged to understand the value of education and schooling. The children understand that if they behave in a trustworthy way they will be treated more trustingly, with positive implications for the types of activities/ projects etc. that are arranged for and with them.
Wellbeing promoting culture
The school is committed to developing the full potential of each child in a holistic way, and therefore well-being promotion is central to the school culture. A sense of belonging, security and connectedness to the school are fostered through the positive school climate and the encouragement provided to all pupils to participate in school and community activities. Opportunities are provided for social and emotional as well as academic learning. The staff organise visiting speakers, workshops, school trips, celebrations, assemblies etc. throughout the school year so that school has positive associations for the children.
Reducing opportunities for inappropriate behaviour
All efforts are made to match the curriculum to the abilities, aptitudes and interests of each pupil. Classroom management techniques that ensure a variety of activities and methodologies are practiced, so as to sustain pupil interest and motivation.
The school practices effective supervision so that children have limited opportunities for poor behaviour. (See Supervision Policy Statement for details). In conjunction with this, the importance of self-discipline is emphasised, in an age-appropriate way.
Building relationships
Through building rapport and positive relationships among all members of the school community, it is anticipated that inappropriate behaviour will be reduced. In keeping with our school ethos, we aspire to foster relationships grounded in values of respect, empathy, safety, personal accountability, equality, community and trust. All members of the school community are expected to work to build positive relationships with each other, underpinned by these values.
Home-school links
The crucial importance of parental involvement in their children’s learning and behaviour is recognised in the school. Behavioural as well as academic matters are discussed at parent-teacher meetings and on school reports. The children know that teachers will contact their parents for clarification and to report misbehaviour, and similarly parents are encouraged to contact teachers if they have concerns about their children’s progress or behaviour in school. In some cases, ongoing regular parent-teacher meetings/ communication form part of the behavioural management strategy. Teachers may also contact parents as a reward to children and to acknowledge exceptionally good progress or success. (See Parental Involvement Policy). Parents are expected to actively support the school in upholding its Code of Behaviour.
Reward systems
Teachers at their discretion may implement reward systems in their own classrooms that are appropriate for their class and complementary to their teaching style. These may involve stickers, prizes, progress charts etc.
It is important, however, that the benefits of intrinsic motivation and self-discipline not be obscured by such reward systems. Care is taken that rewards do not become the goal of learning, result in unhelpful competition, repeatedly reward the same pupils or de-motivate certain pupils. Children are taught the value of good behaviour and diligent work for its own sake, not just for short term rewards.
Addressing unacceptable behaviour
Procedures for intervention
When addressing inappropriate behaviour, Ballyfin NS uses a problem-solving approach, involving the following steps:
1.Gathering information to understand the context and factors influencing the behaviour
2.Formulating ideas about possible solutions that take account of the reasons why it may be happening
3.Deciding and agreeing specific strategies
4.Implementing the agreed strategies consistently
5.Reviewing and evaluating the effectiveness of the intervention
6.Keeping the relationship with the pupil as positive as possible and prioritising the early involvement of parents.
These steps are carried out informally or formally, with the involvement of various personnel (e.g. individual teacher, teacher and colleagues, teachers and parents, teacher, parents, multi-disciplinary teams etc.) depending on the nature, circumstances and severity of the incident.
Inappropriate behaviour is described with reference to its nature (e.g. unkind, disrespectful, hurtful, mean etc.) its intensity (e.g. planned, deliberate, rough etc.) and its persistence (e.g. repeatedly, daily, ongoing, occasionally etc.).
The response to inappropriate behaviour is understood as occurring at three levels of intervention:
- Support for all – most pupils behave appropriately with the help of consistent and clear guidelines, and only occasionally require intervention by the classroom teacher for minor breaches of the Code of Behaviour.
- Additional support for some students – some pupils need more active intervention to help them improve their behaviour, such as a behaviour management plan which sets and monitors targets, the involvement of other teachers or a behaviour contract.
- Specialised support for a small minority of students – a few students may show particularly challenging behaviour and may need a sustained and systematic response from all the important adults in their lives to learn improved behaviours. They may also require the involvement of specialised support services such as NEPS, the HSE Community Services, the NCSE, the Gardaí, or Adolescent Mental Health Services etc.
From time to time, as deemed necessary by the Principal, a school wide Behaviour Management Plan (within the parameters of this Code) may be formulated to tackle aspects of behaviour that are proving problematic at a particular time. This will typically specify the targeted behaviours, and the strategies to be used on a whole school basis to reduce or eliminate them.
Purposes of sanctions
The purpose of a sanction is to bring about a change in behaviour through:
- Helping pupils realise that their behaviour is unacceptable
- Helping them to recognise the effect of their actions and behaviours on others
- Helping pupils to recognise (in a way appropriate to their age and development) that they have choices about their own behaviour and that all choices have consequences
- Helping them to take responsibility for their behaviour
- Reinforcing the boundaries set out in the Code of Behaviour
- Signalling to other pupils and staff that their well-being is valued and protected
In serious incidents, sanctions help:
- Prevent serious disruption to teaching and learning
- Keep the pupil, and other pupils and staff safe
Good practice in the use of sanctions
- Sanctions should be used as a part of a plan to change behaviour. They should seek to defuse rather than escalate a situation, preserve the dignity of all the parties, and be applied in a timely manner. (In defining ‘timely’ consideration must be paid to the need in some cases to take time to investigate incidents when the facts are in dispute, to communicate with parents or to seek external advice, or to allow a situation to defuse before addressing it).
- They should be applied fairly and consistently, with regard to appropriateness and proportionality.
- Sanctions should be appropriate with regard to the age and developmental stage of the pupil.
- The level of sanction applied should be proportionate to the nature and seriousness of the misbehaviour, determined with reference to the frequency, duration and persistence of the behaviour, whether it is part of an escalating pattern of poor behaviour and the context in which it occurred.
- The school’s policy on sanctions should be communicated clearly to pupils and parents (e.g. through providing easy access to the Code of Behaviour for parents)
Examples of unacceptable misbehaviours and potential sanctions
The minor, serious and gross misbehaviours, and accompanying sanctions listed below are provided as examples and should not be read as comprehensive or complete lists.
The degree of misdemeanour ( i.e. minor, serious or gross) and the appropriate sanction to be imposed, will be judged by the teachers and/or Principal based on a common-sense approach with regard to the gravity, intensity, persistency and frequency of such misdemeanours, the degree of intent, the level of contrition, the age and understanding of the child, and the context in which the behaviour occurred.
Examples of minor misdemeanours:
- Unmannerly behaviour
- Interrupting class work
- Not completing homework without good reason
- Running in the school building
- Being unacceptably noisy
- Talking in class
- Interrupting others
- Commenting negatively on others
- Being in the wrong zone in the yard
- Untidiness at desk/yard etc
- Not wearing correct uniform without good reason
- Slowness in lining up when bell rings
- Leaving seat without permission
- Frequently arriving late for school
- Copying work from others
- Using unacceptable language
- Name calling or use of unpleasant nicknames
- Making rude or annoying gestures
- Breaching healthy lunch policy
- Reasoning with pupils
- Reprimand (including advice on how to improve).
- Separation from peers
- Withdrawal from the particular activity or peer group *
- Other sanctions as deemed appropriate to combat particular misbehaviour (e.g. misbehaviour at basketball nets may result in a ban from that area for a period of time etc.)
- Removal from a position of responsibility (e.g. bringing out yard equipment, ringing bell, going on messages etc.)
- Warning from principal
- Written activity to reinforce the rule broken
- Additional work set
- Temporary removal of item
Examples of serious misdemeanours:
- Repeated incidents of minor misbehaviour
- Refusing to comply with a sanction imposed for a minor misdemeanour
- Telling lies
- Stealing
- Damaging or defacing school/ another pupil’s property
- Bullying (See Anti-Bullying Policy)
- Causing physical or emotional hurt to others
- Intimidation of others
- Disrespect or discourtesy to members of school community
- Persistent interruption to class work / interference in the learning of others
- Deliberately ignoring the direction of a staff member
- Refusal to line up when bell rings
- Bringing a banned item to school e.g. mobile phone
- Encouraging others to breach the Code of Behaviour
- Leaving (or refusing to leave) designated areas without permission
- Involvement in actions likely to endanger self or fellow pupils or staff
- Breaching the school’s Internet Acceptable Use Policy
- Facilitating a breach of the school’s online learning spaces (e.g. zoombombing)
- Any action likely to bring the school into disrepute.
Examples of sanctions for serious misdemeanours:
(also includes those on list above)
- Loss of privileges / privilege activities
- Referral to another staff member
- Confiscation of a banned item
- Communication with parents
- Detention during break time **
- Requesting letter of apology
- Make amends for consequences of wrong-doing
- Substantial additional work (e.g. project into the effects of bullying etc.)
Examples of Gross Misdemeanours:
- Repeated incidents of serious misbehaviour
- Refusing to comply with a sanction imposed for a minor or serious misdemeanour
- Serious breach of conditions of a behaviour management plan
- Leaving school premises during school day without appropriate permission
- Intentional damage to the property of others
- Interference with school alarm / fire prevention systems
- Wilful damage to school building, furniture, books, equipment etc.
- Gross insubordination
- Aggressive, threatening or violent behaviour towards a staff member / pupil.
- Self-harm that endangers self or causes distress to others
- Making false allegations against others
- Bringing weapons to school
- Sale or supply of illegal substances
- Assault causing harm to others
- Spitting/coughing on others deliberately
- Sexual inappropriately behaviour /assault
(also includes those on lists above)
- Detention at break time
- Removal of significant privilege activities
- Internal suspension
- Suspension
- Expulsion
Note on sanctions:
*Pupils are generally not deprived of engagement in a curricular area, unless their participation is deemed unsafe for themselves or others, or seriously disruptive to the learning of others. An alternative curricular activity may be provided for pupils whose participation in certain activities is deemed unsafe for themselves or others, or seriously disruptive to the learning of others (e.g. drill activities in PE if engagement in contact games is deemed too dangerous to be permitted, written rather than group work activities in class, video explanations rather than Zoom sessions etc.)
**Detention during break-time may take place in a classroom, supervised by a staff member, or the pupil may be asked to remain in a particular place on the yard (e.g. at the wall/ on bench), supervised by a staff member on yard duty. In cold weather, pupils on detention may be allowed sit in shelter inside the door of the extension, within sight of staff on yard duty. Depending on the nature and seriousness of the misbehaviour, detention may range from five minutes off yard to a number of days off yard. Additional work may be provided for this time.
Steps to be followed when dealing with serious misdemeanours:
- The Board reserves the right to investigate any actions that are likely to bring the school into disrepute.
- While the school’s CCTV system is primarily used for school security purposes, the Board reserves the right to review CCTV footage to support the investigation of alleged breaches of the Code of Behaviour.
- The relevant teacher investigates and records reports of serious misbehaviour. The nature, intensity and persistence of the behaviour, remorse of the pupil, extenuating circumstances etc. will dictate the form of the sanction/s imposed, in consultation with the Principal and/or other relevant staff members.
- A sanction or combination of the sanctions listed above may be implemented by the relevant teacher/Principal. Pupils will be expected to apologise appropriately and make amends for any consequences of their misbehaviour (e.g. clean graffiti off a desk, reimburse school for cost of items damaged etc.)
- The Class teacher and/or Deputy Principal/ Principal may meet with the parents of the child involved with a view to resolving the issue and preventing such behaviour re-occurring.
- Individualised Behaviour Management Plans may be devised for pupils whose behaviour is of persistent and serious concern. In formulating behaviour management plans, the school staff will try to identify the reasons underlying the misbehaviour and implement interventions accordingly. These interventions may involve reducing the demands placed on children in school, (e.g. by reducing the curriculum load or implementing a reduced timetable), or by providing acceptable alternative behaviour choices for the pupil (e.g. movement breaks, de-escalation areas etc.). Behaviour Management Plans typically include ways to positively reinforce desired behaviour as well as ways to discourage inappropriate behaviour.
- If appropriate, assistance may be sought from relevant support services or a multi-disciplinary team meeting convened to assist with the formulation of the Behaviour Management Plan and to advise on the most appropriate interventions for the particular child.
- If appropriate the pupil may attend /join the meeting with parents so that the agreed interventions can be explained in the presence of their parents and all can be assured of a clear understanding.
- A record of the incident/meeting/sanction imposed etc. are kept in the child’s file along with copies of Behaviour Management Plans if applicable.
Steps to be taken when dealing with gross misdemeanours:
- The steps outlined above with regard to serious misdemeanours also apply to incidences of gross misbehaviour.
- All incidences of gross misbehaviour are reported to the Principal
- Gross misbehaviours require sanctions that are punitive enough to convey the seriousness of the misbehaviour to the child and his/her parents e.g. removal from the yard/classroom for a specified period of time, removal of significant privilege activities, suspension and in certain circumstances expulsion.
- The Principal and/or Deputy Principal will request a meeting with the parents of the pupil involved with a view to resolving the issue and to preventing the behaviour re-occurring. In cases of gross misbehaviour, the meeting will also typically involve the parents (and the pupil him/herself if appropriate) being reminded of the Principal’s and the Board of Management’s obligations with regard to maintaining good discipline in the school, the sanctions at the disposal of the Principal/Board, and the potentially serious consequences for the pupil’s continued presence in the school if the misbehaviour persists.
- In some cases, the Chair of the Board of Management may meet with the parents to outline the Board’s obligations with regard to health and safety, discipline, and as an Employer, to them, and to emphasis the serious view taken of the gross misbehaviour.
- The pupil and their parents will be expected to make amends for any loss suffered by the school (e.g. (e.g. clean graffiti off a desk, reimburse school for cost of items damaged etc.) and/or to apologise to affected parties.
- In conjunction with the individualised Behaviour Management Plans described above, a Behaviour Management Contract may be devised, with the pupil and parents expected to sign up to a commitment to improve his/her behaviour.
- An incident form is completed for all incidents of gross misbehaviour and it is retained in the pupil’s file.
- All incidents of assault on staff members are reported to the Board of Management, to allow it to fulfil its obligations as the Employer.
- With regard to gross misbehaviour that is deemed to involve bullying, in cases where the relevant teacher considers that bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher using the recording template Appendix 3 of 45/13 (Anti-Bullying Procedures for Primary and Post-Primary Schools). At least once per term the Principal will provide a report to the Board of Management setting out the number of cases reported to her using Appendix 3 since her previous report. (See Anti-Bullying Policy)
- The school will endeavour to support other pupils/staff members who may have been negatively affected by the gross misbehaviour in so far as possible.
- Depending on the severity and nature of the gross misdemeanour, the school may refer the incident to An Garda Siochaná and/or Tusla or other agency as appropriate.
- In cases of sexual assault, the provisions of the Child Safeguarding Statement apply.
Suspension
- In some cases of gross misdemeanour, suspension may be a proportionate and reasonable sanction. Suspension is defined as ‘requiring the student to absent him/herself from the school for a specified, limited period of school days’, (Developing a Code of Behaviour NEWB 2008).
- The decision to suspend a pupil requires serious grounds such as:
- A threat to safety (to the pupil themselves or others);
- Physical assault/violence resulting in harm to a member of the school community;
- A serious detrimental effect on the education of other students;
- Serious damage to property;
- A blatant disregard for the provisions of the Code of Behaviour of the school;
- Refusal to comply with the provisions of a Behaviour Management Plan / contract;
- Serious bullying incidences (including cyber bullying);
- Repeated incidences of misbehaviour with no improvement.
- While the school endeavours to apply principles of fair procedures (the right to be heard, the right to impartiality) to all investigations, these principles are of particular relevance when grave sanctions such as suspension (or expulsion) are a possibility. The degree of formality required in implementing fair procedures will depend on the seriousness of the alleged misbehaviour and the seriousness of the possible sanction (e.g. less formality required in procedures leading to a suspension of three days or less, than would be required if expulsion was being considered).
- With regard to an investigation that may lead to the imposition of a suspension (or expulsion), the right to be heard involves:
- The right to know that the alleged misbehaviour is being investigated
- The right to know the details of the allegations made and other information that will be taken into account
- The right to know how the issue will be decided
- The right to respond to the allegations
- The right to be heard by the decision making body
- The right to ask questions of the other party or witnesses where there is a dispute about the facts
- With regard to an investigation that may lead to the imposition of a suspension (or expulsion), the right to impartiality means:
- The right to an absence of bias in the decision-maker
- The right to impartiality in the investigation and in the decision-making
- The Principal has been authorised by the Board of Management to sanction immediate suspension of a pupil, for up to three days, if the continued presence of the pupil in the school is judged, after a preliminary investigation, to be a danger to any member of the school community, and a formal investigation will commence after the suspension is imposed. Parents will immediately be informed and arrangements made for the student to be collected.
- In other cases, where the behaviour appears serious enough to warrant suspension, but there is no apparent immediate danger to anyone’s safety, the behaviour will be investigated, parents and student will be informed of the complaint and given an opportunity to respond, before the suspension is imposed. The Board of Management has authorised the Principal to impose a suspension for up to three days in such circumstances.
- Generally, if a suspension longer than three days is being proposed by the Principal, the matter should be referred to the Board of Management for consideration and approval, giving the circumstances and the expected outcomes. However, the Board of Management has authorised the Principal, with the approval of the Chairperson of the Board, to impose a suspension for up to five days in circumstances where a meeting of the Board cannot be convened in a timely fashion, subject to the guidance covering such suspensions.
- The Board of Management has imposed a ceiling of ten days on any one period of suspension imposed by it, except in exceptional circumstances where the safety of pupils/staff necessitates a longer period of suspension, or during the twenty day period following the decision to expel a pupil. The Board will formally review any proposal to suspend a pupil that would bring the total number of days the pupil has been suspended in the current school year to twenty days or more, as such a suspension would be subject to appeal under Section 29 of the Education Act.
- When a decision has been made to suspend a pupil, written notification will be provided to the parents stating: the dates and duration of the suspension, the reasons for the suspension, any study programme to be followed, the arrangements for returning to school, including the commitments that are to be entered into by the parents and the pupil, and the right of appeal to the Board of Management. In cases of immediate suspension this written notification will be provided as soon as practicable after the suspension has been imposed.
- The Principal’s decision to impose a suspension may be appealed to the Board of Management. The Board of Management will be informed at each meeting of any suspensions imposed since the previous meeting.
- On return from suspension the Principal will usually meet with the parents and/or pupil to help ensure the misbehaviour does not occur again. The parents and the pupil may be asked to re-affirm their commitment to the Code of Behaviour and Behaviour Management Plan / Contract (if applicable).
Expulsion
- Expulsion is defined as ‘A student is expelled from a school when a Board of Management makes a decision to permanently exclude him/her from the school, having complied with the provisions of section 24 of the Education (Welfare) Act 2000’.
- The authority to expel a pupil is reserved by the Board of Management of Ballyfin NS.
- The school recognises the gravity of expulsion as a sanction, and will consider it only in extreme cases and as a last resort when all avenues of discussion, negotiation and mediation have been exhausted.
- Prior to this, the school will have taken significant steps to address the misbehaviour, such as:
- Meeting with the parents and pupil to try find ways to help the pupil change his/her behaviour;
- Ensuring the pupil and his/her parents understand the consequences of their behaviour if it persists;
- Trying to change the behaviour through imposing other sanctions as outlined above;
- Seeking the assistance of relevant support agencies, such as NEPS, Primary Care Psychology, Tusla, SESS, NCSE, etc. as appropriate to the needs and circumstances of the child
- The decision to expel a student requires serious grounds, such as:
- A threat to safety (to the pupil themselves or others);
- A serious detrimental effect on the education of other students;
- Serious damage to property;
- A blatant disregard for the provisions of the Code of Behaviour of the school.
- While these are similar to the grounds for suspension, factors such as persistence, lack of contrition, and the seriousness of the behaviour, as well as the belief that the school has exhausted all other options will influence the decision of the Board to expel a pupil.
- In exceptional circumstances the Board of Management may form the view that a pupil should be expelled for a first offence. Such offences include:
- A serious and credible threat of violence against another pupil or staff member
- Actual violence or physical assault
- Supplying illegal drugs to other pupils
- Sexual assault
- When a preliminary assessment of the facts confirms gross misbehaviour that could warrant expulsion, the following procedural steps are followed:
- Written notification provided to parents about the details of the alleged misbehaviour, how it will be investigated and the possibility that it could result in expulsion
- Parents and the pupil are given every opportunity to respond before a decision is made and the sanction is imposed. The parents and the pupil are invited to a meeting where they can give their side of the story, parents can make the case for lessening the sanction, and other options for improving the behaviour can be explored.
- If parents refuse to attend the meeting, the Principal writes advising them of the gravity of the matter, the importance of them attending a re-scheduled meeting, and failing that, the duty of the school authorities to make a decision in response to the misbehaviour.
- A record is kept of the correspondence with parents.
- Parents are informed that the Board is being asked to consider expelling the pupil.
- Ensure parents have records of the allegations against the student and the investigation undertaken, as well as written notification of the grounds on which the Board of Management is being asked to consider expulsion.
- Provide the Board with the same comprehensive records as given to the parents
- Notify the parents of the date of the Board of Management hearing and invite them to that hearing, ensuring that they have enough notice to prepare for the hearing
- Advise the parents that they can make a written and oral submission to the Board of Management
- The Board reviews the investigation and satisfies itself that it was conducted in line with fair procedures.
- At the hearing, the parents and the Principal, put their case to the Board in each other’s presence. Each party is allowed to question the evidence of the other party directly. In line with Board procedures, parents may be accompanied to the hearing. Parents may make the case for a lesser sanction to be imposed.
- No party who has had involvement in the case can be present for the Board’s deliberations after the hearing.
- If the Board comes to the opinion that the student should be expelled, the Board writes to the Educational Welfare Officer to inform him/her of this. The pupil cannot be expelled until twenty school days from the date on which the EWO receives the notification. The pupil may be suspended during this period if his/her presence in the school is deemed a threat to safety or likely to seriously disrupt the learning of other pupils.
- The Board informs the parents in writing of its decision and the next steps in the process.
- The EWO is expected, within the twenty day period, to arrange individual consultations with the parents and pupil, the Principal and anyone else likely to be of assistance
- Representatives from the school will attend a meeting with the EWO and the parents (if they agree to attend) to discuss the educational interests of the pupil involved.
- Where the twenty day period has elapsed, and the Board remain of the opinion that the pupil should be expelled, the Board formally confirm the decision to expel. This task is delegated to the Principal and Chairperson, who notify the parents in writing that the expulsion will now proceed. Parents are also informed of their right to appeal and are provided with the standard form on which to lodge an appeal.
- A formal record of the decision to expel the pupil is placed in the pupil’s file.
- The parents of the pupil may appeal an expulsion to the Secretary General of the Department of Education, in accordance with Section 29, Education Act 1998. An appeal may also be brought by the Educational Welfare Officer on behalf of a pupil.
Pupil absences
- In cases where a pupil arrives late or is collected early, the parent or nominated person is expected to fill in the ‘sign in/out’ book in the school foyer. Parents are expected to provide a written explanation for pupil absences to the class teacher on the day the pupil returns to school. In cases of prolonged or planned absence, parents are requested to advise the school of this as soon as possible.
- The school is obliged to report all pupil absences of more than twenty days in a school year to the Tusla Education Support Service (once the child has reached the age of six) as part of the regular school absence reports. Parents are reminded of this obligation via Aladdin when their child has missed seventeen days. In cases where the Principal is concerned about an individual child’s absences, a referral form is filled out for the particular child and sent to the Educational Welfare Officer.
Concerns with regard to behaviour matters
- Parental or pupil concerns or queries with regard to behaviour matters are to be raised with the class teacher of the pupil/s involved in the first instance. If the matter is not resolved, it may then be brought to the attention of the Principal.
- Teachers may be contacted by telephone, email or written note, and an appointment to meet is then arranged if a discussion of the issue is required.
Application of the Code of Behaviour
The Code of Behaviour applies to all school activities, regardless of their location or time (e.g. school tours, school-arranged buses, matches, visits to external venues etc.)
Behaviour on the school buses is primarily a matter for Bus Eireann and parents, and the school cannot be responsible for behaviour that takes place on the school bus. Complaints made to the school about such behaviour will be referred to the relevant Bus Inspector. However, the Board of Management reserves the right to investigate and address incidents of misbehaviour on the school bus that impinge on the functioning of the school, particularly where bullying or Child Protection concerns are involved.
Behavioural concerns relating to children’s usage of the internet outside of school hours are primarily a matter for parents, as the school cannot be held responsible for children’s interactions on social media etc. outside of school hours. Complaints about such behaviour will be referred to the relevant parents. However, the Board of Management reserves the right to investigate and address incidents of cyber-misbehaviour that impinge on the functioning of the school, particularly where bullying, harassment or Child Protection concerns are involved.
Breaches of discipline that take place when outside organisations/groups are using the school (including when pupils or staff of the school are involved) are a matter for those organisations. The Board reserves the right to investigate and address any incident that may bring the school into disrepute.
The Board of Management of Ballyfin NS does not accept responsibility for pupils before 9.10am (classes start at 9.20 am), or after the official closing time (3pm for 1st-6th classes, 2 pm Infants), unless pupils are engaged in an extra-curricular activity that has been approved by the Board of Management. Parents are informed in advance of any change in school opening hours. Supervision is not provided outside of the notified opening hours, regardless of whether staff are on the school premises or not.
Success Criteria
Indicators of the success of this policy will include:
- Observation of positive behaviour in classrooms, playgrounds and school environment, with few incidences of misbehaviour
- Pupils exhibiting self-discipline
- Positive feedback from teachers, parents and pupils
- Consistent implementation of the practices and procedures outlined in the policy.
This policy reflects the ongoing practice of the school.
Timetable for Review
The Code of Behaviour will be reviewed informally on an ongoing basis as circumstances and experience dictate. Unless legislative or other changes require it to be reviewed earlier, it will be due for formal review during the school year 2029/30.
Ratification and Communication
The Code of Behaviour is available on the school website, and parents’ attention is drawn to it before enrolment and after each review. Each teacher has access to a copy, and copies are available from the school upon request.
This policy was ratified by the Board of Management of Ballyfin NS on 06/02/2024
Fr Joseph Brophy, Chairperson BOM
Brigid Bennett, Principal.
